Introduction to Education for Teacher Cadets is a survey course designed to help students explore the profession of teaching, discover the cultural and political aspects of being an educator in today’s world, answer the questions about what it takes to be a high-quality teacher, and expose students to the profession through clinical field placement hours. Fieldwork Requirement: minimum 30 hours in a PK12 classroom.

Offered fall and spring semesters. This course will familiarize students with the Understanding by Design (UbD) framework for K-12 unit and lesson planning. Students will create detailed unit and lesson plans, learn how to integrate UDL (Universal Design for Learning) principles into lessons, and draft a year-long curriculum map to include content, literacy and technology standards. Required for elementary and secondary certification. No fieldwork component. Take concurrent with EN201.

Offered fall and spring semesters. The content of this course includes (a) theories of human development and learning according to, for example, Skinner, Piaget, Erikson, Kohlberg, Goleman, Vygotsky, and brain development theorists, (b) preliminary applications of these theories in human contexts, especially classrooms, (c) beginnings of strategies for classroom instruction based on these theories, and (d) parent involvement to promote student learning at home. Field component: Variable; minimum of two (2) class observations.

Offered spring semester. This is a course designed to strengthen competencies in the teaching of Science at elementary and middle school levels. This course will emphasize science content and best practices/strategies for the teaching of science. Learning in this course is constructive, inquiry-driven, and project based. Participants will work in small groups, perform investigations, discuss concepts and results, keep journals, and learn how to effectively utilize inexpensive, readily available materials and explore local resources. All course objectives are aligned with the Next Generation of Science Standards and the Michigan K-12 Framework for Science Education. Prerequisite: EN201/501 or Michigan Teaching Certificate. Field component: six (6) hours of observation in elementary/middle school science classrooms.

Appropriate for secondary geography and social studies majors/minors; education method elective for elementary candidates. . Designed to assist elementary and secondary teachers in procuring, analyzing, and organizing geographic materials into meaningful units of work consistent with contemporary objectives of geography. Prerequisite: EN201/EN501 or Michigan Teaching Certificate, GY120.

Offered fall semester. Restrictions: Early Childhood majors/minors only. Not an education method elective. Infant and Toddler Education is an in-depth study of planning and providing developmentally appropriate programs for infants and toddlers. The following issues are addressed: child development research for children from birth to age three; interactions between children and caregivers in a group setting; evaluation of learning materials; planning for emotional, social, intellectual and physical growth; communication between staff and parents; the environment as teacher; and licensing requirements. Emphasis is placed on relationships and the role of the family. Current issues in infant and toddler development with emphasis on brain development and infant mental health are explored. Active observation and participation in infant and toddler programs are required. Prerequisites: EN 201/501 or Michigan Teaching Certificate, EN 207/507, EN 345/545. Field component: twenty (20) hours of developmental study of young children in an approved (accredited or four-star rating) infant/toddler setting.

Offered spring semesters. Restrictions: requirement for LD major, language arts, ESL and early childhood education endorsements. This course is not an education method elective. Foundations of language and literacy development beginning in infancy to grade 3, concluding with reading and writing activities with an emphasis on the “hundred languages of children”; special attention is given to symbolic representations, cultural differences and the learning environment. The importance of parental involvement, integrated and balanced curriculum in early childhood classroom is addressed. Prerequisites: EN201/501 or Michigan Teaching Certificate, EN207/507. Field component: twenty (20) hours in a literacy-rich environment.

Offered spring semesters. Required for early childhood education majors and minors. This course covers assessment theory and best practices and provides students the opportunity to practice conducting assessments and to develop action/lesson plans based on assessment data findings. Technology tools such as web-based, digital portfolios and Teaching Strategies Gold will be utilized to complete assignments. Intermediate spreadsheet and word processing skills are required. Prerequisite: EN201/EN501 or Michigan Teaching Certificate or EN345/EN545.

Offered fall semester. Foundations in Early Childhood Education provides an overview of historical, philosophical, psychological, educational, and contemporary influences on the field of early childhood education. Students explore a)historical antecedents and current research in early childhood education b)development of primary models of curriculum and pedagogy c)critical aspects of young children's development and the creation of learning opportunities in the classroom d)developmentally appropriate practice and its application across different developmental levels e)issues in developing and implementing high quality early childhood education including the importance of family, culture, and community f)needs of diverse learners g)the role of assessment in early learning; and h)approaches that support children's emotional and social well-being as essential components of the learning process. Field component: ten (10) hours observation. Prerequisites: EN 201/501 or Michigan Teaching Certificate, EN 207/507.

