Courses

Methods and materials for teaching K-12 visual arts are presented with specific reference to production, history, criticism, evaluation, and assessment. Particular emphasis will be placed on acquiring knowledge and techniques related to discipline-based approaches to art education. The path from first experience through specific skill development and portfolio preparation in grade 12 will be explored. The aforementioned aspects will be considered in view of the New Jersey Core Curriculum Content Standards (NJCCCS) and relevant national standards.

Provides an integrated introduction to current methods and issues in teaching the elementary school curriculum. Special attention will be given to short and long range planning, designing differentiated curricula to facilitate understanding, classroom management, and the development of instructional and evaluative techniques with consideration of the NJCCCS.

Studies the five language skills (reading, writing, speaking, listening, and viewing), their interrelationships, and methods of teaching these skills in grades K-12. There is emphasis on whole language philosophy, writing as process, and literature as text in many genres. The aforementioned aspects will be considered in view of the NJCCCS and relevant national standards. 

Considers the materials and methods of instruction adapted to social studies in secondary schools. Focuses on the preparation of social studies teachers; literature on materials and methods; aims and objectives; organization of curriculum assignments; unit teaching; methods of evaluating learning; and use of media technology in instruction, collateral readings, and standardized tests. The aforementioned topics will be considered in conjunction with the NJCCCS and relevant national standards.

Examines the aims and development of science education. Approximately half of the course devoted to analysis of methods used in the various sciences taught in schools; the demonstrations, laboratory, project methods, and use of media and field trips. Also considers such extra-class activities of the teacher as ordering and proper storage and inventoring of supplies and equipment and advising clubs. Study for professional advancement, and selection of textbooks and materials. Additional topics added as the needs of the class indicate. The aforementioned aspects will be considered in view of the NJCCCS and relevant national standards.

Covers the selection, organization, presentation, and application of mathematics. Provides the students with techniques to alleviate math anxiety and to present instruction that will accommodate various learning styles and developmental levels with consideration being given to the NJCCCS and relevant national standards.

This practicum has two components: a fieldwork component and a seminar component. In the fieldwork component, students are assigned to an elementary school to work with a cooperating classroom teacher for a total of 45 hours during the term. Students are expected to observe and participate in classroom literacy activities* as they gradually assume some teaching responsibilities. In the seminar component, students will have the opportunity to read, write, and discuss with their peers the interrelationships of teaching/learning literacy theory and practice. Understanding and application of the New Jersey Language Arts/Literacy Standards will be addressed as students learn to develop and evaluate literacy instruction for elementary school children. The two components of the course will help students learn (1) classroom observation and lesson planning skills for literacy instruction; (2) ways to design, implement, and assess individual, small group, and whole class literacy activities; and (3) how to explore their own literacy learning and use this in the classroom.

Examines the methods, materials, and techniques of the public school's classroom vocal and instrumental music and related theory programs. Includes the development of sequential musical concepts necessary for an effective instrumental, vocal, and general music program. The aforementioned aspects will be considered in view of the NJCCCS and relevant national standards.

This practicum has two components: a fieldwork component and a seminar component. In the fieldwork component, students are assigned to work in an urban school setting under the supervision of a cooperating teacher. This experience will provide the student with the opportunity to become familiar with the role of the teacher and the dynamics of the classroom and will include the teaching of two brief lessons. The student will thus gain an understanding of instructional planning, teaching strategies, educational technology, classroom management, and how NJCCCS are implemented in the classroom. In the seminar component, students will have the opportunity to discuss and evaluate with their peers the classroom interaction which they have observed, as well as the interrelationships of teaching/learning theory and practice. Students will also be guided through the initial stages of portfolio production. The two components of the course will help students learn (1) classroom observation and lesson planning skills; (2) ways to design, implement, and assess  individual, small group, and whole class activities; and (3) how to explore their individual instructional strengths in preparation for the student teaching experience.

Nine-session seminar that focuses on selected topics to include classroom management, professional ethics and responsibilities, teacher discipline, teaching strategies, self-evaluation, professional growth, résumé writing, finding employment, and interviewing skills.  Students are required to develop and complete a portfolio that will serve as both a record and an exhibit of their work and achievements as a practice teacher.