Western Carolina University

Description

ELMG 390

EDMG 411

"Block" Practicum

Block students will spend at least 6.5 hours/week in the placement for 10 weeks. They will complete, at a minimum, the following assignments: one observation of the host teacher; five journals reacting to their experiences and/or seminar readings; four lesson plans with reflections and student work gathered for assessment analysis work in the seminar. The level of participation of the students is at the discretion of the host teacher, though they are encouraged to become involved in class activities as much as possible.

ART

Art Methods for the Middle and High School

Students will spend at least 18 hours observing and assisting in a secondary Art classroom.  They may teach a lesson if given the opportunity, but are not required to do so.

ART

Art Methods for the Elementary School

Students will spend at least 18 hours observing and assisting in an elementary Art classroom.  They may teach a lesson if given the opportunity, but are not required to do so.

EDCI

Teacher Leadership in a Diverse Society

Students must spend at least 14 hours in a classroom, which may be completed in two full days or may be spread out over multiple visits. The primary purpose of this experience is observation, though students may be more involved in classroom activities at the discretion of the teacher. Students are required to take some notes about what they experience and then respond to the following prompt in a written reflection: Your focus for this journal will be your expanded perspective from time in the classroom, both from participating in EDCI 201 and your field experience observation: How has this experience influenced your decision to become a teacher? What benefits have you seen? What questions still remain related to a career in teaching? Your discussion should show how you have grown from a semester dedicated to considering teaching and its components.

EDCI

Methods and Practices for Teaching in Content Areas

The practicum consists of a placement in a class where students engage in a minimum of three class sessions of observations and five class sessions teaching a unit.  Those who are full-time, lateral-entry teachers will conduct the planning and teaching in their own classroom, but they will observe three other teachers in their school, district or elsewhere.  The unit is based on the TWS I & II, providing students with the opportunity to complete both EE3 and EE5, which are required for initial licensure.  

EDEL

Language Arts Methods for Grades K-6

In this Language Arts Methods course, the students are expected to develop and teach a three-part lesson plan sequence focused on a genre of writing utilizing a writer’s workshop format (mini-lesson, writing/conferencing, sharing).  These lessons can be whole group or small group.

EDEL

Science Methods for Grade K-6

Students need to complete a Science Lesson assignment as part of a required field experience focused on applying course ideas in a lesson taught to an elementary class.  Students plan, teach, videotape, and reflect upon one 30-60 minute hands-on, minds-on science lesson.  The assignment takes approximately 10 hours for the student to complete and requires a minimum of two 90-minute visits to the host classroom.  The first visit is focused on initial planning with the host teacher and becoming familiar with the students and the second is to teach the lesson.    

EDEL

Social Studies Methods for Grades K-6

Includes a field PeaceJam related field experience at one of two schools: Cullowhee Valley School  (Kindergarten, grades 6, 7, & 8) or Mountain Discovery Charter School in Bryson City (grade  8). Students are expected to complete 6 to 10 hours (depending on specific grade and location) as they teach lessons and/or mentor students (over several weeks) and carry out social action projects.

EDEL

Mathematics Methods Grades 3-6

The Lesson Sequence assignment included in this course requires WCU students to interview a local student or small group of students, teach a lesson in a K-6  classroom, and conduct a follow-up interview with the same student(s).  This assignment will require a minimum of 4 – 6 hours with at least three visits in the host classroom to not only teach and carry out the interviews, but also to become familiar with the teacher and students so that WCU students might plan an effective lesson for the specific teaching context.

EDEL

Digital Literacy Methods for Grades K-9

Pre-service teachers will select a student or group of students and co-create a digital story using appropriate software covered in the course.  The duration of this assignment will vary based on the children selected (usually between 2-3 hours). Pre-service teachers will be encouraged to manage this activity with minimal disruption to the regular classroom schedule and flow. Pre-service teachers are also encouraged to share what they are learning in the class (e.g. Web 2.0 tools, SMART Board) with their CTs. In addition, Digital Literacy Methods elementary students are expected to integrate a PowerPoint presentation and a lesson using the computer lab into their 10 lessons. 

EDMG

Language Arts Methods Grades 6-9

Students will need to spend approximately 5-10 hours in a classroom working with an individual or small group to teach a lesson sequence based on the writing process.  The students are expected to develop lesson plans and teach lessons that directly relate to writer’s workshop or writing instruction.

EDMG

Science Methods Grades 6-9

Students need to complete a Science Lesson assignment as part of a required field experience focused on applying course ideas in a lesson taught to a middle grades class.  Students plan, teach, videotape, and reflect upon one 30-60 minute hands-on, minds-on science lesson.  The assignment takes approximately 10 hours for the student to complete and requires a minimum of two 90 minute visits to the host classroom.  The first visit is focused on initial planning with the host teacher and becoming familiar with the students and the second is to teach the lesson.   

EDMG

Mathematics Methods Grades 6-9

The Lesson Sequence assignment included in this course requires WCU students to interview a local student or small group of students, teach a lesson in a 6-9  classroom, and conduct a follow-up interview with the same student(s).  This assignment will require a minimum of 4 – 6 hours in the host classroom to not only teach and carry out the interviews, but also to become familiar with the teacher and students so that WCU students might plan an effective lesson for the specific teaching context.

EDMG

Digital Literacy Methods Grades 6-9

Digital Literacy Methods middle grades students are expected to integrate into their Block placement experiences online team teaching activities with team partners.  If you have any questions or concerns about these assignments, please contact Dr. Bob Houghton.

EDMG

Advanced Language Arts Methods Grade 6-9

Students will need to spend approximately 5-10 hours in a classroom working with an individual or small group to teach a lesson sequence based on the writing process. 

