College
of Health, Physical Education, Recreation, and Teacher Education
School
of Education
Department
Chair: Delores Heiden
e-mail:
heiden.delo@uwlax.edu
Professors: Koppelman, Krajewski, R.,
Wegner; Associate Professors: Heiden, Kirk, Richardson, Rochon, Shanks,
Slinger, Walsko; Assistant Professors: Angell, Beck, Chaney, Fisher,
Langelett, Phillips, Tanabe, Worley; Lecturers: Cason, Slayton;
Distinguished
Lecturer:
Swantz.
CURRICULUM
AND INSTRUCTION (C-I)
C-I 110 Cr.
1
Tutoring
Principles and Practice
Practical
experience in tutoring area school students prior to, during, or after school
sessions as arranged in cooperation with campus and approved community
agencies. Repeatable for credit — maximum 2. Pass/Fail grading.
C-I 211 Cr.
1
Semester-long
field experience involving observation of teacher and learner characteristics.
An introduction to the teaching profession and participation in selected
teacher activities. To be taken concurrently with EFN 210. May not be taken
concurrently with any other clinical experience course. Prerequisites:
sophomore standing; minimum 2.75 GPA; successful completion of Pre-Professional
Skills Test (PPST). Pass/ Fail grading.
C-I 212 Cr.
1
Level
I Clinical Experience in Health Education
This
introductory field learning experience is designed to help the student identify
the role of the school and its staff through observation and participation. It
also allows school health education majors to consider the appropriateness of
their chosen major within the educational framework. Prerequisite: HED 205.
Pass/Fail grading.
C-I 301 Cr.
2
Methods
in Music: Elementary/Middle Level
Designed
to develop a basic philosophy of music education, to explore the role of the
classroom teacher in music education, to develop an understanding of methods
and materials for music teaching, and to gain facility for effectively using
the autoharp in a classroom situation. Prerequisite: admission to teacher
education. (Not open to music majors or minors.)
C-I 302/502 Cr.
1
Level
II Clinical Experience — Elementary
A
clinical experience in which students become familiar with teaching resources
that are available in schools, have opportunities to plan and to implement
instruction using appropriate curriculum resources, and develop whole group and
small group instructional strategies. May not be taken concurrently with any
other clinical experience course. Prerequisites: C-I 211 and admission to
teacher education. Pass/Fail grading.
C-I 304/504 Cr.
4
Understanding
the Contexts of Classroom Practice
A
general methods course which introduces the middle level/secondary teacher
education student to a range of knowledge, skills, and dispositions regarding
the context of classroom practice. Students will investigate current research
on exemplary educational practice in the middle level and secondary school setting.
To be taken concurrently with C-I 305. Prerequisites: PSY 212, 370; EFN 210,
303 or 701; C-I 211; junior standing and admission to teacher education.
C-I 305/505 Cr.
1
Clinical
Experience II: Professional Development in Middle Level
and Secondary Schools
A
developmental field experience in the student’s content area designed to build
skills and understandings in the context of professional classroom practice.
This course is designed to establish that the preservice teacher has the
understandings and basic performance skills in the school setting to continue
in the middle level/secondary program. To be taken concurrently with C-I 304.
Pass/Fail grading.
C-I 306/506 Cr.
3
Choral
Music in the Junior/Senior High School
This
course is designed to provide the students with the basic principles and
techniques of choral preparation and performance in relation to public school
choral ensembles. It deals specifically with vocal production in young voices,
choral sound, repertoire, stylistic characteristics, and expressive elements.
Prerequisite: admission to teacher
education.
C-I 307/507 Cr.
3
General
Music in the Junior/Senior High School
This
course provides the students with a positive view of the realities of general
music in relation to the youngsters themselves and to the musical and aesthetic
learning possible at these age levels. Sufficient materials, methods and
techniques are explored as to enable the beginning teacher to deal with
adolescent musical skills and social behavior. The course should also help each
student to formulate a philosophy of music education. Prerequisite: admission
to teacher education.
C-I 308/508 Cr.
