Education

A study of the psychological implications involved in the teaching-learning situation with emphasis on those psychological principles applicable to children ages 6-12 and adolescents 13-18. A variety of learning and developmental theories based on research from the field of psychology are covered. May be taken in the same semester as EDUC1100. (See PSYC2110.)

Exploration of the Science of Reading - how does the brain acquire literacy? Candidates study the current body of knowledge exploring the major components of literacy, research findings on the developmental processes involved in literacy, and the normal development of literacy over time. Major topics include the cognitive processes of learning to read and write, Scarborough’s Reading Rope, The Simple View of Reading, and how to approach emerging research.

An overview of lesson planning and domains of teaching. During a 30-hour field experience, candidates will design and teach at least one lesson in a classroom. Fee: Additional fee required.

A hands-on exploration of mathematical concepts, using evidence-based practices to provide a basic understanding of teaching mathematical structures and strategies for conceptual understanding in the elementary classroom. Course includes a 10-hour field experience.

Strategies for teaching literature, grammar, writing and other communication skills necessary to effectively teach secondary English. Emphasis will be placed on teaching strategies to correspond with ELA standards and unit planning at a secondary level. Field Experience: 20-40 hours. (See ENGL3010.)

An examination and application of research-based methodologies for teaching the writing process. Candidates learn how to incorporate the writing process across all content areas. Focus is on creating authentic writing opportunities that encompass a range of tasks, purposes, and audiences. This course meets a portion of the Idaho Comprehensive Literacy Coursework requirements of the Idaho Department of Education. (See ENGL3090.)

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to assist and teach a minimum of 20 hours. (See COMP3130.)

An in-depth study of evidence-based practices for reading instruction in an elementary classroom. This course provides an overview of each of the “Big 5” of literacy (phonemic awareness, phonics, fluency, vocabulary, and comprehension) with a special emphasis on early literacy. A 20-hour reading practicum is included during which the candidate observes the set up and administration of a reading program and participates in reading instruction. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education.

An exploration of principles and strategies for helping K-8 students acquire reading and writing skills essential for effective learning in subject areas. Emphasis is on helping future teachers design instruction that develops vocabulary concepts, enhances comprehension, and addresses the varying backgrounds and needs of elementary and middle school students as they interact with text. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education.

An in depth study of the early cognitive processes of learning to read and write. Candidates study how oral language is acquired and developed. Other topics include the stages of reading and writing development, resources for early literacy development, and the home-school connection for early literacy. Focus is on the earliest development of language from birth to school age and how that impacts the work of schools.

A course exploring the current trends in literacy. Course is updated regularly based on legislation changes. Current topics include the SOR, political trends and their connection to instruction, and current Idaho law. Candidates learn to discern best practices based on current research and advocacy skills for implementing those practices on the behalf of students.

Exploration of the unique cultural values of children and families whose primary language is not English and study of teaching strategies for helping all students to succeed. Course includes a 10-hour multicultural field experience. Fulfills a General Education Cultural Competency (CC) requirement.

Introduces elementary education majors to theoretical and practical experiences necessary for incorporating a discipline-based art education program into the elementary and middle school curriculum. This course includes a 10-hour field experience. (See ARDE3330.)

Study in the application of the principles, procedures, and objectives in school music in the primary and intermediate grades. Special emphasis is given to the basic elements of music and creativity as found in Orff and Kodaly as well as folk music of various cultures and traditions. (See MUSC3450, MUSC3460.)

Course is designed to provide knowledge in three divisions of health education: healthful living, school health services, and health education. Topics include recognition of health issues of children and adolescents (K-12) with opportunity to develop competencies in handling methods and teaching techniques. Includes a 20-hour field experience. (See KINE3350)

Course will cover strategies appropriate to this subject field, instructional materials and tools, and curricular structure common to this subject in the secondary school. Field experience: 20-40 hours. (See KINE3360.)

This course introduces candidates to the basic principles of physical education for children in grades kindergarten through eight. Emphasis will be placed on the development of systematic physical education programming. Candidates will participate in a 10-hour field experience. (See KINE3380.)

An investigation of teaching methods and techniques appropriate for the secondary school classroom. Theoretical principles upon which teaching strategies are based and the principles of classroom management will be considered. Lesson and unit planning with standards alignment and assessment development are included.

An examination of pragmatic techniques and philosophical approaches necessary to design, implement, and evaluate a comprehensive discipline-based art education program at the secondary school level. Additionally, both historical and contemporary art education issues are examined, discussed, and evaluated. Field experience: 20-40 hours. (See ARDE3530.)

