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Course Sequence 2.0 

 

2011

 

2012

 

2013

Spring

    *Ed Found 770
Foundations of Educational Research

Elem/Sec Ed 715
Current Trends in Curriculum and Instruction: Creativity and Problem Solving
  *Elem/Sec Ed 791
Improving Classroom Practice, Part II (capstone)
           

Summer

*Elem/Sec Ed 705
Curriculum Planning and  Differentiating for Instruction

Elem/Sec Ed 715
Current Trends in Curriculum and Instruction: Learning in a Connected World
  *Elem/Sec Ed 716
Issues in PK-12 Education

Elem/Sec Ed 715
Current Trends in Curriculum and Instruction: Implementing Professional Development
 
           

Fall

Elem/Sec Ed 734
Classroom Assessment and Curriculum and Instruction

Elem/Sec Ed 715
Current Trends in Curriculum and Instruction: Inquiry and Project-Based Learning


  *Elem/Sec Ed 791
Improving Classroom Practice, Part I (capstone)
   

 

*Curriculum Core Courses (15 credits)

Core courses help you develop a progressive philosophy of education and deepen your understanding of contemporary education issues. The two-course capstone sequence gives you the opportunity to develop, implement, and reflect on a meaningful classroom project. Core course descriptions are here.

 

Emphasis Area Courses (15 credits)

The courses specific to the Teaching 2.0 strand engage participants as a community, exploring ways to use emerging technology to engage students in authentic and meaningful educational experiences. Projects in these courses focus directly on applications in your teaching environment.

715 Current Trends in Curriculum and Instruction: Learning in a Connected World  (3 credits)

Online social technologies have transformed the way that we connect and communicate. In this course, students will investigate the implications of these changes for teaching and learning, conceptualize their understanding of professional and personal learning in a connected world, and explore potential pedagogical impacts for the classroom. This course provides students with a grounding in “Web 2.0” tools which will support teaching and learning in the classroom and throughout the rest of the emphasis courses.

715 Current Trends in Curriculum and Instruction: Inquiry and Project-Based Learning (3 credits)

Students will learn about inquiry as a central pedagogy as they examine the works of historical and contemporary progressive education leaders. Students will investigate multiple models of inquiry-based teaching and develop a project for their classroom. 

Specific attention will be given to exploring multiple models of project-based teaching , including authentic classroom examples. Models may include the Buck Institute for Education’s project-based learning approach, Apple’s Challenge-based learning, and Davis and Lindsay’s Flat-Classroom Collaborative.   Students will develop, implement, and evaluate a project-based unit in their classroom.

715 Current Trends in Curriculum and Instruction: Creativity and Problem Solving (3 credits)

In this course students will explore strategies to foster creativity and problem solving skills in the classroom.  Students will gain an understanding of the habits of mind that lead to creative thought.  Additionally, students will participate in authentic experiences as they learn a variety of problem solving approaches. Finally, students will identify opportunities within their curriculum to foster creativity and problem solving skills.

734 Classroom Assessment and Curriculum and Instruction (3 credits)

This course will provide knowledge about assessment that is integrated with and responsive to the curriculum and about how to use assessment to promote maximum student achievement throughout the curriculum. The course participants will reason through and learn how to determine what assessments are appropriate and most effective to promote student success at individual student, classroom, building and district levels. Students in this course will be expected to implement a variety or formative assessment and performance assessment strategies, analyze the results of those assessments, and “close the loop” by determining how to adjust their instruction.

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