Offered fall semester. Required for elementary and secondary reading minors. Not an education method elective. This course will introduce students to significant young adult authors and their books and will introduce them to strategies for teaching literature to middle and high school students. In addition, techniques and principles in the selection, evaluation, and promotion of young adult literature will be discussed. This is a course that secondary English majors should take, and it would be helpful if students have fulfilled their Literary Studies requirement (either EH221 or EH222) before taking the course. Prerequisite: EN201/EN501 or Michigan Teaching Certificate. Field component: eight (8) hours (daytime).

Offered fall and spring semesters. Restrictions: required with student teaching. This course intends to support student teachers while they apply learning and instructional theories to classroom practice during a semester of student teaching. Plan and collaboratively discuss challenges in student behavior management. Discussions will revolve around classroom management, assessment, instruction, literacy, technology, special education, and diverse learners. Candidates will complete their senior capstone project involving documentation of assessment-informed instructional design through a written paper and infographic poster. Additionally, education portfolios must be finalized prior to completion of this course. Other topics will relate to current educational concepts in the context of working as a teacher. Prerequisite: SOE approval.

Offered spring semester. Restrictions: Early Childhood majors/minors only. Not an education method elective. This course focuses on leadership, organizational issues and principles of early childhood program management with emphasis on collaborative systems of management. Planning developmentally appropriate environments, parent involvement, selecting and using authentic program assessment, documentation, advocacy, staff development, record keeping and finance management are also explored. Current issues, problems, staff and family relationship as it relate to running a quality program are addressed as well. Field component: ten(10) hours in a NAEYC Accredited setting Prerequisite: EN201/501 or Michigan Teaching Certificate, EN207/507, All ECE courses before EN 491/691.

Offered fall and spring semesters. This course provides an in-depth exploration of literacy instructional methods and materials across grade levels PK-5. Students will develop a standards-based unit of study in literacy, deepen their understanding of literacy assessment, participate in and analyze classroom literacy instruction, and review and evaluate literacy programs currently used in schools. Prerequisites: EN 444/EN520, EN 442/EN541; Field component: fifteen (15) hours.

Offered fall and summer semesters. Required for language arts, learning disabilities, ESL and reading endorsements. Not an education method elective. This course is designed to present effective literacy instruction for linguistically, culturally, and socioeconomically diverse students. Topics explored will include matching students to books, academic vocabulary instruction, classroom management, and classroom learning environment. Students will work in a diverse classroom throughout the semester, observing for literacy practices and assisting students with reading and writing needs. Prerequisite: EN442/541. Field component: thirty (30) hours tutoring in school setting (daytime).

Offered spring semester. This course offers the candidate an opportunity to know about and to understand early childhood students who are at risk for development delays or with established conditions. An exploration of etiology and developmental characteristics of young children with exceptional needs frames the study. Candidates will gain a foundation upon which they can build the skills to understand, analyze and reflect upon best practices and use/apply sound professional strategies to assist young children. Emphasis shall be placed on the ability to instruct and adapt instruction for children at risk for optimal development. This course will also focus on the tools of assessment and methods of referral for young children with disabilities, with an emphasis on the goals and benefits of assessment. IFSP, IEP, early intervention and legal issues surrounding these topics will be featured. Prerequisite: EN320/620 or EN464/564. Field component: twenty (20) hours in an approved site.

Offered fall and spring semesters. Not an education method elective. Study of approaches to secondary teaching; the adolescent phase of human development, listening, observing, and teaching skills. Students will create detailed lesson plans and implementation strategies. Field observations and microteaching in the subject area. Required for secondary certification. Prerequisite: EN201/EN501 or Michigan Teaching Certificate, EN408/EN508. Field component: Minimum 80 hours.

Required for learning disability major and elementary and secondary reading minors. Not an education method elective. This course focuses on adolescent literacy, specifically the reading, writing, and thinking abilities of students in grades 6–12. Topics will include motivation, out-of-school literacy practices of adolescents, the influence of culture on adolescent learning, and strategies to work with adolescent learners, especially those who struggle with and/or are reluctant about reading and writing. In addition, Common Core State Standards will be incorporated into the study of adolescent literacy. Participants will reflect on their own experiences as adolescents, learn about ideas to motivate adolescents, review current research on adolescent literacy, and directly apply the course information in a tutoring situation with an adolescent. Prerequisite: EN442. Field component: eighteen (18) hours tutoring in Secondary Reading Clinic (during class time).

Offered fall, and spring semesters. Required for all Bilingual Spanish and English as a Second Language minors. Appropriate education method elective for elementary and secondary candidates. Introduction to central ESL theories, terminology and teaching methodologies and strategies for those new to the field of ESL with an emphasis on specific issues concerning mainstream K-12 teachers working with English language learners. Links between theory and practice are made through a field component. Course participants with an interest in teaching English as a foreign language or teaching foreign languages are welcome and will be accommodated. Prerequisite: EN201 or Michigan Teaching Certificate. Field component: variable hours.