This course explores strategies for teaching math in secondary schools. A major focus of the class will be moving secondary students through enactive, iconic, and symbolic representation for concepts in the five major areas of math: algebra, functions, geometry, statistics/probability, and number/quantity. Other topics will include standards alignment, technology integration, and assessment. Field experience: 20-40 hours. (See MATH3570.)

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Field experience: 20-40 hours. (See HIST3580.)

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to assist and teach a minimum of 20 hours. (See SPAN3630.)

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Field experience: 20-40 hours. (See BIOL3640.)

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to the subject in the secondary school. Includes opportunities for candidates to assist and teach a minimum of 20 hours. (See COMM3650.)

Course topics include strategies appropriate to this subject field, instructional materials and tools, and curricular structure common to this subject in the secondary school. Includes opportunities for candidates to assist and teach for a minimum of 20 hours. (See PSYC3670.)

Initial teaching experiences in full-day participation in an elementary classroom. Emphasis is on learning classroom routines, establishing classroom environment and rapport with students, and participating as a team member with a cooperating teacher and school staff. Fee: Additional fee required.

A continuation of full-day participation in an elementary classroom. Interns assume increased responsibility for standard-based instruction in all areas of the curriculum, including implementation of a content area unit of study. Interns experience immersion in all aspects of the elementary school setting, including instructional decision-making, accommodations for diverse learners, student assessment, classroom management, and professional development opportunities. The semester culminates with interns assuming full responsibility for the classroom. Weekly seminars are part of this experience. Fee: Additional fee required.

An examination and application of evidence-based practices used for the assessment and intervention cycle to guide instruction in literacy. A 12-15-hour practicum is included in which candidates administer a battery of assessments, analyze data, diagnose the literacy needs of a struggling reader, set individual student goals, design and deliver a sequence of intervention lessons, and reassess for student learning. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education.

An integrated study of teaching methodology encompassing elementary school social studies and science including
research-based methodologies for teaching the writing process across subject areas. Teacher candidates design instruction
to meet curriculum standards, devise accommodations for students with diverse needs, and plan assessment procedures to
monitor student progress. Course includes emphasis on creating authentic writing opportunities and inquiry science
lessons that encompass a range of tasks, purposes, and audiences. A focus on unit and lesson planning, classroom
environment, instruction, and professionalism equips teacher candidates for the student teaching experience.

An integrated study of teaching mathematics conceptually in the elementary and middle school classrooms specifically grades 3-8. Teacher candidates design instruction to meet curriculum standards, devise accommodations for students with diverse needs, and plan assessment procedures to monitor student progress. Course includes emphasis on creating authentic math opportunities that encompass a range of hands-on tasks, purposes, and audiences. A focus on unit and lesson planning, inquiry process, classroom environment, instruction, and professionalism equips teacher candidates for the student teaching experience.

An in depth study of the structured literacy approach in primary classrooms. Focus is on preventative foundations that scaffold literacy learning throughout school. Best practices in phonological and phonemic awareness, oral language development, and phonics are specifically rehearsed in a required 20-hour field experience in a K-1 classroom. Candidates explore the use of diagnostic literacy assessments to support early identification and intervention for struggling readers.

An examination and application of research-based methodologies for teaching the writing process. Candidates learn how to incorporate the writing process across all content areas. Focus is on creating authentic writing opportunities that encompass a range of tasks, purposes, and audiences. This course meets a portion of the Idaho Comprehensive Literacy Act requirements of the Idaho Department of Education. 

A fall field experience to acquaint the intern with practices for beginning the school year in an elementary school. Interns attend opening faculty meetings in the school and observe and assist the teacher during the first week of school. Materials and instructions for this course must be secured from the Director of Student Teaching three months prior to the opening of school. Fee: Additional fee required.

Attendance at the opening faculty meetings, assisting in the preparation for opening of school and observing and assisting the teacher in a regular public school classroom situation during the first week of school. This work is to be done in the fall before student teaching. Materials and instructions for this course must be secured from the Director of Student Teaching three months prior to the opening of school. Fee: Additional fee required.

Directed observation, participation, and responsible teaching conducted under the supervision of a middle school/junior high school teacher and NNU supervisor. Weekly seminars are a part of this program. Candidates participating in fall student teaching should plan to report to their assigned school the first day that the teachers report. Candidates participating in spring student teaching will need to complete a "school startup" experience in the fall before their student teaching. If possible, this start-up experience should be with their cooperating teacher. Fee: Additional fee required.

Directed observation, participation and responsible teaching conducted under the supervision of a senior high school teacher and NNU supervisor. Weekly seminars are a part of this program. Candidates participating in fall student teaching should plan to report to their assigned school the first day that the teachers report. Candidates participating in spring student teaching will need to complete a "school start-up" experience in the fall before their student teaching. If possible, this start-up experience should be with their cooperating teacher. Fee: Additional fee required.