This course will acquaint students with several major psychological perspectives for appreciating learning that goes on in school and other settings. Students will also connect theories of learning to their own experiences as learners - inside this course, in other courses, on the job, and in other settings. By constantly examining the relationship between the ideas about learning introduced in this course and the learning situations in the students' world outside of this course, students will find greater meaning and significance in both. We consider implications of these perspectives for practice, particularly the practice in your field.
This course introduces foundational theories of assessment. It focuses on critical examination of methods of assessment (e.g., portfolios, rubrics, surveys, tests, self-evaluations), and digital tools that allow educators to gather information, analyze it, and make informed pedagogical choices. Students design assessments for learning, as learning and of learning, especially in digital contexts.
CEP 813 is the first course in the sequence of three courses that lead to the Graduate Certificate in Online Teaching and Learning. Although CEP 813 can be taken as a stand-alone course for anyone interested in thinking deeply about the design of assessments and evaluation in digital contexts, it is important for all students to know that CEP 820 and CEP 817, the other courses in the Graduate Certificate sequence, build on work that begins in CEP 813.
New technologies not only have the potential of changing what and how students learn, but they can also alter the task of teaching in significant ways. In this course, we will examine the complex charge of being responsible for managing relationships among technology, teaching and learning. We will look at technology from multiple perspectives to assess its potential benefits and challenges to different audiences. Professional development strategies, project management, planning, evaluation, relationship building, along with the ethical and social implications of technology integration will be examined.
Examining ways in which educators can bring the world into their classrooms with technology to better meet the educational needs of students across the lifespan. The course focuses on ways in which teachers and students can broadcast their ideas and information to the outside world for purposes of collaboration and communication. The course includes discussions of various online learning management systems including their functions, strengths, and weaknesses along with the exploration of various teaching methodologies and how they should be used in the online environment to ensure teaching and learning success.
This is one of the three courses that are part of the Graduate Certificate in Online Teaching and Learning.
This course introduces the practice of special education in today's schools, with a focus on the United States. We will analyze characteristics of students with disabilities, including learning and behavior disabilities, autism spectrum disorders, and the implications of learner differences for the legal and instructional responsibilities of classroom teachers. We will survey general principles of instruction that can help improve students' access to the general education curriculum, including evidence-based practices, collaboration with other professionals, universal design for learning, response to intervention (RTI), PBIS, and assistive technology. Each of these topics is covered in more depth in later courses. We also address multicultural considerations in the instruction of students with disabilities. The overall goal of the course is to expand your expertise and confidence in providing an inclusive classroom that addresses the needs of the diverse population of students.
This course is designed to provide teachers and other practitioners with a foundational knowledge in classroom management, behavioral intervention for mild/moderate behavioral challenges, and knowledge of behavioral technologies to support classroom teaching with diverse students, including those with special needs. Especially salient to this course is the acknowledgement of prevention and intervention strategies conducted at multiple levels, including the macro level of schools and communities and at the micro level as teachers negotiate meaning with students on a moment-to-moment basis. Students will directly utilize a series of behavioral assessments in a variety of domains to build a technology of resources for identifying and successfully intervening with problematic behavior. The functional analysis of the etiology of behaviors will allow students to identify crucial factors that motivate, prompt, and maintain the behavior. Students will then apply their principles and understanding of behavioral change to develop and implement behavioral, social, and academic interventions.
It is recommended, but not required, that students take CEP 840 prior to taking CEP 842. For an override, contact Missy Davis at davisme@msu.edu.
In this course, we will investigate instructional practices that can be used in general education classrooms to improve the learning and academic performance of students with mild learning problems and disabilities. We will focus on instruction in the content-area subjects of science, social studies, and mathematics. Our goal is not to examine how to teach these subjects, bur, rather, how to design and differentiate instruction that is sensitive to individual learning needs and preferences. We also will address Universal Design for Learning, collaborative planning for instruction, secondary and transition services, and creating a classroom climate in which all students have the opportunity to participate and succeed.
Children and youth face a variety of developmental challenges and a variety of external barriers that inhibit the successful resolution of developmental tasks. Understanding the normative processes of human development in their context provides a conceptual base to help children and youth meet these challenges. Developmental processes related to school success are particularly important in our current climate of educational accountability. Applying a theoretical framework to child/youth intervention programs and understanding best practices identified by the literature facilitate practitioner's capacity to positively impact the lives of children and youth.
The Psychology of Classroom Discipline is a 6-week summer course designed to help teachers and other school professionals improve classroom management strategies. The course will review "best practices" in classroom management and focus on research-based strategies that improve the learning environment for all students.
In EAD 801 participants examine the concept of leadership and explore what it means to be a leader within the context of education based organizations (i.e. schools, colleges, universities). Special consideration is given to the ways in which organizations develop and the roll of leaders in processes of organizational development and change. This process includes the study and analysis of existing literature and research while also encouraging participants to examine these constructs within their own context and as aspects of their own personal and professional identities.
