DPI Documents

College of Menominee Nation
Course Requirements

EDUCATION

EDU201 EMERGENT LITERACY 3 Cr

This is an introduction to curriculum and methods for building a solid foundation of early literacy development at home and at school. Explicit strategies for teaching literacy to all young children, including children with diverse needs, within a balanced literacy approach will be emphasized. The emergent literacy spectrum will include theory, assessment, oral language and vocabulary development, phonological awareness, comprehension, writing, organizing and managing a literacy-based classroom, read-aloud, and motivation of reluctant readers and writers. Research and current best practices will be studied. An emphasis will be placed on relevant hands-on activities and projects. This course is primarily designed for teachers and future teachers. (Prerequisite: EDU238) (SP)

EDU211 INTRODUCTION TO EXCEPTIONALITIES 3 Cr

This course will provide an introduction to special education services for the young child (birth through 11 years old). This course includes a study of atypical growth and development, an overview of State and Federal legislation, service coordination, and family-centered service. It combines underlying theory and practical strategies for development of effective communication and collaboration skills among families, professionals and community agencies. (Prerequisites: EDU236)

EDU236 INFANCY AND EARLY CHILDHOOD 3 Cr

Current theories, methods of study and research in the study of human development from conception through the preschool years and the interrelationships among biological, socio-cultural and psychological aspects of development. (FL, SP; SS)

EDU237 OBSERVATION AND INTERPRETATION OF CHILD BEHAVIOR 3 Cr

Study of the behavior and development of young children through direct, systematic observation of children in selected situations and comparison with established child development theories and data. (SP)

EDU238 PLAY AND CREATIVE ACTIVITIES IN CHILDHOOD 3 Cr

Concepts of the contributions of play and creative activities to physical, intellectual, emotional, and social aspects of development; specific contribution of selected creative activities. (FL)

EDU250 INTRODUCTION TO TEACHER EDUCATION 3 Cr

This course provides an introduction to teaching as a profession. An overview of the conceptual framework, mission and goals, admission requirements, and competencies of the College of Menominee Nation’s teacher education program will be presented. NAEYC standards, Wisconsin teaching standards, learning theories and types of assessment will be reviewed. The practice of differentiation in classrooms will serve as a focus for the on-site classroom observations and practice. The teacher education component of the CMN portfolio will be introduced. Background check required. (Prerequisites: EDU236, EDU237, and EDU238) (SP)

EDU251 GEOMETRY FOR ELEMENTARY TEACHERS 3 Cr

Geometry for Elementary Teachers is designed to prepare prospective K-8 teachers to be effective mathematics instructors. Emphasis is placed on a culturally relevant approach to geometry instruction at the elementary school level. Coursework will include the effective use of manipulatives, the application of geometry in the every-day settings of students, communication using the language of geometry, and a final project. Topics include symmetry, perimeter, area, similar shapes, proportions, angles, tessellations, measurement, transformations, scale, the use of formulas, and geometric shapes.

EDU256 SOCIAL AND FAMILY INFLUENCES ON EARLY DEVELOPMENT AND LEARNING 3 Cr

An ecological systems approach to social and family influences affecting success or failure in school. Child development and education risk theories, research, and practitioner accounts. Prevention and intervention programs for children (prenatal to age eight) and families at-risk. (FL)

EDU295 STUDENT PORTFOLIO SEMINAR 1 Cr

This course guides graduating students through the process of developing an electronic portfolio. Following reflection on program outcomes and the College mission, students share highlights from their portfolios with the College community. Students must complete the Collegiate Assessment of Academic Progress exam and the Global Perspectives Inventory to receive a passing grade. (This course is required and must be taken during the student’s last semester prior to graduating with an Associate Degree.) (FL, SP, SU; CR)

EDU299 SPECIAL TOPICS IN EDUCATION 1-3 Cr

Topics vary according to interest and needs. May be repeated once.

EDU300 FOUNDATIONS OF AMERICAN EDUCATION 3 Cr

In this course, teacher candidates explore the political, historical, philosophical, and sociological contexts of the American system of education and examine current teaching practice in light of them. The historical models of education on the Menominee, Stockbridge-Munsee or Oneida reservations will serve as a basis for reflection, analysis and comparison to national historic reform movements and current practice. The teacher candidates will examine the goals of schooling, the effects of culture on the educational process, and the place of education in society.

EDU301 EDUCATIONAL TECHNOLOGY 3 Cr

This course focuses on how teachers effectively integrate technology in the classroom to plan, implement, and assess the teaching-learning process. In this class, teacher candidates learn how to use technology to plan classroom activities, manage classroom assessment, promote positive classroom interactions, and participate in continuous professional development using technological tools beyond the textbook, kits, and other usual school/classroom resources. The Wisconsin’s Department of Instruction teacher and student standards will guide assessment activities as well as language and cultural elements established by CMN and tribes.

EDU302 EDUCATIONAL PSYCHOLOGY 3 Cr

Teacher candidates will explore major theories of development and learning to apply these theories to the teaching and learning process and teacher reflection. The physical, social, emotional, moral and cognitive development of children from birth to adolescence will be used to as a basis for understanding students as diverse learners with various learning styles, intelligences and cultural expectations. Teacher candidates will also examine and apply motivation and classroom management techniques, approaches to exceptionalities and interpretation of student assessments to teaching strategies and evaluation of learning.