3
Instrumental
Music in the Schools
A
practicum in the structure, supervision, and administration of school instrumental
music programs. Emphasis placed upon elementary band techniques, junior/senior
high school band/orchestra rehearsal procedures, and organization and
conducting. Prerequisites: completion of eight hours of techniques classes and
conducting and admission to teacher education.
Methods
in Art: Secondary
Art
methods and materials for junior and senior high schools. Prerequisite: C-I 304
or concurrent enrollment.
C-I 313 Cr.
2
Methods
and Practices in Art: Elementary/Middle Level
One
hour lecture: development of art expressions by prekindergarten through
elementary/middle level children and youth, curriculum construction, including
creative art expressions for exceptional children. Two hours studio:
development of art education objectives through practical laboratory studio
experiences stressing varieties of art
materials.
Prerequisite: admission to teacher education.
C-I 323 Cr.
2
Methods
of Teaching Elementary Physical Education
Study
of effective teaching in elementary physical education with an emphasis on
analysis of teaching, maximizing student learning time, classroom management
skills, lesson planning, and planning developmentally appropriate activities.
Lect. 2. Must be taken concurrently with ESS 321, 326, C-I 325. Prerequisites:
admission into teacher education, ESS 225, 226.
C-I 325 Cr.
2
Methods
of Teaching Middle/Secondary Physical Education
Study
of effective teaching in middle/secondary physical education with an emphasis
on analysis of teaching, maximizing student learning time, classroom management
skills, and lesson and unit planning. Must be taken concurrently with ESS 321,
326, C-I 323. Prerequisites: admission into teacher education, ESS 225, 226.
C-I 334/534 Cr.
3
This
course is designed to provide preservice teachers with a basic understanding of
curriculum, instructional methods and materials, and evaluation approaches in
an integrated language arts program for kindergarten through middle school
children. Prerequisites: EFN 210, C-I 211, junior standing, and admission to
teacher education.
C-I 335/535 Cr.
3
Designed
to develop an understanding of curriculum, instructional methods and materials,
and evaluation techniques for children in kindergarten through middle school
science based upon educational research, contemporary practice, and national
and state educational agencies’ recommended goals and expectations for science
education. The nature of science as a discipline and the scope and sequence of
appropriate content for each grade level are presented. Prerequisites: C-I 302
and admission to teacher education.
C-I 336/536 Cr.
3
This
course is designed to develop a basic understanding of curriculum content,
instructional methods and materials, and techniques of evaluation based upon
educational research and practice in the social studies for children in
kindergarten through middle school. Prerequisites: C-I 302 and admission to
teacher education.
C-I 354/554 Cr.
3
Curriculum
and Methods in Mathematics
This
course is designed to provide preservice teachers with basic understanding of
curriculum content, instructional methods and materials, and evaluation
procedures in mathematics programs for children in kindergarten through middle
school. Prerequisites: EFN 210, C-I 211, MTH 125, junior standing and admission
to teacher education.
C-I 364/564 Cr.
3
Methods
in Mathematics and Computer Science
Objectives,
activities, materials, instructional strategies and field work in mathematics/
computer science at the secondary school level. Prerequisite: C-I 304/504 or
concurrent enrollment. Offered Sem. I.
C-I 365/565 Cr.
1-3
Using
Manipulatives to Teach Mathematics
A
study of materials used for mathematics instruction. Focus will be on
developing understanding of mathematical concepts and procedures through the
use of manipulatives, calculators; computer programs, and other commercial and
teacher made materials. Research base for instructional strategies, classroom
organization and evaluation will be discussed. Prerequisite: C-I 354/554 or C-I
364 or teacher certification. Repeatable for credit — maximum 6.
C-I 371/571 Cr.
3
A
study of the philosophy, structure, and content of music education in the
elementary school curriculum. Emphasis is given to observation, analysis and
teaching in an elementary classroom four hours per week in the La Crosse area.
Students will learn techniques of teaching and become familiar with materials
for teaching basic concepts and skills necessary to quality music education.