As a graduate level course, the course is constructed on the assumption that participants will enter with some general exposure to the theoretical concepts and/or the actual practice of leadership as well as familiarity, through previous work or personal experience, with some of the dynamics of organizations. This course is intended to provide an introduction to traditional theories of leadership, as well as to introduce more contemporary perspectives and considerations related to leadership and organizational development.
The course is limited in scope to organizational leadership at the institutional level within the United States system of education; however, students are encouraged to consider professional, state/federal, or international leadership for their individual projects. Course materials will draw upon several disciplines including business, management, human development, sociology, and organizational psychological. Work in the course will intersect the areas of administration/management, governance, and organizational theory but is not intended to duplicate courses in those areas.
The goal for the course's participants to gain new understandings of themselves as leaders, of the leaders and leadership actions around them and of how to link leadership to valued organizational goals and processes.
Assess individual capacity and ability to lead organizational development and change.
The contemporary history of diverse students and their families in education can be articulated as an evolving experience for students and families from varied backgrounds. The context of education today should communicate that teaching and learning in contemporary school environments should be a shared discovery opportunity where students and educators learn from one another and experience very personal understandings, if the educational opportunities are designed to maximize student learning. This course will examine these aspects of how schools engage diverse students and families by looking at the context of schools and the communities where schools exist and where students come from. It will also look at the historical relationship between school and home and consider how the contemporary social, cultural and linguistic contexts impact the process of education.
It is well known that the process of teaching and learning are central to our educational picture. To provide thoughtful direction and support for this picture, we must continually expand and refine knowledge and skill in areas of teaching, learning, schooling, instructional leadership, and the evaluation of teacher performance and student learning.
By developing all members of the school community as life-long learners, Leading Teacher Learning encourages and supports the members of the organization to become more reflective and collaborative in their practice.
This graduate course will focus on developing leadership skills to promote professional growth and the development of adult learning in organizations. Students will practice and learn strategies to build capacity through relationships, collaboration, and the facilitation of learning through the role of supervision, evaluation, and reflection. This course is a prime opportunity for leaders of any adult learning in any field. It provides participants with the knowledge, skills, strategies, and awareness of resources to serve in a wide variety of leadership roles. As members of "The Learning Profession," each of us must take this service seriously each day of our careers.
This course follows the evolution of public school finance, from its beginnings to the issues of today, paying particular attention to the impact of financial policy as defined by federal and state court decisions related to educational funding. In addition, we will focus on the application of theoretical funding structures to practical situations, such as: 1) trends in the fiscal structure of school districts in the United States and other countries, 2) the allocation and use of the educational dollar, 3) financing school facilities, 4) understanding school finance reform using Michigan's Proposal A, and 5) current issues in educational finance reform (e.g., teacher salary structures, "pay for performance", pension and health benefits, privatizing and/or consolidating educational services, school choice). Throughout the course, students will examine the social-economic-political context in which public finance decisions evolve and their relationship to current educational issues throughout the nation.
"The Learning Society" is a popular but problematic phrase meant to describe recent developments in education across the life span and to guide institutions and individuals worldwide in their educational goals, activities, and plans for the future. By now, as it is used by many authors and leaders, the learning society refers to a complex global configuration of activities and possibilities.
Many of those who use the phrase the learning society credit it to the famous educational leader and innovator Robert Maynard Hutchins of the University of Chicago and his book The Learning Society (1968). He features the classical Greek Polis, or the ideal of an educated citizenry according to ideals that are associated with the liberal arts and sciences. He was concerned about the narrowing of education by the demands of the workplace and the professions.
Today, business leaders and theorists (or gurus) of work and economic and technological organization are urging participation in the learning society based on a very different understanding of what the phrase means. Others propose individual growth as the cornerstone of the learning society, seeing it as an entitlement in the "post-industrial" world. Still others focus on the learning society as the domain in which technology will provide the essential format for education in schools and at work, and for learning everywhere else as well. Thus, the learning society stands for a combination of historical, organizational, and cultural forces at work in the 21st century which deserves critical attention.
The goals of EAD 860 are to explore: 1) what is meant by the learning society as the phrase is used in the US and other nations, or how the phrase has come to mean several things in its brief history (the "genealogy" of the learning society); 2) primary domains and activities of the learning society in their historical, social, economic, and cultural contexts; and 3) the experiences and views of individuals living and working in the learning society; and 4) what the learning society can mean in the social transformations associated with new information and communications technologies-and resistance to them.
After a general introduction to the many meanings of the phrase "learning society" the course offers opportunities for exploring its different 'scenes" or "locations" (at work, at home, in other cultures, online, and more). Expository material and a variety of online resources - audio, video, educational website, museum exhibits, and additional readings - are included in the course units to help students explore the meanings and uses of the primary texts.
EAD 860 is an unusual course in the MAED as it is offered in a self-paced format. (*See note below). Students can complete the six units according to a schedule they set for themselves within the timeframe of the semester. Needless to say, good planning and steady application are essential to completing the course in a satisfying way.
