Presents strategies for teaching and reading knowledge, attitudes and skills in the various teaching content areas.

Through hands-on experiences students learn the basics of engineering needed to teach this content at the elementary school level. Topics include the engineering design process, reverse engineering, engineering fields/professions, and experience with instructional strategies. The course focuses on the engineering strand of the K-6 Minnesota State Science Standards.

Students will develop competency using the specific technology skills needed to become effective Elementary Science, Technology, Engineering, and Math (STEM) teachers.

Students will become familiar with important, emerging topics in the field of elementary STEM education.

Students will learn to integrate the four disciplines of STEM (science, technology, engineering, and math) into their instruction in the elementary classroom.

Students will understand current trends in mathematics instruction for elementary students and develop competencies in the following: promoting reasoning and problem-solving, using mathematical representations, facilitating meaningful mathematical discourse, posing purposeful questions, building procedural fluency from conceptual understanding, supporting productive struggle, eliciting evidence of student thinking, and creating equitable opportunities in teaching and learning mathematics. Emphasis is on National Council of Teachers of Mathematics Principles of effective mathematics teaching and Standards for Mathematical Practice.

Selected topics explored for elementary or secondary teaching. May be repeated.

This course focuses on developing skills related to academic writing.

This course focuses on implementing high quality, research based literacy instruction for all children in preschool through second grade. Emphasis is placed on the use of varied instructional approaches and materials for young learners. Students will develop the ability to: understand major theories and research describing literacy development, implement a balanced curriculum, design an environment to optimize student learning that includes choice and motivation, and differentiate instruction.

This course provides an introduction to the Response to Intervention (RTI) initiative. Different implementation models will be reviewed, along with specific factors important to consider when designing programs. An overview of progress monitoring and intervention strategies will be provided.

This purpose of this course is to develop a theoretical and research-based understanding of 21st Century learning that will provide the foundational underpinnings for utilizing instructional practices that foster empowered citizenship within the elementary classroom.

This course provides an in-depth study of assessment strategies for readers at different levels. Effective reading assessments for groups and individual learners, data-driven decision-making, and assessment of curriculum will be emphasized. Data analysis and patterns of performance will be highlighted.

This course focuses on implementing high-quality, research based literacy instruction within the disciplines/content areas. The course emphasizes the use of varied instructional approaches and materials related to vocabulary and comprehension of a wide-range of print-based and multimodal texts. Students will be able to: identify features of a motivating environment for literacy learning and plan appropriate explicit instruction for literacy within disciplines/content areas.

This course provides an in-depth study of instructional strategies and interventions for readers at different levels. Effective reading strategies for groups and individual learners, data-based curriculum decisions, and selection of appropriate materials and instructional strategies will be emphasized.

This course focuses on recent research, issues, and instructional approaches in K-12 reading. Emphasis is placed on providing effective instruction for all learners and includes topics related to content and pedagogy. Students will develop the ability to: explain components of a balanced approach to literacy instruction, describe phonemic awareness, phonics, fluency, vocabulary, and comprehension and their contribution to reading, plan and deliver effective instruction, and reflect on literacy instruction.

Presents information about elementary learners' writing development, genres for the elementary curriculum, and assessment of elementary students' writing. Research-validated practices for teaching diverse learners will be the focus of the course.

Students will develop expertise in working with culturally and linguistically diverse students in literacy learning. The course focuses on culturally responsive instructional strategies for literacy learning in reading, writing, and oral language to meet the cognitive, linguistic, cultural, and dispositional needs of English learners and culturally diverse learners. English language development, linguistics, academic language, assessment, family engagement, strengthening students' cultural connections, vocabulary development, comprehension strategies, writing instruction, and differentiation are major topics.

Examines research and theory in education. Explores major research and theoretical thinking in education.

Supervised practical experiences in curricular design and development. Admission by application only.

Investigation of effective elementary classroom instruction through multiple methods of formal and informal assessment strategies that support student engagement, student progress monitoring, and guiding instructional decision making. Examination of assessment strategies for instructional planning and evaluation to promote strong intellectual, social, emotional, and physical development which will support all elementary students.

This course is designed to enhance skills for using formative assessment strategies that elicits elementary children¿s thinking to support learning with understanding. Emphasis is on understanding children¿s mathematical thinking, assessing for mathematical proficiency, positioning children as competent sense makers and valuing diverse ways of thinking.

This course is designed to build understanding and skills for differentiating elementary mathematics in ways that fosters an inclusive environment. Emphasis is on critically evaluating ways differentiation practices can work to marginalize children and perpetuate patterns of inequities within the math classroom and developing with strategies that value diverse ways of knowing and thinking.

Develop skills, knowledge, and dispositions related to technology use for literacy learning in the elementary classroom.

This course will engage teacher candidates in critically analyzing children¿s texts. Teacher candidates will learn how to integrate diverse literature across the elementary curriculum. Teacher candidates will learn how to engage in critical literacy themselves, as well facilitate critical literacy discussions and tasks with elementary students that promote the learning of skills and strategies within the context of critical engagement with learning content. Teacher candidates will learn how to guide students in developing their literacy identities in order to promote reading engagement and students as independent and collaborative readers.

Develop skill to enact practices that develop learners¿ mathematical proficiency based on three goals: (1) explicitly teach skills for disrupting patterns of injustices and inequities that often get reproduced within the context of elementary mathematics classrooms; (2) develop professional skills for the high-leverage practices of eliciting and interpreting students¿ thinking and leading a group discussion; and (3) gain the mathematical knowledge needed for engaging learners in inquiry-based instruction for number sense & operations, place value, computation, and rational number concepts in grades K-6.