Prerequisites: MUS 335 and admission to teacher education.
C-I 374/574 Cr.
3
Teaching
the Fine Arts
This
course is designed to develop a basic understanding of an integrated fine arts
program and to examine its relationship to the development of creativity. Art,
music, drama and creative writing will be the areas of emphasis. Divergent
learning and teaching styles will be examined and will be used as the
foundations for unit and lesson plan development. Prerequisite: C-I 211.
C-I 376/576 Cr.
2
A
study of the philosophy of music education in early childhood education. Emphasis
will be given to the study of vocal development, listening and movement
activity and the use of classroom instruments, with practical application in
off-campus early childhood situations. Prerequisite: MUS 231.
Environmental
Education Methods
This
course is designed to develop an under-standing of curricula, instructional
methods and materials and evaluation techniques for K-12 level environmental
education based upon educational research, contemporary practices and Wisconsin
Department of Public Instruction recommended goals and expectations.
Prerequisites: GEO 200 and completion of C-I 302 or C-I 305 or declared
environmental studies minor.
C-I 382/582 Cr.
1
Creative
Problem Solving
Creative
problem solving emphasizes a five-step process plus the use of the skill of
oral brainstorming. Creativity potential of individuals is explored and the
five steps are experienced in practice sessions. Adaptation of the process for
classroom teaching is emphasized.
Clinical
Fieldwork Experience in Health Education
Designed
to focus upon the development of the technical elements of curriculum,
instructional systems, interaction-motivation, and management styles. Course
activities include development of a philosophical base for the teaching
elements, observation, participation and performance of a variety of teaching
behaviors within the teaching elements. Students will analyze their own
teaching performance through simulation, guided practice and other
teacher-directed evaluation. Pass/Fail grading.
C-I 403 Cr.
3-15
Student
Teaching: Secondary
Student
teaching is a full day, full school semester, professional experience in
selected elementary and secondary schools with qualified, approved cooperating
teachers. Orientation, seminars and classroom projects required. Prerequisites:
completion of requirements in education, including special methods courses,
recommendation by the appropriate education program faculty, 2.75 grade point
average based upon the major, minor, concentrations and professional course
work, and approval by the Teacher Education Council. May be repeated for credit
in a subsequent semester for each additional licensure.
Satisfactory/Unsatisfactory grading.
C-I 404 Cr.
3-15
Teaching
Internship
Teaching
internship is a full day, full school semester, professional experience in
selected elementary and secondary schools with qualified, approved cooperating
teachers. Prerequisites: completion of requirements in education, including
special methods courses, recommendation by the appropriate education program
faculty, 3.00 grade point average based upon the major, minor, concentrations
and professional course work, approval by the Teacher Education Council,
selection for WIP placement and a state intern license. Satisfactory/Unsatisfactory
grading.
C-I 405/605 Cr.
3
A
study of methods, materials and evaluation techniques that are shown by current
research and practice in English education to be effective with middle and
secondary level students. Emphasis is given to the knowledge and skills
necessary to create a developmentally appropriate, positive learning
environment. The course will include approaches to teaching critical thinking
skills using a variety of activities and teacher modeling. Prerequisite: C-I
304 or concurrent enrollment. Offered Sem. II.
C-I 406/606 Cr.
1-2
Teaching
Basic Writing Skills
A
developmental approach to teaching basic writing skills at the middle/junior
and the senior high school levels. The course will examine philosophies,
conceptual frameworks, and techniques in teaching writing. Special emphasis
will be given to the concept of writing across curricular subject matter areas.
Prerequisite: teaching experience.
C-I 407/607 Cr.
1
Uses
of Computers and Software in Middle and Secondary School Writing
Designed
to acquaint the middle/junior or senior high school teacher with methods for
the improvement of student writing through the use of appropriate authoring and
word processing programs. Emphasis will be upon the development of
instructional techniques for the improvement of writing across subject matter
areas. Prerequisites: teaching experience and keyboard skill.
C-I 408/608 Cr.