The course is also unusual in the extent to which it uses hypermedia, or linked online resources in many formats. The units are designed to offer, in the instructor's writing and the links appearing with it, a course-based web of information, opinion, and resources in different media. Students in the course become, in effect, hypermedia readers, deciding what attention and priority to give the varied resources and what relations to consider among them. The "web" for the course, so to speak, operates as an anchored but mobile network of digital resources for learning, together with the printed books and films. Thus, beyond its attention to questions of the learning society, EAD 860 is intended to contribute to the students' abilities in a form of what is now often called "digital literacy."
Each of the six course units includes assignments in reading, listening, and viewing. There is also a writing assignment of each unit. Submitting the writing assignment for a unit gains access to the next one. The writing assignment for the last unit serves as the Final Exam. There are no required interactions among students (e.g., postings to discussions or small group projects), though there are opportunities for voluntary ones. Course grades will reflect performance on the written work.
Note: This description is for the course as it is offered regularly by Professor Steven Weiland. The course is also offered occasionally by Professor Riyad Shahjahan, when the texts will be similar but the format will not be the self-paced one described here.
EAD 864: Adult career development is a critical part of the life cycle, reflecting: 1) the nature of work in its many forms; 2) opportunities for learning, change, autonomy and collaboration, and leadership; 3) the structure of occupations and professions; and 4) relations between individuals, organizations, and institutions. So too must individual differences be accounted for--like age, gender, and historical or cohort experience--when we think about careers. Accordingly, the study of how adults choose careers and develop in their work requires attention to ideas in several fields of inquiry: education, psychology, sociology, history, biography, communications, and more. There is as yet no widely agreed upon theory of career development that captures its variability and whatever principles are available to guide our understanding of the experiences of individuals and the many forms of work in our world.
In EAD 864 we will study the structure of careers, including theories of career stages, and also key developmental features of work across the life course, focusing on how individuals make their work gratifying and meaningful in organizational and other settings. Our goal is not to discover an ideal or universal scheme for career development--as is the case in many popular books on careers--but to inquire into how individuals have found ways to give meaning to their work.
The course will be unified by a focus on cases of adult career development, with attention also to what can be said (within limits) generally about careers across occupations and professions, including teaching. Thus, the primary activities will be exploring adult career development from two complementary perspectives: 1) individuals reflecting on their work and lives in autobiographical and biographical narratives, and in dramatic films; and 2) adult career development as it is represented in research on work, the professions, and the human life course, and in popular accounts of career choice and change.
EAD 864 is an unusual course in the College of Education's online MA programs, offered as it is in a self-paced format. Students can earn credit for the course by completing the six units according to a schedule they set for themselves within the time frame of the semester. Needless to say, good planning and steady application are essential to completing the course in a satisfying way.
Each of the six course units includes assignments in reading, listening, and viewing. There is also a writing assignment for each unit. Submitting the writing assignment for a unit gains access to the next one. The writing assignment for the last unit serves as the Final Exam. There are no required interactions among students (e.g., postings to discussions or small group projects), though there are opportunities for voluntary ones. Course grades will reflect performance on the written work.
The Devil Wears Prada, directed by David Frankel (2006), Up in the Air, directed by Jason Reitman (2009), or another film chosen from a list in the first course unit.
EAD 867: Leadership is perhaps one of the topics most written about; a wealth of information is available on the topic, and in this online course, we read but a small portion of this literature. It is also very interdisciplinary, and so our readings reflect a host of disciplinary backgrounds, not just education. Though the contexts may vary, the principles and tenets typically apply regardless of the orientation and work environments of the authors. Assigned readings provide the foundation for class discussions.
Astin, A. W. & Astin, H.S., Principles of transformative leadership. In A.W. Astin & H.S. Astin (Eds.), Leadership Reconsidered: Engaging Higher Education in Social Change; L.G. Bolman, & T. E. Deal, Leading with soul: An uncommon journey of spirit; S.R. Komives, N. Lucas, & T. R. McMahon, A new way of understanding leadership. In S. R. Komives, N. L ucas, & T. R. McMahon, Exploring Leadership: For College Students Who Want to Make a Difference; C. D. Pielstick, The transforming Leader: A meta-ethnographic analysis.
EAD 877 focuses on program planning as both a field of practice and inquiry. As a field of practice, program planning represents a series of activities in which most educators working in postsecondary settings find themselves engaged. As educators, we plan courses and lessons within courses. We design and implement degree and certification programs, as well as advise students on their own academic program plans. At times, we participate in the planning of professional conferences and meetings, design and implement workshops, make presentations to colleagues, practitioners, and to lay audiences.
While these activities vary widely, they all represent a common set of curricular, organizational, and political challenges and decisions that we as educators, either implicitly or explicitly, must make. These decisions and tasks are grounded in particular conceptual, theoretical, social, cultural, and political frameworks that shape and influence the ways in which these decisions and tasks are approached and the eventual nature of programs developed and delivered. Along with questions of effectiveness of processes and approaches, these latter issues suggest the boundaries of program planning as a field of inquiry.
Participants in this course critically reflect on their own beliefs and assumptions about educational program planning. Written, video, and real-world cases are used to foster awareness not only of the technical tasks involved in program planning but the underlying assumptions, values, and forms of rationality that guide the planning process.
