Courses

Brief Course Overview

The program is structured around three major domains of study:

  • Four Required Instructional Core Courses
  • Three Required Classroom Research Courses

and

  • Three Courses from one of three Concentration Option Areas

An overview of each component and course follows:

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I.   REQUIRED INSTRUCTIONAL CORE COURSES

(four 3-credit courses)

All students must take these courses. The Instructional Core Courses, designed in response to teacher-identified areas of greatest need, are designed to enhance teachers’ understanding of classic and contemporary educational approaches.

 

EDIN 570  Differentiated Instruction

The focus of this course is to provide a framework to design effective instruction for all students using students’ learning styles, interests and level of readiness. Traditional and emerging concepts of differentiation by ability, interest and readiness are explored and practiced.

 

EDIN 548 Styles of Teaching: Personality Type in the Classroom

Based on Jung’s four temperaments, issues pertaining to teaching, learning, classroom management, communication, conflict resolution, esteem building, and problem solving will be examined and applied to classroom situations. Students will explore how to communicate effectively across and within 4 color-coded personality types.

 

EDIN 560  Brain-Based Teaching and Learning

Current and classic research in neuroscience indicate ways that brains naturally learn best and under what conditions are closely explored in this class which focuses on practice-based applications to the K-12 classroom.

 

EDIN 542  Assessment Techniques: Assessing for Student Learning

Authentic assessment offers varied alternatives to measure how well (and how much or how deeply) students learn. While written tests are addressed, emphasis is on performance assessment along with related aspects of evaluation and understanding students’ achievement and progress.

 

II.   REQUIRED CLASSROOM ACTION RESEARCH

(three 3-credit courses)

All students must take these courses.

 The sequential Classroom Action Research Courses are designed to introduce students to classroom-based research stemming from teachers’ own deeply-held, but often unanswered, questions and challenges they face in their own classroom. Throughout the three courses, students will learn to develop, design and implement a research project based on their own classroom practice.

 

EDUC 510 Exploration of Classroom Inquiry

*Note: It is advised that EDUC 510 be taken within the first 9 credits of this 30 credit program.

This course explores the history, philosophy, and practice of “teacher research” as a field. The course prepares students to identify authentic questions and challenges from their own teaching as a basis for understanding how individually generated research can contribute to personal and professional development.

 

EDUC 601  Modes of Inquiry and Research

Expanding on work from EDUC 510, this course prepares students to develop the skills and dispositions needed to begin planning their own teacher research project, set within their own classroom context or educational setting. Students work individually, and in collaborative groups, to develop research plans for a project designed to address personal questions about teaching practice.

 

EDUC 602/700 Inquiry in Practice and Presentation

This third course in the Research Core (following EDUC 510 and 601) guides students through the major phases (and predictable obstacles) of conducting a classroom-based teacher research project in their own school setting as well as a culminating presentation of findings, implications for teaching practice, and emerging questions.

 

III.  CONCENTRATION OPTION AREAS

                                            To complete their program, students must choose one of the following
                                         Concentration Option Areas. Students must take three 3-credit courses
                                                                      within one of the following areas:

 

Concentration Option One: TEACHING STRATEGIES

Select three (3-credit courses) from the following 4 options:

 

EDIN 545  Encouraging Skillful, Critical, and Creative Thinking

A practical, experiential course for educators that explores ways to apply a variety of instructional strategies that encourage students to become better thinkers.

 

EDIN 566 Teaching, Writing and Thinking Across the Curriculum

Based on the theme “Writing to Learn and Learning to Write,” students explore how to integrate cooperative learning with the teaching of writing as a thinking skill across all subject areas. The course draws upon a balanced-literacy approach to writing in all curricular content areas.

 

EDIN 536  Universal Design for Learning: Reaching All Learners in the Digital Age

A blueprint for creating flexible goals, methods, materials and assessments that enable students with diverse needs and learning styles to succeed in an inclusive, standards-based, digital classroom.

 

EDIN 553  The Kinesthetic Classroom: Teaching and Learning Through Movement

Instructional content can be enlivened in the K-12 classroom through the use of dynamic movement and kinesthetic activity. By using movement, academic standards can be met, test scores can be improved and important life skills can be developed.

 

Concentration Option Two: THE DIVERSE CLASSROOM

Select three (3-credit courses) of the following 4 options:

EDIN 552  From Challenge to Success: ADHD, LD and the Spectrum 

 This course is designed to offer educators a spectrum of instructional strategies. Learn how to apply research-based educational strategies to advance the knowledge and skills of your students with exceptionalities. This includes, but is not limited to students with ADHD, autism, intellectual, learning, sensory, and emotional differences. Tap into your students’ strengths with appropriate interventions and curriculum practices.

 

EDIN 555  Skills and Strategies for Inclusion and disABILITY Awareness

Teachers will gain a deeper understanding of disabilities, and examine the social, academic and physical considerations in school, community and home as factors in the learning environment.

 

EDIN 558  The Gendered Brain

Current research on gender differences will be examined and discussed, and how to provide educational equality enhancing each student’s personal worth and meaning through a variety of gender-specific activities.

 

EDIN 559  The Bully Proof Classroom

Bullying is an important issue facing families, schools, communities, and society. Understand the issues and develop strategies to address the problem. Examine socialization curriculum and gain an awareness of bullying behavior, the reaction of the victim, the responsibility of bystanders, and how to create a bully proof assurance in classrooms and schools.

 

Option Three: CLASSROOM CLIMATE AND MATRICULATION

Select three (3-credit courses) of the following 4 options:

 

EDIN 544  Increasing Student Responsibility and Self-Discipline in Learning Communities

Develop approaches to help students resolve their inner conflicts, and improve responsibility and self-discipline.

 

EDIN 565  Cooperative Discipline

Shift discipline from controlling student behavior by rewards and punishment to managing and motivating students by building self-esteem and helping them make better choices.

 

EDIN 561  The Cooperative Classroom: Kagan’s Instructional Practices

Explore theories of cooperative learning and practical instructional structures, including intensifying the motivation to learn and decreasing time lost to classroom management.

 

EDIN 556 Motivation: The Art and Science of Inspiring Classroom Success

This course increases teachers’ awareness of various motivational techniques through research, literature, simulations, discussions, applications and in-class activities.