3
Methods
in History and Social Studies
A
course using citizenship education in a democracy to demonstrate a
multidisciplinary approach to teaching methods, curriculum materials and
evaluation techniques. Course topics include: living history, global studies,
law-related education and economic literacy in the social studies. There is an
emphasis on the use of critical thinking skills to create a challenging
learning environment unique to the needs and interests of middle and secondary
level students. Prerequisite: C-I 304 or concurrent enrollment.
C-I 409 Cr.
3-15
Student
Teaching: Elementary
Student
teaching is a full day, full school semester professional experience in
selected elementary and secondary schools with qualified, approved cooperating
teachers. Orientation, seminars and classroom projects required. Prerequisites:
completion of requirements in education, including special methods courses,
recommendation by the appropriate education program faculty, 2.75 grade point
average based upon the major, minor, concentrations, and professional course
work, and approval by the Teacher Education Council. May be repeated for credit
in a subsequent semester for each
additional licensure. Satisfactory/Unsatisfactory grading.
Curriculum
Development in Health Education
This
continuation of the skills and concepts essential to effective development of
comprehensive school health education curriculum will consider the span of
health education curricular planning from assessment of needs to implementation
design. This writing emphasis course will concentrate on the skills necessary
to design and implement assessment tools, report their findings, and construct
curricular plans based upon their findings. This course is to be taken in
conjunction with C-I 412, 415 and, if a health major, C-I 402. Prerequisites:
HED 310 and ESS 201 or current First Aid and CPR certification.
C-I 412/612 Cr.
3
Instructional
Techniques in Health Education
This
course is designed to have students practice effective teaching techniques and
utilize approved instructional methods and materials in teaching health
education. Attention is given to the nature of “wholistic” teaching, including
classroom management. This course is to be taken in conjunction with C-I 410,
415 and, if a health major, C-I 402, and during the semester preceding student
teaching. Prerequisites: HED 310 and ESS 201 or current First Aid and CPR
certification.
C-I 415/615 Cr.
1
Philosophical
Foundations of Health Education
Philosophy
of health and health education and the role of health education in education. This
course is to be taken in conjunction with C-I 410 and 412/612 and, if a health
major, C-I 402, and during the semester preceding student teaching.
Prerequisites: HED 210, admission to teacher education.
C-I 420/620 Cr.
3
Computers
in Education
A
survey of instructional uses of computers in education. Students learn to make
use of microcomputers as a support for the learning process. Course topics
include interactive instruction, testing, and simulation.
C-I 424 Cr.
3
Curriculum
Development in Elementary/Secondary Physical Education
Introduction
of a curriculum model based on philosophical statements, aims, yearly programs,
unit plans and lesson plans. Selection of activities based on current trends,
community resources, growth and developmental characteristics and facilities.
Prerequisites: for students seeking initial teaching certification in physical
education: PSY 310, C-I 325, ESS 321, 326, 360, successful completion of all
parts of the PPST, admission into teacher education and a 2.75 cumulative GPA.
C-I 440/640 Cr.
3
This
course is an overview of education for gifted, talented and creative students
(preK-12). Emphasis will be placed upon definitions, characteristics, problems,
identification procedures, and programming. Strategies for teaching in the
classroom will be examined. Prerequisite: C-I 302 or 305 or teacher
certification.
C-I 442/642 Cr.
1-3
Issues
and Trends in Elementary Mathematics Instruction
This
course focuses on recent trends in elementary mathematics instruction. The
examination and evaluation of current teaching materials and equipment, the
implementation of these materials and current teaching strategies, will be the
major components of this course. Prerequisite: C-I 354. Repeatable for credit —
maximum 6.
C-I 443/643 Cr.
2
Issues
and Trends in Science Education
Designed
to provide elementary teachers with conceptual bases for developing and
implementing an inquiry science curriculum. Participants will examine relevant
literature, participate in demonstrated inquiry methods, and assess current
curriculum materials and classroom practices in science education programs.
Prerequisite: classroom teaching experience.
C-I 445/645 Cr.