A philosophy of program planning and an educational, academic, or training program plan consistent with this philosophy.
Caffarella, R. S. & Daffron, S.R., (2013). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (3rd Ed.). San Francisco, CA: Jossey-Bass.
context (2nd Ed.). San Francisco: Jossey-Bass.
Open only to students in the MAED program. It's necessary to receive an override to enroll in this course. To request an override e-mail your PID and semester in which you wish to enroll to onlineed@msu.edu.
This course, the introductory one in the MSU online MAED program, is designed to be foundational. It provides an opportunity to think and exchange ideas about our beliefs about education and the many forms of inquiry related to it.
Questions such as these will stand behind our work: What are education's purposes, traditions, characteristic activities, and its recurring problems and efforts at reform? What is most worth knowing and how are individual, institutional, and social views of schooling and the curriculum reconciled? How do we learn, what do we want from teaching, and from education outside of schools and beyond the years of formal schooling? How do conditions of contemporary life (e.g., globalization and new information and communications technologies) influence education? How has educational inquiry been defined and practiced, and how has it changed in response to new circumstances? What role does knowledge of human experience unlike our own play in inquiry? What resources are available for making inquiry part of teaching, administration, and leadership in schools and other educational institutions?
The syllabus is organized around four domains of educational inquiry, interpretation, and criticism: classroom-based or teacher research, ethnographic participant observation and personal narrative, history and biography, and psychological theory in relation to the curriculum. These do not, of course, exhaust the possibilities for inquiry but they provide an opportunity to sample influential and practical forms. Attention to the four domains of inquiry is framed by opening and closing course units devoted to, respectively, the philosophy of education (particularly the legacy of John Dewey) and the impact of new information and communications technologies.
Our educational inquiries inevitably begin with our own experience and preferences but they don't end there. Thus, the course will emphasize our interaction with the many forms of inquiry, their different goals, methods, uses, and meanings. We will study work by a small group of influential writers on education, and make considerable use of online resources via hypermedia, or the course's extensive "web" of electronic links. Thus, ED 800 represents the fact that education, as a subject of inquiry, interpretation, and criticism, is a multi-disciplinary and now multi-media endeavor inviting us to understand the nature of teaching and learning, with administration and leadership, from diverse perspectives.
ED 800 is offered in a self-paced format. Students can earn credit for the course by completing the six units according to a schedule they set for themselves within the time frame of the summer semester calendar. Assignments will include reading (books, articles, and essays), viewing (films, video, online exhibits, and websites), listening (audio reports, documentaries, and interviews), and writing (several brief papers and a longer one at the end of the course).
It's necessary to complete 80% of the program prior to starting the Capstone. Open only to students in the MAED program. It's necessary to receive an override to enroll in this course. To request an override e-mail your PID and semester in which you wish to enroll to onlineed@msu.edu.
The Capstone Seminar is designed to engage students in discussion and reflection on their learning in the Master of Arts in Education program. Each student will create a Web-based portfolio that presents a well-organized representation of their work and thinking in the program and participate in online discussion with other students in the seminar around their developing portfolios.
Please note that it is necessary to receive an override to enroll in this course. To request an override, please fill out the override request form here.
Prevention, care, and management of injuries.
This course provides coaches, athletic administrators, and directors of recreational programs with principles of anatomy, physiology, sports medicine, and biomechanics as a foundation for coaching amateur athletes in various sports.
Course content: manuals; on-line instructional materials; figures and tables; video clips; active learning exercises; on-line journal articles.
The principal aim of this online course is to develop strategies and methods for teaching school subject matter with digital technology. The course offers a perspective for integrating educational technology with content and pedagogical practice. Among the topics which the course explores are the National Educational Technology Standards for Teachers (NETS*T), Technological Pedagogical and Content Knowledge Theory (i.e., TPACK), digital literacy, digital citizenship, Universal Design for Learning (UDL), 21st Century Skill, digital storytelling (e.g., podcasts and vodcasts), and using digital technologies for purposeful educational outcomes.
To some degree, this course will also examine the "great debate" in the field of educational technology. This debate is largely about universal access to and the affordances and constraints of utilizing educational technology in schools. The main purpose of the course is to provide you with ways to think about how to integrate digital technologies in school subject matter and offering ideas, discussions, opportunities, and tools for how to do it. In that vein, one of the primary objectives of this course is to provide authentic learning experiences with using educational technology to teach various subject matter (and grade levels). In this course, there is a high priority placed on doing as a pathway to understanding.
Note: You do not have to be currently teaching in a K-12 classroom to take this course, but you will need access to a K-12 classroom and students for some of the course projects.
This course is designed to help students become better acquainted with the "classics" of children's literature and with books that have won significant children's literature awards.
