Education (EDU)

Individuals considering the education profession will receive an induction to the professional culture of teacher education a Judson University. Communication and leadership skills will be developed while incorporating the School of Education's Conceptual Framework, dispositions, the Illinois Code of Ethics for Educators, and other relevant topics. Contemporary issues involving diverse learners will be explored.

Pre-candidates will demonstrate abilities in the areas of oral communication, reading aloud, problem-solving, and leadership in this multi-faceted series of assessments. Faculty will evaluate pre-candidates to determine readiness to enter the School of Education and the teaching profession. Formal application to the School of Education will be permitted upon successful completion of the assessments. If the pre-candidate is not successful, the course may be repeated once after individual remediation occurs.

Pre-candidates/Candidates give evidence of completion of an approved diversity experience. A log and paper are required and will be evaluated by the School of Education. Minimum involvement of 12 clock hours is expected.

This course presents current approaches in planning for differentiated instruction based on P-12 Illinois state learning standards or Common core Standards while incorporating multiple and varies assessments for diverse learners. Pre-candidates will observe and discuss a variety of methods of classroom management. Additional topics such as advocacy, schools as organizations within the community, and school emergency procedures will be explored. Procedures for formally applying to the School of Education will be presented.

This course presents current approaches in planning for differentiated instruction based on P-12 Illinois state learning standards or Common core Standards while incorporating multiple and varies assessments for diverse learners. Pre-candidates will observe and discuss a variety of methods of classroom management. Additional topics such as advocacy, schools as organizations within the community, and school emergency procedures will be explored. Procedures for formally applying to the School of Education will be presented.

In this course pre-candidates/candidates will investigate how physical, social, linguistic, cognitive, moral, and information processing differences affect learning, motivation, and classroom behavior. Pre-candidates/candidates will also learn and apply research, concepts, and theories of development and learning to influence instructional planning and delivery.

In this course pre-candidates/candidates will investigate how physical, social, linguistic, cognitive, moral, and information processing differences affect learning, motivation, and classroom behavior. Pre-candidates/candidates will also learn and apply research, concepts, and theories of development and learning to influence instructional planning and delivery.

This course offers an overview of the historical, sociological, philosophical, political and legislative foundations of language minority education. Specific topics include legal, historical, and social perspective; multi-cultural perspectives with implications for bilingual education; program models; approaches to language minority education in other countries; and current national and state issues in language minority education.

Integrates communication skills used in language arts. Includes theory, curriculum, methods, materials and pedagogy for teaching written and oral expression, spelling, grammar, listening, poetry and literature to elementary and middle school students.

Candidates spend four to six hours a week for a minimum of 35 hours serving as teacher aides in a multicultural classroom. A minimum of one observation by college faculty occurs during EDU231E. Practicum IIE is a letter-graded experience.

Candidates serve 1 week full-time (minimum of 30 clock hours) as an aide to a teacher in a hometown school in a classroom applicable to the certification in which they are seeking during one of the university vacation periods or post terms. Practicum IIH is pass/fail. For additional information see Practicum II handbooks.

This course will further expose candidates to current topics within the profession of education. Candidates will reflect upon the issues presented, including classroom management and school law, and determine applications to their own teaching. In addition, candidates will reflect upon how their Judson experiences are shaping them as individuals and educators within communities and cultures.

Provides an integrated and thematic approach to the theory, curriculum, and methods of instruction and assessment of mathematics and natural sciences with young children. Examines the needs of young children with respect to activity/learning centers, individualization, educational play and media.

Examines developmentally appropriate integrated curriculum and program planning, classroom management and environment, parent role and involvement, and multiple and varied assessments through a hands-on approach. A social studies unit must be constructed.

Provides a review of the significant aspects of the history of English and its instruction; examines the various theories of language acquisition and development in young children with their relationships to developmental theories and stages of learning. Includes the 5 concepts of language knowledge: phonemic, semantic, syntactic, morphemic and pragmatic. Examines emergent literacy for all learners.

The use of computers and interactive media for instructional purposes in linguistically and culturally diverse classrooms is discussed. The selection and use of software and interactive media within various content areas are also presented. Demonstrations of software and hands-on activities are included to provide teachers with the information necessary to successfully integrate technology instruction into their classrooms and to select second language software to enhance learning in the content area.

This course examines diverse cultures and how they differ and are the same relating to: religion, politics, economics, ideology, education and social order. We read about cultural universals so that candidates will have a better understanding of the needs of the underrepresented populations. We will discuss strategies that promote understanding, tolerance, overcoming prejudice and that celebrate diversity.

This course will provide participants with a comprehensive knowledge foundation in the study and development of language programs for ESL/Bilingual students. It will have an emphasis on the review of various bilingual and dual language program models as well as assessment of English Language Learners (ELLs). The course promotes the use of balanced assessment models for students' evaluation and gives attention to the development of valid and effective teacher-made tests that include a variety of question types, modalities, promote higher-order thinking, and provides allowances for students with different learning needs. Participants investigate a variety of language assessments tools including journals, logs, portfolios, group projects, reflective papers, student interviews, self-evaluations, and meta-cognition. Participants will relate the usefulness and applicability of particular assessment tools and models to appropriate elements in lesson planning and instruction.

