HUMAN LEARNING, COGNITION AND DEVELOPMENT
This is one of the gateway courses into the education programs at La Salle University. It is an introduction to the role of the teacher with an emphasis on how students learn. The course focuses on the study of the nature and scope of educational psychology as it relates to human learning and introduces educational research. The course, which emphasizes speaking and writing, provides prospective education majors with the opportunity to explore the profession from different theoretical perspectives, such as cognitive and behavioral psychology. Students come to understand how people develop cognitively, socially, and emotionally and how individuals learn. Students combine an in-depth analysis of self, foster higher levels of critical reflection, learn theories and concepts in educational psychology, and participate in field experiences to enhance connections between theory and practice. (Open to non-majors [field experience may be required by course instructors]; required freshman course for ESE and SE majors).
EDUCATIONAL DIVERSITY IN AMERICA
From both developmental and ecological perspectives, this course explores the diversity of individuals in society and schools, including race, ethnicity, regional background, exceptionality, socio-economic status, gender, sexual orientation, age, and religion. Personal beliefs and attitudes surrounding issues of human diversity and its impact on the family, community, and society are examined. The course provides an understanding of the legal and ethical issues in educating students from diverse backgrounds and with disabilities. Additionally, the course highlights the characteristics of students with special needs and ways to accommodate their needs in the classroom setting. (The course is open to non-majors [field experience may be required by course instructors]; required course for all ESE and SE majors.)
FOUNDATIONS OF LITERACY
Foundations of Literacy is a course designed to help preservice teachers understand and promote literacy development of students in preschool through eighth grade. Emphasis is placed on providing rich and meaningful literacy experiences that invite engagement and that help children develop skill, confidence, and enjoyment in the processes of listening, speaking, reading, writing, viewing, and visual representation.
EDUCATIONAL PSYCHOLOGY: DEVELOPMENT AND LEARNING
Course content emphasizes developmental theories, theories of learning and motivation, lesson-planning, basic management approaches, assessment, research, and more advanced problem-solving skills. The emphasis is on theory informing practice and thus students will be engaged in developing lesson and management plans using theory as a rationale and applying their knowledge of developmental and learning theories to help students reach their fullest potential. Prerequisite: EDC 103.
TEACHING AND LEARNING OF MATHEMATICS
This course focuses on how students learn mathematics with implications for teaching mathematical concepts, skills, problem-solving, and critical thinking. The course provides a basis for understanding the changing mathematics curriculum, offers opportunities to plan and evaluate instructional techniques and materials, and examines the integration of mathematics with other content areas, such as science, children's literature, and social studies. Prerequisites: EDC 103 and EDC 104.
PHYSICAL AND CULTURAL GEOGRAPHY
This course provides prospective Education majors with increased knowledge and understanding of the world in geographical terms, relating especially to physical landforms and structures, maps, human impact on and interaction with the environment, population, and political and economic systems. The course will place special emphasis on cultural geography, that is the variation of human systems from location to location. In addition, this course highlights the role of economics and trade in our expanding global market economy, including the study of comparative economic systems and the distribution of natural and man-made resources. (Open to non-majors.)
INTEGRATED SOCIAL SCIENCES
This course and its related fieldwork addresses social sciences subject matter pedagogy content in accordance with standards required by the Commonwealth of Pennsylvania Department of Education. It integrates social sciences into a thematic whole and addresses core concepts in each discipline while simultaneously addressing pedagogical methods of teaching these disciplines to young children using evidence-based instructional practices. A field experience (two hours each week) is required in conjunction with this course.
READING, WRITING AND THINKING IN THE CONTENT AREAS
The purpose of this course is to address the theory and practice of teaching reading across content areas in grades pre-K through 8. Students will examine various theories, instructional materials, teaching procedures and strategies, and themselves as teachers and students. They will also examine literacy as a whole and include strategies on the teaching of writing and the art of classroom discussion. The goal of this course is to help preservice teachers become reflective teachers of literacy in a diverse society. Using inquiry, based on theory, research, and their own investigation in classrooms, students will learn to be reflective teachers of reading, writing, and discussion. Through active participation and practice, students in this course will come to a deeper understanding of literacy instruction. The students will leave the course with many practical, usable classroom ideas to employ in all subject areas.
Using an educational technology framework, this course explores the unique universe of the adolescent. Issues under discussion will include cognitive, moral, language, sexual, physical, and social development. Students use an educational technology framework to examine the adolescent in a variety of contexts, including family, peers, school, work, and leisure. This course is developed for Secondary Education majors only. Prerequisites: EDC 103 and EDC 104.
DIFFERENTIATING INSTRUCTION FOR ADOLESCENTS THROUGH EDUCATIONAL TECHNOLOGY
The course will extend and refine the core concepts first developed in EDC 224, and will provide contexts for developing and adjusting content-based instruction with specific emphasis on differentiating content lessons for special-needs populations. The course is heavily dependent upon a variety of digital and analog product technologies, and is problem, as well as project-based, in nature. Prerequisite: EDC 224.