To that end, we'll begin by investigating some of the major awards in children's literature (who gives them, what are they given for, who are some of the recipients): we'll then look more closely at some books that have won awards for the quality and innovation of their illustrations as well as books that have won awards for the quality and innovation of their text. From there, we'll move into thinking about books that might be considered classics of children's literature. We'll begin this module by asking questions about the whole notion of a "classic" piece of literature; we'll then compare classics and their movie versions; and we'll conclude this module by identifying and reading contemporary scholarship about books of the past. Finally, we'll compare classics and award-winning books in on-line literature discussion groups, identifying similarities and differences between select pairs of books and asking questions about the roles these books can plan in children's lives and in the elementary and secondary literature curriculum.
Characteristics of effective reading assessment and instruction as identified in research and described by respected reading researchers and practitioners.
This course is about how teachers can use content area literacy to help diverse students learn within multiple contexts. Recent research and critical reviews about literacy indicate the importance of knowing who students are - their personal histories, their cultures and gender, their aspirations for themselves and how they see themselves as learners. These things all influence what happens in the classroom and how students learn. Literacy is part of this puzzle, but not the only part. Research and authoritative reports indicate that students' learning is heavily influenced by context - subject matter, classroom, and school, community, state and national contexts. Content area literacy can be a great mediator among all these factors. In addition, we will also look at various pedagogies that can help inform our teaching and our integration of literacy into each of our classrooms.
This masters-level course addresses issues of literacy instruction for students with diverse language backgrounds, and teaching English language learners. Students from many undergraduate programs (e.g., Education, Communication Science, English, Spanish, etc.) enroll in this course. Underlying this course is the assumption that all or nearly all course members have experience teaching at the elementary or secondary school level and have a current or recent teaching context to consider when participating in class activities and studying readings. For those for whom this isn't the case, adjustments may be made as necessary. In addition, doctoral students may also choose to enroll in TE 845, and, to better their goals, assignments may be modified slightly for these course members.
The purpose of this course is to develop (further) expertise in the state of the art of teaching English language learners (ELLs) and English as a second language (ESL). We will (1) explore the teaching of reading in multilingual classrooms, (2) explore current challenges, common myths, and stereotypes about literacy and language diversity in the U.S., (3) explore the impact of literacy policies and practices on language minority students, (4) reflect on language politics in the U.S., (5) explore two-way immersion education in the U.S., (5) explore bilingualism and early literacy, (6) explore the roles of parents in responding to issues of linguistic and cultural diversity, (7) explore our own cultures, ethnicities, and language practices, (8) reflect on how cultural practices and beliefs influence our language use and literacy instruction as teachers.
Gain basic understanding of how first and second languages are acquired and use this knowledge to develop, evaluate, and carry-out curriculum and instruction conductive to accommodating for and supporting linguistic diversity.
Expand your professional repertoire to include specific instructional strategies for linguistically diverse students that simultaneously builds language and content mastery across the curriculum.
Cultivate a compassionate, culturally-sensitive, open-minded, and ethnical stance towards linguistically diverse students and families.
Become aware of technological resources available to support literacy and language development in linguistically diverse learners.
* This course is associated with the State of Michigan Reading Requirement. For more information on this please visit here. Please note that different sections of this course will have a different focus.
There are very few classrooms in the United States today that do not have at least a few struggling readers and writers. More and more, teachers and schools are being held accountable for meeting these students' literacy learning needs. To meet these needs in a diverse student population, it is vital to make sure every instructional staff member (a) understands how literacy is relevant to student success, regardless of content area, and (b) can successfully integrate evidence-based literacy instructional practices into their teaching. Accordingly, TE 846 is organized around five broad topical areas and associated literacy instruction and assessment practices: cultural and linguistic differences, individual motivation differences, neuropsychological differences, instructional arrangements to accommodate learning differences, and core components of effective literacy instruction. Students in the course learn about the principles of instruction and remediation in reading and writing, classroom assessment techniques for reading and writing, and materials and adaptations for reading and writing instruction. They also learn how to critically evaluate materials, curricula, programs, and practices used in literacy instruction, and how to select, modify, and design literacy materials, tasks, and teaching techniques to meet the specific needs of struggling readers and writers.
Please note that different sections of this course will frequently have a different focus. Writing theory, research, and pedagogy. Writing processes, strategies, assessments, and environments that address diverse writers (K-adult). Expository, narrative, and poetic genres. Prewriting, composing, revising, editing, and publishing.
Teaching science for understanding is one of the key goals of the contemporary reform in science education that is occurring world-wide. However, much instruction in science emphasizes memorization and does not lead to understanding and application of science knowledge. In this course, we will examine the current reform, study approaches to teaching science for understanding, and develop techniques and skills that are essential in helping students understand science. A central element of effective science teaching is acquisition and use of information about students' ideas and reasoning through formative assessment. Therefore, course participants also will learn techniques for monitoring students' developing understanding as an added tool in teaching science for understanding.
How do we make social studies more meaningful and responsive, not only to and within the demands of national and state requirements but also to our students and to our own understandings and convictions as social studies educators? How might a more integrative approach, one that, following the new Michigan standards to infuse history, geography, and other social science disciplines, make for learning that is more thoughtful, engaging, and generative? How can teachers better invite students to connect what we learn in the classroom to the world around them and vice versa?