Offered spring semesters. Required for Bilingual Spanish and ESL minors. Not an education method elective. Geared to studying the processes for designing, analyzing and implementing assessment measures for English language learners with a focus on classroom-based evaluation and forms of authentic assessment. Links between assessment and instruction, examination of formal and informal types of formative and summative assessments and their value as feedback for teachers, parents and administrators are emphasized. Field component provides participants opportunity to investigate various aspects of assessment of professional interest. Prerequisite: EN457/557. Field component : variable hours

Offered spring semester. Required for the Learning Disabilities major. Not an education method elective. This course is designed to enhance students’ knowledge of currently used methods and curricula in special education settings. Students will develop IEP goals and plan instructional units based on assessment information. Emphasis will be placed on research-based teaching strategies, differentiated instruction, and Universal Design for Learning. Prerequisite: EN201/EN501 or Michigan Teaching Certificate, EN461/EN579, EN464/EN564. Field component: minimum ten (10) hours.

Offered fall semester. Required for the Learning Disabilities major. Not an education method elective. This course is designed to provide students with knowledge of learning disabilities as related to historical foundations, legislation, causes, characteristics, identification, and service options. Students will also learn about instructional strategies and practices for students with reading, writing, and math disabilities. Prerequisite: EN201/EN501 or Michigan Teaching Certificate, EN461.

Offered fall and spring semesters. This course is designed to provide teacher candidates with the tools, strategies, and theories to successfully manage K-12 classrooms. Participants will learn to create collaborative classroom communities that intertwine with effective teaching and academic success through course activities that are linked to observations in K-12 classrooms. Participants learn how to create both student- oriented conflict management systems based on concepts of social justice, and positive support plans for students with specific behavioral needs. Participants then connect concepts of effective, engaging lesson and curriculum planning to create a holistic successful classroom management philosophy. Prerequisite: EN201/501. Field Component: fifteen (15) hours. Prerequisite: EN201/EN501 or Michigan Teaching Certificate. Field Component: 15 hours

Theories of Bilingual Education and Bilingualism (3) Offered spring semesters. Required for Bilingual Spanish and ESL minors. Not an education method elective. This is an introductory course to bilingual/multi-lingual and English language education with an emphasis on the theories and practices underpinning bilingual programs and the teaching of learning of English language learners. The course provides an overview of the field, including the main concepts of bilingualism, and different models of bilingual and ESL programs. A main component of the course will be to examine peoples’ beliefs and experiences of becoming bilingual. Another component will center on specific educational issues that affect bilingual development in a school setting. The field experiences of this course will act as cohesive ties between what we explore, study and experiment with in course readings and discussions and the real world of bilingual/multilingual learners and teachers. Prerequisite: EN457/557. Field component: variable hours.

Offered fall and spring semesters. Required for the Learning Disabilities major. Not an education method elective. This course provides guided practice in special education settings working directly with students who have special needs. During the course of the practicum, the student will become more adept in the development and implementation of effective assessment and teaching strategies for students with learning disabilities and students who are at-risk. Each student is required to serve a minimum of 80 hours in a designated special education setting at either the elementary or secondary level. In addition, students will participate in seminar sessions which will be held throughout the semester. Prerequisite: EN201/501 or Michigan Teaching Certificate, EN461/579, EN462/562, EN 464/564, EN470/570, and School of Education approval. Field component: minimum of eighty (80) hours.

SC This course is designed to fulfill the general education senior capstone requirement for students majoring in Early Childhood Education who are NOT pursuing Michigan teacher certification. Students will research a pre-approved topic, and write and present on this topic. Prerequisite: Concurrent enrollment in EN491 and School of Education approval

Offered fall and spring semesters. A minimum fourteen-week internship in a local elementary school under the direct supervision of an experienced certified teacher. Weekly seminars and weekly journal writing, assigned readings, full-time teaching. Prerequisite: Acceptance by screening committee of the School of Education prior to enrollment in course and school placement. and School of Education approval. Must enroll in EN406/EN506 concurrently.

Offered summer semester. A conceptual presentation of descriptive and statistical data and their use in research decision making. The course addresses research methods, research design, literature review, problem selection, proposal writing and presentation, and ethical issues related to educational research studies. Students will develop an understanding of quantitative and qualitative research, research methods and associated research factors. Students will read, interpret, and evaluate published educational research. As a culminating activity, students will design a research of their own and draft a formal research proposal with accompanying IRB application. Prerequisite: Completion of 30 credits in a graduate education program.

