This course is designed to provide a framework for teaching effective, inquiry-based science at the elementary and middle school levels. It provides a solid foundation in the concepts and models of hands-on, student-centered science and its assessment as described in the Next Generation Science Standards. In addition, the course prepares preservice teachers to address the WI Standards for Environmental Education and Sustainability adopted by the Wisconsin legislature in 2018.

In this course, students explore, plan, design, and assess the infusion of technology in learning environments, including adaptive technology. They develop awareness of teacher productivity tools and explore ethical and legal issues surrounding use of technology in Pre-K through Grade 12 learning environments. Technology policies in the school setting are examined. This course is restricted to students in the professional degree completion program. Prerequisite: 303.

Disciplinary and Content Literacy explores subject-specific literacies inside the literacy cycle. Students develop the knowledge and expertise necessary to teach K-12 learners. They learn how to negotiate and interpret complex texts and other multimodal forms of linguistic expression associated with specific contents. Students also review effective research-based strategies and practices in disciplinary literacies. Ultimately, students design and deliver discipline-specific instruction and select materials appropriate for diverse learners.

This course is intended to provide an overview of both the principles that undergrid PBIS (Positive Behavioral Interventions and Supports) as a philosophy of practice and the practical applications of PBIS as a proactive approach in promoting optimal behavior across schoolwide, classroom, and individual levels. The reauthorization of IDEA in 2004 clearly mandates the use of PBIS as an evidence-based practice aimed at proactively addressing challenging behavior in students with disabilities.

This course focuses on leadership in building partnerships with families, colleagues, and the community at large. Topics include family systems theory, community collaboration approaches to meet the diverse needs of citizens, cultural and family diversity, impact of schools and education, and effective communication. As a result of this course, students will have a clear understanding of the critical importance of school/workplace-community relations, and the role of families, businesses, organizations, and leaders in creating a community of service for diverse needs. SJE

In this methods course, students will plan and implement instruction for students with disabilities. These strategies are meant to be used in both general and special educational classrooms to improve the learning and academic performance of students who qualify for special education services. The course content will include: (a) instructional design; (b) strategies to establish and maintain case records; (c) the use of assessment data to design goals and objectives for learning; and (d) information needed in the development of Individualized Education Plans.

This course provides an introduction and overview to the field of disability studies in education, and examines inclusive practices in contemporary schools, grades PK-12. Topics covered will be the identification and characteristics of students with disabilities, a timeline of special education and inclusion, and a review of current legislation and policy. The course will cover roles and responsibilities of general and special educators as they collaborate in designing and implementing effective inclusive classroom plans.

Objectives, content, study, and experience in methods, use of media, including computer applications for social studies teachers in the elementary and middle school; focus on Wisconsins Model Academic Standards. Prerequisites: admission to the teacher education program.

As we become increasingly aware of the value and strength of diversity in our world, teachers must be prepared to meet the needs of students. This course explores research-based strategies to recognize strengths and increase achievement in diverse student populations in the schools. Topics include poverty, trauma, mental health, rural communities, and diverse cultural and social groups, including Wisconsin First Nations, and English language learners. The theme of the course will be promoting social justice through education.

This course is an introduction to the field of education. Students study the historical, philosophical, and social foundations of education. Legal, political, economic, and governmental basis of education is studied. An overview of innovative theories and practices are presented. The organization of U.S. schools as elementary, middle level and secondary is examined. Professional written communication and information literacy skills are developed in this course. Field hours may be required by the instructor.