Fully recognizing the pressures of the Michigan Merit Curriculum, we will continuously use those as a point of reference engaging the course topics. In answering the above questions, the goal of the course is to develop strategies that help students read the social world outside the classroom - not as separate from the social studies curriculum but as part of it. As such, a broad spectrum of approaches to social studies will be presented. Participants will be given opportunities to engage with topics such as the role of geography in the history classroom; a questioning of how and when to "leave" the textbook and use alternative sources; and as inquiry as to how to incorporate current social and political contexts into the teaching of social studies. Assignments will be focused on developing activities and strategies to use with students that simultaneously attend to the curriculum standards as well to the ever changing social contexts that all of us occupy.
Have you always been drawn to poetry but find you have lost the space for it in your teaching and/or personal life"
TE 883 is a special topics summer course designed for teachers to step back to immerse themselves in the reading and writing of poetry. Mary Oliver has written, "Good poems are the beat teachers. Perhaps they are the only teachers/" Thus, we will be immersing ourselves in reading a wide variety of contemporary poetry, poetry we may want to bring to our classroom, poetry that might fuel our own writing, poetry that might enrich our lives. Teachers will have serious opportunities to explore poetry writing themselves and to participate in a supportive and critical online writing group. Participants will also explore ways to capitalize on the instructional and social forces--both in and out of school--that give students agency to write poetry.
Statements like these, from teachers, parents, and students, are commonplace in the world of school. They characterize students as having negative attitudes toward learning and signal to others a lack of motivation to learn. This course is designed to help teachers, school psychologists, and other educational staff learn new ways of conceptualizing and promoting the development of motivation to learn. This course examines motivation as a multidimensional concept and explores how to respond to its many forms such as work avoidance, lack of engagement, anxiety, lack of effort, and underachievement.
Children experience difficulties in school for a variety of reasons. This course is concerned with a common explanation for why children sometimes fail to learn that is generally referred to as a "motivational problem". When people are asked to describe the unmotivated learner, characteristics such as apathetic, disruptive, lazy, reluctant, disengaged, and bored, typically come to mind. They describe students who occupy every classroom and who pose daily challenges to teachers and parents. A commonly held belief is that a problem with motivation is primarily one of "will" as opposed to one of "skill": a person is viewed as having the ability to do something, but they just won't do it. Unlike skill explanations, however, which are typically multifaceted in nature, the problem of will is frequently viewed as a single and uniform deficit. Rather than viewing motivation as a singular problem requiring a singular response, we will take a multidimensional approach to motivational problems.
We will examine three major theoretical perspectives that inform current research and practice in motivation: behavioral, intrinsic motivation, and cognitive-developmental models. We will use these approaches to assess motivation to learn and to design appropriate intervention strategies. The use of behavioral approaches to motivate students is common in schools. In this course, we will take a closer look at when and how behavioral approaches are most effective and consider potential benefits as well as unintended outcomes. We will also look at intrinsic motivation and how strategies that foster self-determination, personal relevance, interest, and novelty can be used to engage students more actively in learning. Finally, we will examine the cognitive-developmental perspective, which views individual's thoughts and beliefs as having a critical role in motivation and learning. We will study how cognitions or thoughts, such as perceptions of competence, control beliefs, causal attributions, and achievement goals, as well as teacher beliefs including expectations, self-efficacy, and views of success and failure, are related to motivation and engagement. We will examine a variety of classroom applications through the use of cases culminating in the design of motivational strategies to use in schools or other learning settings.
Develop a repertoire of evidence-based strategies to promote students' motivation to learn.
No specific courses are required, but prior courses in child development and learning are recommended. Additionally, students should have access to an educational setting, broadly defined, in which to complete the course activities. This may be a formal learning setting such as a classroom in schools or informal learning settings such as community centers and activities (e.g., soccer team, piano, gymnastics, robotics club, outdoor learning, tutoring, Scouting, etc.). Students in past courses have also worked with their own children and applied these ideas in parenting situations.
In this course we will examine new ways of teaching with technology to improve learning. It is a digital age, and digital, random access media are in significant ways different from the instructional materials of traditional instruction. The new media are inherently malleable, freed from the bonds of going in a straight line and being organized into separate compartments. Our assumption in this course - an assumption that we will put to the test in some of our discussions and exercises - is that new media make possible new and important kinds of learning and teaching that were hard to achieve with traditional instructional approaches. We will endeavor to figure out how we might best adapt new technologies for a new kind of teaching practice. Also, there will be a place in the course for you to think about the kinds of teaching you've always wanted to do but couldn't because of limitations of instructional material, and that you would most like to implement with the assistance of digital technology.
The time is propitious for such an effort. The open educational resources movement has picked up steam with great rapidity. We are approaching a point where virtually everything one needs to know as a learner (or teacher) is available on the Web, an increasingly large amount of it for free. Many people in the educational technology field are becoming convinced that this is the direction of the future just ahead, a future that in many ways we are already reaching. So the question isn't whether teachers will need to operate in this open environment - they will - but rather how they can make the best use of this opportunity.
