This field experience course is designed to develop pre-service teachers abilities to view the total picture of the teaching profession; to foster effective collaborative relationships within and among families and communities; to reflect on the impact of personal beliefs and actions on teaching and learning in order to build capacity for respectful and ethical conduct toward all learners; to explore the characteristics and assets of the communities in which partner schools are embedded; to consider the role communities play in educating students and finally, to dialogue issues of social justice within the neighborhoods and communities of their partner schools so that pre-service teacher candidates begin to develop their own personal understandings about what it means to carry out the Lewis University Department of Education standards of becoming a knowledgeable critical transformative educator, a multicultural educator and a social justice advocate.

This course is an integrated approach to introducing teacher candidates to foundational concepts in planning and delivery of instruction, stages of human growth and learning with focus on the elementary years. The course is focused on a perspective on planning, learning, and problem-solving strategies appropriate for the developmental level of the child; understanding behavioral and cognitive theories of learning; developing a knowledge of group dynamics and understanding instructional-focused approaches to classroom management including essential components of effective planning, teaching, and assessment; review, analysis, and synthesis of theories of motivation, growth and development, intelligence, and the impact of cognitive, emotional, physical, and sensory disabilities on learning; Emphasis on professional dialogue and collaboration that encourage candidates to actively apply theoretical information to a variety of learning situations; Discussion of teaching strategies, child development and the application of theoretical knowledge in instruction will be emphasized, practiced, and assessed. Candidates will learn evidence-based methods of creating, modifying, and assessing curricular content, process, and product to meet the needs of diverse learners (E.g., English language learners, struggling students, and gifted and highly proficient students) while providing access to the core curriculum.

This field experience course is designed for candidates to engage in a broad review of research based theories of classroom management for creating classroom environments conducive to learning that provide equitable access to learning outcomes for all students. During this experience, candidates will be supervised and assessed by the mentor teacher and the University supervisor so that candidates may exhibit their abilities to plan, teach and assess lessons that meet the needs of all learners both academically and behaviorally.

This course prepares the candidate to design and implement age appropriate inquiry lessons to teach the fundamental concepts in life, physical, earth and space science as well as physical development and health. NSES and Illinois State Standards are used, along with those of ACEI, to design a program that builds upon the candidate's relevant background knowledge, awareness of current achievement issues and knowledge of the disparate needs of all learners including English language learners, struggling learners and already proficient learners. Methods of differentiating instruction, using technology and developing assessment strategies to meet the individual needs of students are embedded throughout the course. It is recommended that this course be taken concurrently with a field experience course. Candidates will be evaluated on their ability to successfully plan and implement strategies taught in this course.

This course prepares the elementary education teacher candidate to design, implement and differentiate mathematics lessons to teach concepts in the areas of numbers and operations, geometry, measurement, algebra, data analysis and probability in grade levels 1-6 It is recommended that this course be taken concurrently with a field experience course.

This course addresses the theories and methods of reading and writing instruction for elementary classrooms. Emphasis is placed on research-based instructional and assessment practices that support literacy development for all learners in primary settings. Candidates will become familiar with current policies and state and professional standards for reading and will explore how there are addresses in practice and through field experience.

This course focuses on research-based instructional strategies, technology, resources, national (NCSS) curriculum standards, Illinois State Standards and Common Core Standards. The emphasis of this course is on understanding and using the interrelationships among history, geography, economics, politics, sociology, anthropology, psychology and archeology to develop in students an appreciation and responsibility toward citizenship, multiculturalism and a democratic society In addition, this course includes planning and organizing for instruction, material selection and evaluation in social studies and multicultural education. Methods of differentiating instruction and assessment to meet the individual needs of all students.

This course is designed to introduce participants to the Project Wild educational program. They will have opportunities to learn about the background format of the project, examine the philosophy and curriculum materials, and participate in: 1. Hands on activities for the classroom, schoolyard, and community 2. Discussion of values and ethical dilemmas 3. Simulation games 4. Role playing 5. Guided imagery

This course is designed to introduce participants to the Project Learning Tree educational program. They will have opportunities to learn about the background format of the project, examine the philosophy and curriculum materials, and participate in: 1. Hands on activities for the classroom, schoolyard, and community 2. Discussion of values and ethical dilemmas 3. Simulation games 4. Role playing 5. Guided imagery

This workshop introduces candidates to the educational, communicative and aesthetic value of dance, drama, music and the visual arts and the role the fine arts play in reflecting history and culture. Candidates actively participate in the development of a curriculum project that incorporates all of the fine arts and culminates in a performance, as well as learn strategies for promoting creative expression in the elementary classroom.

This field experience course is designed for candidates to engage a research-based theory of an elementary classroom for creating classroom environments conducive to learning and that provide equitable access to learning outcomes for all students. During this experience, candidates will be supervised and assessed by the mentor teacher and the University supervisor so that candidates may exhibit their abilities to plan, teach and assess lessons that meet the needs of all learners both academically and behaviorally.

This field experience course is designed for candidates to apply scientific research based theories of effective instruction that demonstrate their abilities to plan, teach and assess lessons that allow full access to academic content to meet the diverse needs of all students in their class: highly proficient students, ESL students and those with special needs. Technology will be infused to accomplish differentiated instructional objectives

This course is designed to prepare teacher candidates to use formal and informal assessment strategies to plan instruction, assess instruction and make next-step instructional decisions that promote continuous the intellectual, social-emotional and physical development of all elementary students. Candidates will learn to use assessment for instructional purposes by developing biased free tests, assignments that produce authentic data that can be used to enhance instruction, learn about communicating informative feedback to students and developing clear and useful rubrics. Candidates will learn to use a variety of formal and informal assessments (e.g., observation, teacher made tests, student self-assessment, peer feedback and standardized tests) as well as how to teach students test taking skills, interpret the results of standardized tests for parents and collaborate with colleagues to accommodate the needs of students with exceptionalities. Statistical concepts related to tests such as measures of central tendency, measures of variability, norm and criterion reference tests, validity, reliability, and correlation coefficients will be covered.

This course is intended for those candidates who need extended field experiences with the ongoing supervision by University personnel Length of field experiences will be determined by the Department and is subject to Department Chair approval Completion of this experience does not guarantee eligibility for clinical practice.

Various topics dealing with issues and skills applicable to education settings.

This course examines instructional approaches for using reading, writing, listening and speaking to learn across the curriculum. The major emphasis of the class will be the study of methods and strategies for comprehending a wide range of texts and materials. Approaches for teaching students to comprehend informational text and synthesize information across content areas will be explored and practiced.

The purpose of this clinical practice experience is to assist the candidates in applying their theoretical and methodological knowledge and skills to the diverse and inclusive elementary classroom. During clinical practice, candidates engage in a guided, 16-week full-time experience in elementary classroom (grade 1-6 setting) under the cooperation and supervision of mentor teachers and a University supervisor. Clinical practice consists of the candidate observing the students, the environment and the mentor teacher, as well as being responsible for the developmentally appropriate instruction and assessment of students individually, in small groups and as a whole class. Attendance at Clinical Practice Seminar is required. Evidence of successful completion of the appropriate State of Illinois content area test must be received in the Department of Education by October 1st for spring student teaching and May 1st for fall student teaching. See course schedule book for associated fees.

This course includes a study or project done under the direction of a member of the Department of Elementary Education.