This course provides an in-depth study of differentiated instruction with students who need intervention, language support, special education services, and/or enrichment. Students will examine their own teaching practices, considering student learning needs suitable to certification levels and endorsements. Also, students will be required to complete 30 hours of tutoring in a school setting and in collaboration with parents. Field component: 30 hours of tutoring (variable times/hours) Prerequisite: Michigan Teacher Certification.

Required of all elementary candidates. Not an education method elective. Students must prove algebra proficiency by either passing an algebra test or have taken a college algebra class within the past three years and earned a grade of “C” or better. Topics appropriate for grades K-8 include measurement, geometry, logic, and graphing. Emphasis is on constructing understanding through experience: exploring, extrapolating and explaining concepts and relationships. Problem solving, both in groups and individually, is a major theme. Prerequisite: MS111 or equivalent; may be taken concurrently with EN201 or complete EN201 as a prerequisite. Field component: fifteen (15) hours.

Required of all elementary candidates. Not an education method elective. Course expands on the content from MS260 and MS261, examines the ways children learn and fail to learn mathematics, and emphasizes strategies for teaching and designing lessons. New content focuses on concepts and operations of whole numbers, rational numbers and proportional reasoning. Tutoring and teaching field experience requirement included. Prerequisite: EN201, MS260, and MS261; Field component: fifteen (15) hours

This introductory course will provide an overview of the Conductive Education method: its aims, philosophy and practice. It opens with a discussion of the purposes of the Conductive Education method. This leads to consideration of the principles underlying the system. Concepts such as activity, group work, motivation, intention and facilitation, as well as orthofunction, will be examined closely. The course will also outline some of the basic practices of Conductive Education in various settings. Current issues in Conductive Education will be introduced and discussed. Field component. Prerequisite: acceptance into the POHI program.

The purpose of this course is to provide a general background to the condition of cerebral palsy. Focus will be on causation, typology and how the development of the child with cerebral palsy is subsequently affected. Field component. Prerequisite: acceptance into the POHI program

Brain function must be studied from molecular, biochemical, physiological, anatomical, pharmacological and psychological perspective all at once. Most important of all, today’s students must acquire a firm conceptual basis even though today’s concepts will surely evolve over the duration of their careers. It is far easier to teach and learn with a single discipline. This course creates a portrait of the central nervous and part of the muscular system in broad strokes in hopes that the student can in two semesters attain an appreciation for the modern concepts that guide further study. This section of the course deals primarily with the anatomy of the brain. Prerequisite: PI101, BY155, BY156.

Following anatomical knowledge, introduction to the function of the nervous system, i.e. neurophysiology, is necessary. Structure and function are closely connected concerning elementary sensory motor performances. More complicated performances, like the sleeping-waking phase, are less dependent on anatomy and are to be explained by neurophysiology. Prerequisite: PI201.

This course is designed for development of the understanding of the concepts of Orthofunction and intention, and their development, facilitation, observation, and routine. Awareness of issues in Conductive Education theory and practice are also explored. Field component. Prerequisite: PI102, PI104.

This course focuses on the special characteristic and development of the motor disabled pre-school/kindergarten aged child. Field component. Prerequisite: PI102, PI104.

School Age and Adolescents (2) This course is designed to deal with the characteristics, needs and interventions for the school aged/adolescent student with cerebral palsy or related neuromotor impairment. Content will focus on understanding and application to program design. Field component. Prerequisite: PI301.

This course introduces future educators to the most important diseases and conditions where motor dysfunction is a leading symptom. Persons living with these diseases and conditions are candidates for the conductive education system and thus the future educator’s identity is also formed through this introduction. Students will learn the forms of these illnesses and conditions and the limits of the conductive education method in these cases. The course builds upon the basic elements of neuroanatomy, neurophysiology and pathophysiology. A unified picture of the clinical patterns introduced as novelties on the basis of preliminary knowledge is given. Prerequisite: PI204.

An understanding of the normal sequence of speech and language development and the effects of various disorders on this process will be developed. The course will include discussion of articulation, language, voice, fluency, pragmatic and auditory memory development and disorders. Intervention strategies that can be used to improve both verbal and non-verbal communication in special populations will be introduced through classroom activities and lab experience. Prerequisite: EN201.

This course familiarizes the student with the history and comparison of the therapeutic and rehabilitation possibilities offered to children with cerebral palsy. Special emphasis is on their applicability in the comparison to the conductive education system. Prerequisite: PI208, PI302, PI304, PI306.

This course is designed to prepare the student to establish appropriate coordination, planning, organization and execution of the complex program for all aged clients. This includes understanding of the integration and complexity of the Conductive Education program. Prerequisite: all POHI classes, EN495.