FOUNDATIONS OF AMERICAN EDUCATION: DEVELOPING A CRITICAL UNDERSTANDING OF EDUCATIONAL THOUGHT AND PRACTICE
This course promotes disciplined analysis of the meaning and effects of educational institutions and provides resources for developing a critical understanding of educational thought and practice. This course also encourages the development of value positions regarding education and schooling in America based on critical study. Students gain resources for the development of policy-making perspectives and skills. Open to non-majors; required course for SE and ESE majors.
DIFFERENTIATED INSTRUCTION, ASSESSMENT, AND TECHNOLOGY INTEGRATION
This course focuses on the application of learning and developmental theories as they relate to unit planning, assessment, and classroom management in inclusive educational settings. The entire course is devoted to understanding issues relating to accommodating diversity through developmentally appropriate practice, the 4MAT planning system, Gardner's Multiple Intelligence theory, varied instructional methods, technology, culturally relevant teaching, and multiple means of assessing students. Students are required to integrate technology into their teaching through various projects using PowerPoint, Excel, Microsoft Word, and Movie Maker programs. This course is taken with a one-credit lab (EDC 309) in which teacher candidates implement unit, technology, assessment, and classroom management plans in the classroom setting every Friday under the supervision of a cooperating teacher and University supervisor.
ASSESSMENT, ACCOMMODATIONS, AND ADAPTATIONS FOR STUDENTS WITH DISABILITIES
This course provides students with a thorough understanding of pedagogy as it relates to students who are placed in inclusion classrooms or special education settings. Students are enrolled in field experiences (EDC 310 lab) that allow them to apply knowledge related to diagnostic assessment, individualized education plans, transition plans, special education law, assistive technology, behavior management, conflict resolution, instructional accommodations, special education populations, and special methods. In addition, a major focus is placed upon critical thinking and reflective practice. The course is designed in accordance with the Pennsylvania Standards for certification in early elementary and special education.
* for each semester enrolled in EDC 307 Students are involved in applying skills learned in EDC 307 to their work with school students in specific field placement sites in designated Professional Development Schools. Students work in these schools as pre-professionals under the guidance of La Salle faculty and cooperating teachers.
* for each semester enrolled in EDC 308 Students are involved in applying skills learned in EDC 308 to their work with school students in specific field placement sites in designated Professional Development Schools. Students work in these schools as pre-professionals under the guidance of La Salle faculty and cooperating teachers.
TEACHING LITERACY IN THE INCLUSIVE CLASSROOM
This course prepares preservice teachers with foundational knowledge and skills needed to be effective teachers of literacy to K-4 students in regular education settings who demonstrate significant problems in reading and writing. It prepares teachers to use diagnostic assessments as a basis for planning preventive and remedial instruction. Emphasis is placed on understanding and analysis of learning problems and the design and implementation of instructional interventions in reading and language arts. A field experience is required of all students, and course content and assignments are linked to this experience.
EXPOSITORY READING AND WRITING IN ELEMENTARY AND SPECIAL EDUCATION CLASSROOMS
This course provides an understanding of expository reading and writing processes and their relationship to other language arts and to content area instruction. There is an emphasis on understanding and developing a theoretical framework to guide decision-making for instruction, remediation, and assessment of expository discourse. Prerequisites: junior standing and acceptance into Stage I Candidacy (formal admission to the Elementary and Special Education program.)
TEACHING ENGLISH LANGUAGE LEARNERS
This course provides a general overview of the ways to support English Language Learners (ELL) in the inclusive classroom. Information on Pennsylvania state standards for ELL students will be addressed and evidence-based strategies/approaches of oral language development will be emphasized. Theory will be connected to practice in field-based experiences.
THE ART AND SCIENCE OF TEACHING
This course emphasizes teaching and learning within an educational technology framework. The focus is on elements of the educational process characterized by teacher involvement in decision-making: school-based curriculum development, instructional design, instructional methods, instructional materials and resources, educational technology using idea and product technologies, methods of evaluation, classroom management, and adjusting curriculum and instruction to the needs of special populations. Emphasis is placed upon the act of teaching as both art and science. Field experiences (two hours each week) and research papers are required. For Secondary Education majors only. This course has been designated as the writing emphasis course for Secondary Education majors. Students will be required to purchase approximately $50.00 in additional materials. Prerequisites: senior standing and acceptance into Stage II candidacy, and EDC 103, 104, 224, 225, 304, 306.
PHYSICAL EDUCATION AND HEALTH FOR THE DEVELOPING CHILD
This course prepares pre-service teachers to plan for, teach, and assess physical education, adaptive physical education, and health for preschool through fourth grade in accordance with the Pennsylvania Department of Education (PDE) Framework for Pre-K Through Grade 4 Program Guidelines. The course is presented in modules. Students will be able to apply state and national guidelines for physical education and health to the development of an integrated mini-unit on health content appropriate to the population that they will teach in their practicum in special education. They will also be able to apply the appropriate state guidelines to the development of annotated games and activities appropriate for the population that they will teach in their practicum.