EDMG

Advanced Social Studies Methods Grades 6-9

Students are required to teach a total of 4 lessons. 1 of these lessons needs to be in a school setting according to department guidelines. The other 3 lessons can be taught in varied settings , (home, friends, etc.), dependent upon instructor approval. Field placement is requested for the 1 lesson that must be taught in a school setting. Students are expected to complete 10 hours for this early field experience.

EDMG

Advanced Mathematics Methods Grades 6-9

The Lesson Sequence assignment included in this course requires WCU students to interview a student or small group of students, teach a lesson in a 6-9  classroom, and conduct a follow-up interview with the same student(s).  This assignment will require a minimum of 4 – 6 hours with at least three visits in the host classroom to not only teach and carry out the interviews, but also to become familiar with the teacher and students so that WCU students might plan an effective lesson for the specific teaching context.

EDMG 

Social Studies Methods Grades 6-9

Includes a field PeaceJam related field experience at one of two schools: Cullowhee Valley School  (Kindergarten, grades 6, 7, & 8) or Mountain Discovery Charter School in Bryson City (grade  8). Students are expected to complete 6 to 10 hours (depending on specific grade and location) as they teach lessons and/or mentor students (over several weeks) and carry out social action projects.

EDPY

Integrating Science & Literacy Graduate Course

Students will plan, teach, and reflect upon three separate inquiry-based science lessons that integrate literacy.  The literacy focus will begin as oral discourse, move onto writing, and then become reading.  As part of each lesson, students will provide a rationale for the methods used with citations to quality literature in the field.  Throughout this process students will be providing and receiving feedback from classmates.  

EDRD

Foundations of Reading/Language Development & Instruction

Candidates will need to spend approximately 15 hours in a classroom completing an early reading assessment mini case study (2-3 hours) that will require an assessment of Word Recognition, Oral Reading, Listening Comprehension, Spelling and Writing. Based on the diagnostic information, candidates will  create an instructional early reading lesson and will provide some ongoing tutoring to the student.  

EDRD

Content Reading for Intermediate Grade Learners

Students will need to spend at least 15 hours in a classroom observing instructional practice and working with individual or small guided reading groups using instructional strategies aimed at facilitating comprehension.  Students will also need to develop one unit plan that integrates reading/literacy instructional strategies with content areas. This course requires observations in grades 3 to 8. If students are in a K-2 classroom, they need to spend time in other classrooms as well. In addition, students will need time with several students (or in a 3-8 classroom) to do text level analysis, and an Informal Reading Inventory. 

EDRD

Middle Grades Reading

Students will need to spend approximately10 hours in a classroom working with individual or small guided reading groups trying  instructional strategies aimed at facilitating comprehension.  Students will also need to develop and teach one guided reading lesson plan that integrates instructional strategies with the content area.

HEAL

Health and Wellness

The candidates work in groups to present one 40 minute lesson to  students in K-5.

HPE

Evaluation & Assessment in Health & Physical Education

Students administer the Fitnessgram test to children in grades k-5. One or two students are assigned to each station (sit and reach, push-ups, curl-ups) and they conduct the test, with the faculty member and PE teacher supervising.

HPE

Pedagogy & Prevention of Risky Behaviors K-12

Students work in groups of three or four to present a health lesson related to a risky behavior such as alcohol or tobacco.

HPE

Classroom Management for Health & Physical Education

Students will spend at least 2 hours observing a class and reflecting on the relationship of the observation to course content, including textbook material.

HPE

Adapted Movement & Wellness

WCU students will spend at least 12 hours in a local class where they are assigned a local student with disabilities who is included into a regular first grade physical education class.  Thus each student is responsible for working with 1 student with a disability and 3-4 first graders.

HPE

Seminar/Practicum in Health & Physical Education

For this assignment, the graduate students spend 2 hours observing in  afterschool programs, work through the semester on unit plans integrating health and PE, and then go back to the afterschool programs and teach several lessons.  

PSY 

Psychology Applied to Learning and Teaching

Students must spend at least 16 hours in a classroom over at least 4 weeks. (Students taking both SPED 339 and PSY 323 need at least 24 total hours for both classes over at least 4 weeks.) The primary assignment is an analysis of the effects of poverty on students. Students will be guided by the following process, which is outlined in greater detail on TaskStream: 1. Obtain background knowledge and collect data by reading articles (provided in the course) and conducting structured interviews with two members of the faculty or staff at the school. The interviews will focus on what the members of the faculty or staff at the school know about poverty in their area, the effects of poverty on students, what their school is doing to support students who live in poverty, etc. (Students are given guidelines for conducting interviews). 2. Write a report analyzing what you have learned from this activity. 

SPED

Designing Classrooms as Responsive Learning Communities

Students must spend at least 16 hours in a classroom over at least 4 weeks. (Students taking both SPED 339 and PSY 323 need at least 24 total hours for both classes over at least 4 weeks.) The primary assignment is a case study of one student from their field experience setting using the knowledge and strategies from this course. Students will be guided by the following process, which is outlined in greater detail on TaskStream: 1. In consultation with your host teacher, select a child/youth in the class who has learning and/or behavioral differences. 2.  Interview your host teacher in order to gain his/her perspective and insights regarding the student you have chosen to learn about. 3. Observe the student in the academic and social contexts of the classroom and school. 4. Research the learning and behavior differences further to increase your understanding of the student's learning and behavioral characteristics and needs. 5. Construct a complete portrait of the student including physical, social, emotional, cognitive, cultural and/or language domains which are relevant to your case study. 6. Construct a plan of action that shares how you would support the needs of such a student in your future classroom.