But openly available resources used "as is" will not help to move us forward that much. It could be argued that the really big step will be associated with an assumption of the central desirability of effective adaption, rearrangement, reuse, and repurposing of openly available resources in instruction. Some of the course will be devoted to explicating this assumption, but it will also be reflected in the shaping of the course, where we will place what we preach.
So in a sense, this course is about you, what you can now do for yourself that you never could have dreamed of doing even a few years ago.
Much of what we will do will be with an eye toward applications of technology for teaching/training to promote better, deeper learning. We will consider issues that are more theoretical and philosophical only insofar as they entail real implications for practice. We will talk some, perhaps, about software tools to support learning, but our emphasis will not be on the software itself, but rather the learning activities that would employ available tools and the ones that will be arriving almost every day. The way to keep us is to know how to think with technology, not able to master this or that particular piece of (soon to be obsolete) software. One of our goals is to enable you to not feel that changes in technology will be placing you inside a version of the Myth of Sisyphus, where you are constantly needing to spend long hours learning new things. Our approach will not be driven by the power of technology, but rather by the goals and needs of learning and teaching, with technology's special affordances at their service. Developing new mindsets or habitats of mind that permit the affordances of new media to achieve important learning goals will be central to the course.
Creativity is of increasing importance to educators both for their professional success and that of their students particularly given the complex, evolving knowledge ecology we live in. In this online course we will explore a range of questions related to creativity. These include: What does it mean to be creative? Is creativity born or can it be developed/ learned/ nurtured? Does creativity reside in the individual or in the social (or organizational) context within which we live? What does the creative process look like? What is the relationship among creativity, play and humor? (In other words, do creative people have more fun?) How can we become more creative in teaching? How can technology help us become more creative teachers and learners? How can we integrate creativity in subject matter learning? How do we assess creativity? How can we develop creativity in others (particularly in learners)? What are the consequences of these ideas in an era dominated by NCLB?
Examining ways in which educators can bring the world into their classrooms with technology to better meet the educational needs of students across the lifespan. The course focuses on ways in which teachers and students can broadcast their ideas and information to the outside word for purposes of collaboration and communication. The course includes discussions of various online learning management systems including their functions, strengths, and weaknesses along with the exploration of various teaching methodologies and how they should be used in the online environment to ensure teaching and learning success.
CEP 820 was awarded an Honorable Mention in the 2012 MSU AT&T Award Competition in Instructional Technology. You can read more about the course and award at http://attawards.msu.edu/winners/2012/cep-820.
MSU students need to have access to a student with ASD in order to complete required coursework.
This course will provide participants with specific knowledge on the characteristics associated with individuals on the Autism Spectrum. The disorder currently includes Autism, Asperger Syndrome, Pervasive Developmental Disorder Not Otherwise Specified, Rett's Syndrome, and Childhood Disintegrative Disorder. This course will also explore a comprehensive history of Autism Spectrum Disorders (ASD) including etiology, theories and related research regarding the cause, prevalence rates, and the impact of ASD on learning, family systems, and communities. Additionally, this course provides an introduction to various topics that are both explicitly and implicitly related to ASD such as referral/placement, parental collaboration, cultural variability, health/medical considerations, transitions, language/communication, behavior, sensory processing, social functioning and academics. The overarching goal of this course is to provide participants with a broad understanding of the impact of ASD on learning, family and the community across the lifespan.
An influential use of the phrase "the learning society" can be credited to the famous educational leader and innovator Robert Maynard Hutchins of the University of Chicago and his book The Learning Society (1968). He features as a model the classical Greek Polis, or the idea of an educated citizenry prepared for active participation in public affairs. An American version can be identified with Thomas Jefferson. For Hutchins, the learning society was an extension of his belief in the possibilities for a democratic culture, in which educational activities of all kinds- those supporting citizenship and the arts, for example-would be seen as a check on the narrowing of education by the demands of the workplace and the professions.
EAD 861 focuses on developing a better understanding of learning and development in adulthood and what implications this knowledge holds for helping adults learn in postsecondary and other educational settings. This includes the consideration of adult learning that is both formal (e.g., in classroom-like settings) and informal (e.g., helping patients learn about diabetes self-management of facilitating learning in the workplace). The intent is for this course to be of a practical use for students interested in teaching and learning in adult and other postsecondary education settings, as well as those interested in administration and leadership, student affairs and advising, and policy in postsecondary education. Through readings, assignments, discussions, and additional resources participants explore who adult learners are, why they learn, how they learn, and the relationship between learning and development. Given that each of these questions represents a substantial body of scholarly inquiry, this course intends to offer an introduction to each.
Skill in clarifying, defining, and solving practice problems related to adult learning contexts.
Macheracher, D. (2004) Making sense of adult learning (2nd ed.).
Merriam, S.B. & Bierema, L.L. (2014) Adult learning: Linking theory and practice.
Merriam, S.B., Caffarella, R.S. & Baumgartner, L.M. (2007) Learning in adulthood: A comprehensive guide (3rd ed.).
Tennant, M & Pogson, P. (2002) Learning and change in the adult years: A developmental perspective.
Vella, J. (2002). Learning to listen, learning to teach: The power of dialogue in educating adults.