This course will explore the process of reading in a second language as compared to reading in a first language. Methods and strategies for developing second language reading skills will be developed and explained. Candidates will explore and evaluate second language reading materials and will examine traditional grammar studies as they apply the development of writing in a second language.

This course focuses on the relevant topics concerning English as a second language. Students will master strategies for teaching English to speakers of other languages using naturalistic second language learning strategies and methods. Applications to particular groups of different ages, abilities levels, and cultural backgrounds are presented. Strategies that foster both language acquisition and academic achievement in speaking, reading, writing, and listening will be presented.

This course is designed to provide strategies, methods, and materials that are appropriate for teaching bilingual students. The emphasis of the course will be on examining and supporting children's literacy development in the native language, as well as learning the content areas. Techniques for managing multilevel classrooms and curriculum development will be studied. Throughout the course, we will discuss what the research and the practice of master teachers indicate about how children develop as readers and writers.

Examines the nature of the reading processes with which beginning readers learn to read. Attention will be given to the affective components that influence the process. The literacy environment is discussed with a heavy emphasis placed on the various instructional strategies, approaches and programs that are used to help meet the needs of diverse learners in preschool through 3rd grade. Phonemic awareness, phonics, guided reading, and instruction of reading strategies is incorporated.

Examines the nature of the reading process and the affective components that influence it. Various instructional strategies, approaches and programs are introduced to help meet the needs of diverse learners in elementary and middle grades. Attention is given to beginning readers, struggling readers, and advanced or gifted readers. Phonemic awareness, phonics, guided reading, literature circles, literature study, vocabulary strategies, and book chats are incorporated. An additional component and assignment will be required for the honors component.

Gives the theoretical, mathematical, and pedagogical background necessary for teaching mathematics with meaning to elementary and middle school students.

Examines the nature of the reading and writing process and the affective components that influence it. Various instructional strategies and approaches are introduced to help meet the needs of diverse learners in intermediate grades as they learn to comprehend text at a deeper level and speak and write about the meaning. Attention is given to beginning readers and writers, struggling readers and writers, and advanced or gifted readers and writers. Guided reading, literature circles, literature study, vocabulary strategies, and book chats, interactive read alouds, writing workshop, mentor texts, and writing skills are incorporated.

Gives theoretical and pedagogical background for teaching social studies in grades K-8. Much consideration is given to helping all students comprehend content area texts. Candidates may actively participate and demonstrate learning in authentic environments with diverse student populations.

Examines theory and application related to secondary-school literacy and literacy in the content areas. Emphasis is on content-area reading, writing, listening, and speaking with practical strategies and illustrations using examples of content-area material from various subject areas. Presented to pre-service teachers preparing for secondary-school and K-12 licensure. Taken concurrently with or after methods courses for all major or with instructor permissions.

Gives the theoretical and pedagogical background for teaching science in grades K-6. Candidates understand the importance of science as process and product incorporating the use of process skills in inquiry-based learning. Curriculum topics addressed are designed to be modified to meet the needs of each learner including diverse, ELL, special education, and gifted.

Provides for understanding the needs and emotions of the young child and the significant adult. Considers the relationships and integration of the child, family and community together to provide for the optimum development of young children. Includes diversity and exceptionality of children and familiy.

Students serve as instructional assistants for full days, five days a week for a four week period. This is a teaching practicum and is typically completed at a level to complement the anticipated student teaching experience. The candidates observe, assist in teacher-related activities, work with individuals or small groups of students, and begin with teaching one lesson and progress to teaching a minimum of two lessons a day. A minimum of two observations by the university supervisor takes place during this practicum.

Reviews the history and philosophy of middle schools and the development of curriculum and instructional methods appropriate to this level. Students will become aware of and understand curricular reform movements shaping middle school content in English, mathematics, science, or social studies through a variety of activities including lectures, discussion, group work, class presentations and individual research; teacher advisory responsibilities also are investigated. Various instructional methods involving multiple modalities are introduced.

Examines the nature of the writing process how students learn how to write. Some attention will be given to the affective components that influence the process. Various instructional strategies, approaches and programs are introduced to help meet the needs of diverse learners in elementary grades. Attention is primarily given to beginning and struggling writers. Writing workshop, assessment, multiple genres and instruction of writing strategies is incorporated.

This course helps develop future ESL/bilingual educators. Students will observe ESL/bilingual teachers in their educational environment, be acquainted with the curriculum and materials available for ESL/bilingual students, observe methods and strategies in teaching language minority students, and participate in the teaching of language for ESL/bilingual students. 50 hours of classroom time is required.

This course helps develop future ESL/bilingual educators. Students will observe ESL/bilingual teachers in their educational environment, implement the curriculum and materials available for ESL/bilinguals students, observe methods and strategies in teaching language minority students, and design and implement lessons to teach ESL/bilingual students in a variety of content areas. 50 hours of classroom time is required.