SCHOOLS, FAMILIES AND COMMUNITIES
Strong collaborations between education professionals, families, and their communities are necessary for effective schooling. This course helps beginning teachers understand the diverse nature of the family in America and how to develop the types of relationships that are critical for the education of children. Emphasis will be on the family perspective. The course will highlight communication strategies and the promotion of family participation. Emphasis will be placed on the effective and dynamic relationship between schools, families, and communities in helping all children succeed in the school environment.
CREATIVITY AND THE ARTS FOR THE DEVELOPING CHILD
This course prepares pre-service teachers to plan for, teach, and assess the visual arts, music, theater, dance, and play to preschool through grade 4 in accordance with the Pennsylvania Department of Education Framework for Pre-K Through Grade 4 Program Guidelines. The course is presented in modules connected by the common theme of creativity. Connections to prominent education theorists on creativity and the arts will be made. Students will develop pedagogy through creating an interdisciplinary unit encompassing each of the areas of art and based on a core concept in a content area. There are no pre-requisite courses. The course is taken in two weeks at the beginning of a senior semester of student teaching.
DIMENSIONS OF AUTISM
This course provides an overview of the historical and legislative antecedents of autism spectrum disorder (ASD). Students will learn about the characteristics of students who fall within the Autistic Spectrum (Asperger's syndrome, pervasive developmental disorder, Rett's syndrome, childhood disintegrative disorder, and hyperlexia) in preparation for teaching students with autism in inclusive and self-contained settings. Students will be introduced to a continuum of interventions for students with ASD.
THE PRACTICE AND PROFESSION OF TEACHING
This course provides the Secondary Education major with full-time student teaching experience in a selected middle, junior, or senior high school. Under the direction of a certified cooperating teacher and a University supervisor, the student teaches for 14 weeks on a five-day-a-week, full-day schedule. The student teaching experience is supplemented by regularly scheduled tutorials held both on campus and at the placement site as well as a series of seminars on selected professional issues. Senior standing and acceptance into Stage II candidacy. Prerequisites: senior status, approval of the Education Department Faculty, and EDC 103, 104, 224, 225, 304, 306, 401.
THE PROFESSIONAL SEMESTER: STUDENT TEACHING
For one semester of the professional year, pre-service teachers are engaged in student teaching in classrooms under the guidance of experienced teachers and a University supervisor. This experience takes place in a school in Philadelphia or the surrounding suburbs.
THE PROFESSIONAL SEMESTER: TEACHING AND RESEARCH METHODS
The focus of this seminar is on applying knowledge and skills that students have gained in their previous coursework to the everyday work of teaching in elementary classrooms, specifically interpersonal communication and professionalism, design of developmentally appropriate instructional units, adaptation of units to accommodate learner differences, assessment and evaluation of learning outcomes, and classroom management. An action research project that responds to a teaching dilemma, concern, question, or interest is also required. Topics are addressed in the context of the broader skills of problem-solving and educational decision-making that must be informed by educational research. Specific issues that arise from the student teaching experience (taken concurrently) are addressed. Emphasis is placed upon helping the student make the transition from theory to practice. This seminar is open only to seniors who have been accepted into Stage II candidacy, completion of all required courses in accordance with the criteria outlined in the Department of Education Student Handbook, and approval of the Education Department faculty.
SPECIAL EDUCATION PRACTICUM
Students will be placed in special education settings for eight weeks during the semester (M, W, R, F) and work with students with special needs under the guidance of a cooperating teacher and supervisor. Tuesdays will be spent on campus attending special topics seminars and EDC 477: Seminar in Special Education.
SEMINAR IN SPECIAL EDUCATION
This course provides a forum for discussion and deep reflection on issues that arise during the special education practicum, which is a prerequisite to this course. Special emphasis is placed on behavior management practices in self-contained and/or inclusion settings as well as topical issues in special education. Students will revisit Functional Behavioral Assessment (FBA), Positive Behavioral Supports (PBS), Response to Intervention (RTI), transition planning, and teaching and management practices that are rooted in the behavioral, social-cognitive, and humanistic theories. In addition, students will research, design, and implement a behavior management plan and monitor its effectiveness through data collection and analysis procedures.
EXPLORATIONS IN SCIENCE AND MATHEMATICS I
This integrated science and mathematics course is designed for the early childhood, elementary and middle level pre-service teachers. It focuses on an interconnected set of scientific knowledge, skills, and pedagogy that are needed by teachers to ensure successful student learning. The main purpose of the course is to expose the teacher candidates—at a university level—to fundamental scientific/mathematical ideas and processes of science, and develop their skills in critical thinking and communication. In addition, the course aims to improve the teacher candidates' attitudes toward science and their confidence in teaching integrated science and mathematics in the school.
EXPLORATIONS IN SCIENCE AND MATHEMATICS II
This integrated science/math and methods course, with a focus on both subject matter content and pedagogy, is the second part of the 8-credit IMS course sequence designed for the Pre K-4 and middle level education majors. Special attention is given to how children learn science and how science should be taught in line with the academic standards documents and science education research findings. The course also aims to expose the teacher candidates—at a university level—to fundamental scientific/mathematical ideas and processes of science, and develop their skills in critical thinking and communication. Prerequisite: IMS 162.