2
Refining
Teaching Skills/ Level III Clinical Experience
A culminating
clinical experience prior to student teaching. Students will refine their
skills of planning, implementing and evaluating instruction. Through
self-evaluation, teacher evaluation and teacher-student conferences, students
will determine how to improve their teaching skills. Prerequisites: C-I 302and
RDG 432 or RDG 710, may be taken concurrently with RDG 432 or 710. Pass/Fail
grading.
C-I 448/548
Cr.
1
Course
Construction Using the Wisconsin Instructional Design System (WIDS I)
An introduction
to performance-based instruction utilizing the Wisconsin Instructional Design
System (WIDS). Students will become proficient in identifying performance
expectations for learners, developing performance assessment strategies and
designing learning activities. Participants will construct a course outcome
summary and a learning plan for a course of study.
C-I 449/549 Cr.
1
Course
Construction Using the Wisconsin Instructional Design System (WIDS II)
A
follow-up to performance-based instruction using the Wisconsin Instructional
Design System. Students will become proficient in developing performance
assessment strategies, designing learning activities, and embedding standards
into the curriculum. Participants will construct a learning plan and a scoring
guide for a course of study. Prerequisite: C-I 448.
C-I 450/650 Cr.
1
Clinical
Experience III: Professional Development in Middle Level and
Secondary Schools
A
developmental field experience in the student’s content area, designed to
refine skills and understanding of the executive, organizational, and
interactive functions of teaching. The goal of this course is to establish that
preservice teachers are ready to successfully enter student teaching.
Prerequisite: C-I 305 and completion of or concurrent enrollment in a special
methods course and RDG 432 or 710. Pass/Fail grading.
C-I 460/660 Cr.
2
Integrated
Curriculum: Theory into Practice
Designed
to develop an understanding of the historical and theoretical foundations of
integrated curriculum. The focus of the course is on the application of these
understandings to classroom practice through the evaluation, selection, and use
of appropriate curriculum models, methods of planning, grouping patterns, and
instructional and assessment strategies. Prerequisites: C-I 302 or 305 or
teacher certification.
C-I 461/661 Cr.
3
Leadership
for Elementary/Middle Science Education
Designed
to augment a basic understanding of science curriculum development, teaching
practices, resources, management, and assessment procedures. Special emphasis
will be given to controversial issues in science, nature of scientific
knowledge, laboratory safety, long range planning and goal setting procedures,
funding for operating an inquiry science program, and special programs to
enhance and extend classroom science experiences for students. Prerequisites:
C-I 335 or prior elementary/ middle level classroom teaching experience. May be
taken concurrently with C-I 335 when a minimum of 20 science course credits
have been successfully completed. Offered Sem. I.
C-I 463/563 Cr.
3
This
course is designed to give preservice teachers a basic understanding of
classroom applications of second language acquisition theories, teaching
techniques, curriculum and lesson development, classroom environment issues and
sociopolitical concerns in the field of Teaching English to Speakers of Other
Languages. Prerequisites: TSL 300; ANT 350 or CST 332; ENG 332; ENG 401, SPE
431, ENG 334 or PSY 436; and the multicultural/international requirement;
junior standing. Offered Sem. II.
C-I 467/567 Cr.
3
Teaching
a Foreign Language
A
study of how a foreign language is learned and acquired and what methods and techniques
are effective with varying groups of learners. Focus is on putting theory into
practice through demonstration, microteaching, curriculum evaluation, materials
development and unit lesson planning. Prerequisites: C-I 304 or 334, or
concurrent enrollment. Offered Sem. I.
C-I 469/669 Cr.
3
Methods
in Science
An
examination of the curriculum content, instructional strategies and resources,
and techniques of evaluation in science education that are supported by
research and the effective practice of middle and secondary school teachers.
The topics covered will promote an awareness of the essential role of the
teacher in creating and sustaining a learning environment which meets the needs
and interests of middle and secondary students. Emphasis will be placed upon
the relationship of science, technology and society, critical thinking and
inquiry techniques, safety and liability concerns, and current trends and
issues in science education. Prerequisites: C-I 304 or concurrent enrollment.