Investigates the terminology (validity, reliability, bias and all aspects of assessment including the purposes of assessment (diagnostic, formative, summative) and means of assessment (formal, informal, traditional, alternative, self-assessment) including how to select and/or construct, score, and utilize the results of assessments to monitor performance, inform and direct instruction, assess student progress, and report aggregate as well as individual data. Candidates will also devise means for modifying assessments to accommodate diverse learners.

Examines the curricular concepts and instructional skills needed to meet the needs of each student that are common across disciplines, including (but not limited to) the basics of lesson and unit planning, classroom management, cooperative learning strategies, contemporary educational technologies, assessment methodologies (traditional and alternative), grading methodologies, grade book/record management and data analysis, and selection/evaluation of appropriate teaching materials. Significant attention will also be given to the development of each candidate's professional portfolio.

Examines the curricular concepts and instructional skills needed to meet the needs of each student that are common across disciplines, including (but not limited to) the basics of lesson and unit planning, classroom management, cooperative learning strategies, contemporary educational technologies, assessment methodologies (traditional and alternative), grading methodologies, grade book/record management and data analysis, and selection/evaluation of appropriate teaching materials. Significant attention will also be given to the development of each candidate's professional portfolio. Fulfills Honors Program credit hour requirement.

This course will introduce students to a variety of English curriculum and appropriate methods for teaching in today's educational setting. It will have an emphasis on grammar, spelling, vocabulary, reading, writing, research, and the editing process. Students will examine a variety of literary materials available for the teaching of English and will practice techniques for their use. Emphasis will be made on determining future high school students' ability levels and adapting instruction to meet the needs of learners diverse in culture, language, learning style, physical ability, etc. In addition, literary materials will be selected and adapted to integrate these diverse abilities and better promote critical thinking. Furthermore, in order to develop better readers and writers across the high school curriculum, participants in this course will learn strategies for creating plans that encourage more reading and writing in the secondary classroom. Students will also explore related skills: classroom management, test construction, student evaluation, and unit planning among others.

This course will introduce students to a variety of English curriculum and appropriate methods for teaching in today's educational setting. It will have an emphasis on grammar, spelling, vocabulary, reading, writing, research, and the editing process. Students will examine a variety of literary materials available for the teaching of English and will practice techniques for their use. Emphasis will be made on determining future high school students' ability levels and adapting instruction to meet the needs of learners diverse in culture, language, learning style, physical ability, etc. In addition, literary materials will be selected and adapted to integrate these diverse abilities and better promote critical thinking. Furthermore, in order to develop better readers and writers across the high school curriculum, participants in this course will learn strategies for creating plans that encourage more reading and writing in the secondary classroom. Students will also explore related skills: classroom management, test construction, student evaluation, and unit planning among others.

Curricular concepts, instructional skills and assessment methodologies are explored as they apply to teaching mathematics in middle schools and high schools. Multiple teaching techniques, contemporary content-specific technologies, and instructional materials appropriate to the respective content area are emphasized as a means to meeting the needs of each student.

Investigates curriculum and methods for teaching the physical and life sciences at the middle school and secondary grades, including use of discipline-appropriate technologies. Offered spring semester.

Investigates curriculum and methods for teaching the behavioral sciences, economics, geography, and political science at the middle school and secondary grades with an emphasis on the teaching of history. Includes use of discipline-appropriate technologies. Offered spring semester.

Candidates serve as instructional assistants in P-12 classrooms. The candidates observe, assist in teacher-related activities, and are responsible for teaching one to two lessons each day.

Taken concurrently with EDU491 (Senior Seminar), student teaching is the basic internship experience where candidates apply teaching and learning principles in local schools and classrooms. Candidates complete their student teaching in their major and/or secondary teaching areas for a minimum of 14 weeks (12 semester hours of credit). All candidates must have (1)successfully passed the appropriate State of Illinois Content Area Exam prior to beginning student teaching; (2)completed a minimum of two education courses in residence at Judson prior to student teaching; and (3)met all other 'Gate 3' requirements for acceptance into student teaching. Student Teaching/edTPA Fee: $400.00 Co-requisites: EDU491 Pre-requisites: EDU331**

Examines specific problems in reading diagnosis and remediation, treating individual differences, and the application of reading skills to content fields. A variety of assessments are utilized to allow for meeting needs of struggling readers, and methods of helping each student to learn to read are incorporated. Candidates assess and tutor a student using the assessments and methods introduced in class. A diagnostic field experience tutoring a student for a minimum of 8-10 hours is required.

Candidates will spend two hours per week sharing effective teaching and learning experiences while student teaching. The course emphasizes policy trends and procedures in education, diversity in the classroom, the certification process, and preparation for employment.

Candidates will spend two hours per week sharing effective teaching and learning experiences while student teaching. The course emphasizes policy trends and procedures in education, diversity in the classroom, the certification process, and preparation for employment.