EDU304 METHODS FOR ART AND MUSIC 3 Cr

This course explores the place and focus of music and the arts in an elementary curriculum. Teacher candidates will acquire a basic knowledge of the progressive ways children learn through music and artistic expression, as well as practice teaching strategies that employ motivation techniques to engage early childhood and elementary children in the arts. (Prerequisite: EDU250)

EDU305 METHODS FOR SOCIAL STUDIES 3 Cr

This course is designed for teacher candidates to research, study and engage in social studies teachers’ best practices that effectively motivate elementary school children within a culturally diverse, interdependent world. Teacher candidates will use a constructivist approach to create, develop, plan, integrate, review, present and assess instructional materials in an elementary social studies classroom. (Prerequisite: EDU250)

EDU306 METHODS FOR TEACHING MATHEMATICS 3 Cr

This course centers on how teachers create a positive classroom environment to facilitate children’s mathematical thinking through Cognitively Guided Instruction (CGI). To this end, teacher candidates learn how to design and develop thematic activities where children solve problems by inventing/presenting their own mathematical problem-solving strategies; where children learn to take responsibility for their own learning, and where turn-taking is a valuable commodity given the powerful results of students learning from each other. (Prerequisite: EDU250)

EDU307 METHODS FOR TEACHING READING 3 Cr

Methods for Teaching Reading is designed to assist teacher candidates in understanding reading as a developmental, cognitive and interactive process that leads to lifelong literacy. Within a literacy-rich environment, the teacher candidate will plan, develop, implement, and assess developmentally appropriate and culturally responsive reading lessons for early childhood/elementary students. (Prerequisite: EDU250)

EDU308 METHODS FOR LANGUAGE ARTS 3 Cr

This course focuses on the interactive nature of the language arts—reading, speaking, listening, writing, viewing and visually representing. In a culturally responsive, developmentally appropriate manner, teacher candidates will learn to design instruction and assessment, create a literary environment in the classroom and strengthen teaching technological strategies to improve student literary skills. (Prerequisite: EDU250)

EDU309 METHODS FOR TEACHING SCIENCE 3 Cr

Teacher candidates learn how to teach in a constructivist manner; guiding children in problem-solving activities, and at the same time working as co-inquirers, constructing their own conceptualizations about science content and planning/implementing/assessing science in the elementary school environment. (Prerequisite: EDU250)

EDU310 METHODS FOR TEACHING HEALTH AND PHYSICAL EDUCATION 3 Cr

This course focuses on the relationship between health and physical education activities that foster healthy habits for school children. Teacher candidates learn how to design, develop, and assess lessons and activities that promote positive healthy lifestyles including good nutrition and lifelong physical activity. (Prerequisite: EDU250)

EDU311 PRE-STUDENT TEACHING SEMINAR I 1 Cr

This course coordinates supervised classroom experience required by the co-requisite methods courses (40+ hours) and reflection, discussion and evaluation in the practicum sessions. The course focuses on synthesizing course classroom management, planning, instruction, reflection and self-evaluation within and among diverse learners and children with exceptionalities. (Prerequisite: EDU250; Co-requisites: EDU307 and EDU308)

EDU312 PRE-STUDENT TEACHING SEMINAR II 1 Cr

This course (seminar) coordinates supervised classroom experiences in co-requisite methods courses (40+ hours) through discussion, reflection and evaluation of artifacts to be included in the pre-student teaching portfolio. Coordination centers on the artifacts that represent (planning, classroom instruction, problem solving, collaboration, and social justice) from co-requisite coursework. (Prerequisite: EDU250)

EDU313 INCLUSION STRATEGIES FOR EXCEPTIONAL LEARNERS 2 Cr

Study of pedagogical, curricular, and social considerations involved in educating learners with diverse learning needs in the general education classroom. Strategies for adapting curriculum to learners with special needs. (Prerequisites: HUD210 and EDU250)

EDU314 CLASSROOM BEHAVIOR AND MANAGEMENT 2 Cr

Overview of the diverse behavioral needs encountered in the general education setting. Teaching strategies, classroom environment, and management techniques aimed at improving the knowledge and skills of all students. Techniques and strategies for maintaining appropriate behavior and changing inappropriate behavior. (Prerequisites: HUD210 and EDU250)

EDU315 CULTURAL IMAGES IN CHILDREN’S LITERATURE 3 Cr

Cultural Images in Children’s Literature is intended to increase the teacher candidate’s knowledge of theories and methods of choosing and evaluating multicultural children’s literature. Through this course, teacher candidates integrate multicultural children’s literature with language arts theories and practices in an early childhood/elementary education classroom.

EDU401 STUDENT TEACHING: PRE-KINDERGARTEN THROUGH GRADE 5 12 Cr

The student teaching experience provides an opportunity for the student teacher to explore the teaching profession and to practice the knowledge, skills and dispositions required for a classroom teacher. The components of this experience include observation, planning instruction, teaching, assessing, record keeping, supervision, participation in faculty activities, family and community interactions and student evaluation and follow-up in a full-day classroom setting. (Prerequisites: EDU211, EDU251, EDU300, EDU301, EDU302, EDU304, EDU305, EDU306, EDU307, EDU308, EDU309, EDU310, EDU311, EDU312, EDU313, EDU314, EDU315, and MAT260; Concurrent Requisite: EDU402)

EDU402 STUDENT TEACHING SEMINAR 2 Cr

The student teaching seminar is an opportunity for student teachers to process their teaching experiences in a peer group or community of learners. This course provides reflective student teachers the framework for inquiry into, problem solving and analysis of classroom situations, the teaching-learning process, professional issues, classroom management and professional development. The seminar will also provide assistance in preparing for professional employment. (Prerequisites: EDU211, EDU300, EDU301, EDU302, EDU304, EDU305, EDU306, EDU307, EDU308, EDU309, EDU310, EDU311, EDU312, EDU313, EDU314, EDU315, and MAT260; Concurrent Requisite: EDU401)

EDU499 SPECIAL TOPICS IN EDUCATION 1-3 Cr

Topics vary according to interest and needs. May be repeated once. (Prerequisite: Junior or Senior standing)

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