Offered Sem. II.
C-I 470/670 Cr.
1-3
Symposium
in Education
Studies
in education of interest to specific groups. Varying topics will be offered at
intervals with a specific title assigned to each. Prerequisites: junior
standing and admission to teacher education. Repeatable for credit — maximum 6.
Departmental option for Pass/Fail grading.
C-I/C-S 480/680 Cr. 3
Survey
of Computer Assisted Instructional Systems
A
survey of current trends in Computer Assisted Instruction (CAI). It covers the
development of instructional and curriculum materials suitable for computer
applications and involves the use of a current authoring software package.
Prerequisite: C-S 224 or C-I 420. (Cross-listed with C-S; may only earn credit
in C-I or C-S.)
C-I 483/683 Cr.
1
Designed
to discuss trends and issues in early childhood education. Utilizing selected
programs from the “Footsteps” series of videotapes, participants will discuss
competencies needed by teachers in helping children develop positive self-concepts
and social competence. Attention will be given to providing learning
experiences that are based upon the individual needs, interests and
capabilities of young children. Participants will investigate the impact which
family relationships and changes in family structure have upon the optimal
growth and development of young children. Prerequisites: C-I 325 and junior
standing. This course will not apply toward requirements for initial
certification in early childhood education at UW-La Crosse.
Environmental
Education Update
This
course is designed especially for the experienced school teacher. Content
emphasis will include background knowledge on current local and global
environmental issues; state, national and global goals and expectations; a
review of teaching practices; and teaching aids and resources including
simulation software and Internet. Selected certification or other programs for
environmental education such as Project Wild, Project Learning Tree, Project
Wet, and Nature Center programs may be implemented with grade appropriate
infusion teaching plans developed. Prerequisites: C-I 381 or classroom teaching
experience. Repeatable for credit — maximum 6. Departmental option for
Pass/Fail grading.
C-I 487/687 Cr.
1-3
Elementary
Science Update
This
course is designed especially for the experienced elementary school teacher.
Emphasis is on planning, developing and using science instructional materials.
Selected topics in life, physical and earth science will be reviewed as a basis
for curriculum planning. Prerequisite: classroom teaching experience. Not
repeatable for credit.
C-I 488/688 Cr.
2
Designed
to help K-12 classroom teachers develop effective
and efficient questioning strategies that will encourage students to be
reflective and active learners and thinkers. Various theories of questioning
will be discussed and practically applied. Methods will be examined for using
questioning skills in the classroom. Prerequisite: admission to teacher
education.
C-I 489/689
Cr. 3
Effective Motivation and Teaching Behaviors
Research
on effective instruction and teaching practices will be reviewed and analyzed.
New techniques of instruction (suggestopedia) will be introduced. Research
proven and new practices of teaching and motivation will be practiced in the
classroom setting.
C-I 491/691 Cr.
2
Introduction
to materials and methods of incorporating aerospace subjects into the classroom
curriculum. Activities and projects are adaptable to all grade levels, 9-12,
and are particularly relevant
in
today’s classroom.
C-I 495/695 Cr.
1-3
Supervision
of Student Teaching
Designed
especially for supervising teachers having student teachers or teacher interns
under their direction, and for other teachers interested in preparing for
teacher supervising responsibilities. Emphasis on objectives of student
teaching, orientation and induction, roles and responsibilities of personnel,
instructional planning and implementation, process of supervision and
post-instructional conferencing. Prerequisites: certification for teaching, a
baccalaureate degree, and teaching experience. Repeatable for credit — maximum
3.
C-I/EFN
499 Cr.
1-3
Individual
Study
Reading
and research in an area of student interest in education under the direction of
an education instructor. Open to elementary and secondary education students
with excellent records. Admission by consent of instructor, adviser, and
department chair. (Not open to students concurrently enrolled in EFN 499.)
Repeatable for credit — maximum 6 in C-I and/or EFN. (Cross-listed with EFN;
may earn 6 credits total in C-I and EFN.)