EAD 863: One area of adult and postsecondary education of considerable interest to many individuals and organizations is professional development. Within universities and colleges, faculty members, administrators, and professional staff are expected to continue to improve their expertise and abilities to teach, lead, research, and carry out the multiple mission of the institution. Within workplaces, service, and community-based organizations, employees are expected to engage in on-going improvement through continuing professional education (a.k.a. CE or CEPE). Professional development has become even more important in recent years with the increasing pressures on academic organizations and other workplaces for greater evidence of quality work and outcomes.
This course is based on the premise that professional development is a profoundly important activity that involves an individual's heart, mind, and body. The nature of professional development, however, is also shaped by the social and cultural contexts of organizations and the broader society. At the core of professional development is the idea of lifelong learning, what it means to be a lifelong learner, and the ways in which organizational and societal structures inter-related such learning.
The course is designed for individuals who hold or in the future will serve in professional roles in which they are responsible for organizing training and professional development opportunities for colleagues. Also the course should help those who work in postsecondary learning settings to plan for and engage in their own professional development.
The purpose of this course is to develop knowledge of and skill in the design, development, and delivery of training and professional development programs for working adults in various occupational settings. In the process, participants examine and unpack multiple understandings about the meaning, purposes, and approaches to professional development in various contexts. This course is not specifically about teaching strategies, adult learning, or program planning. Yet aspects of each of these topics are relevant to this course.
Skill in using strategies to design and implement professional development within these various philosophical and organizational contexts.
The purpose of EAD 866 is to help participants become more reflective and effective educators in postsecondary contexts, whether online or face-to-face. We address this goal by exploring the following themes: a) different conceptions of teaching; b) characteristics of learners in postsecondary educational settings; c) theories concerning the learning process; d) instructional design and planning; e) strategies to encourage active learning, including strategies involving lecturing, small groups and discussion, experiential learning; and educational technologies; f) approaches to assessing learning; and g) approaches to improving teaching through assessment and faculty learning and development.
The course is useful to those involved in or interested in teaching or training in a variety of postsecondary contexts, including, for example, college and university classrooms, student affairs workshops, continuing professional development, and workplace settings.
Articulate a philosophical/theoretical approach to teaching and the values, beliefs, experiences, and ideas that shape one's philosophical/theoretical approach.
Discuss major conceptions of teaching in postsecondary education.
Use the research findings concerning students in various postsecondary settings and the theories concerning how learning occurs to make informed teaching choices.
Engage in systemic instructional planning and design.
Know, select, and use a range of teaching strategies that encourage active, involved learning, and that are appropriate for learners in postsecondary settings and their particular areas of study.
Design useful assessments of students' learning and of teacher effectiveness.
Be aware of strategies and resources available for encouraging the professional growth of teachers in postsecondary environments.
It is commonplace in education today that technology must be accounted for in all domains of teaching, learning, administration, and leadership. The subject is vast and urgent. What must educators at all levels and in all sectors know of the emerging and fast changing digital world?
Questions of technology are not particular to one place or another in the educational system. Thus the subjects addressed in EAD 878 are at the borders of K-12, postsecondary formal education, and informal and continuous learning in adulthood and the workplace. "Education in the Digital Age" applies to learning across the lifespan.
The questions behind the course are Historical and Demographic: How did we get here and what is the impact of generational change on the uses of technology and attitudes toward it?; Philosophical and Epistemological: What impact is technology having on how we identify the purposes of education and understand the mind?; Interpretive and Critical: What are the educational gains and losses associated with new technologies and the "new literacies" deriving from them?; and Operational and Practical: What ways of teaching and learning, and what forms of organization and leadership, will capitalize most effectively - for institutions and individuals - on the digital transformation.
The course is designed to: 1) Display as much as possible of the timely and even urgent domain of inquiry and practice, organized around the topics named above; and 2) Present the ways in which educational uses of technology are being debated. Thus the syllabus represents a critical survey, or a reasonably comprehensive look at education in the digital age conducted in the spirit of criticism, or the examination of ideas and practices by weighing their strengths and weaknesses, variations in use, and consequences (wanted and unwanted) for both institutions and individuals.
We are all users of technology in our work and learning; but we also want to know as much as we can about what that means for how we gain and use knowledge, and what a digital view of experience means for behavior and values, for organizations and institutions, and for individuals. Thus, we will study work by leading advocates for the digital transformation of education, like media scholar Henry Jenkins and English professor Cathy Davidson, and those who worry over the consequences of rising toward electronic future, like technology writer Nicholas Carr and psychologist Sherry Turkle.
EAD 878 is an unusual course in the MAED as it is offered in a self-paced format. Students can complete the six course units according to a schedule they set for themselves, within the time frame of the semester. Needless to say, good planning and steady application are essential to completing the course in a satisfying way.
The course is also unusual in the extent to which it uses hypermedia, including video, audio, online exhibits, and more. That means that EAD 878 utilizes many links to such resources. The units are designed to offer, in the instructor's writing and the links appearing with it, a course-based web of information, opinion, and resources of many kinds of different media. Students in the course become, in effect, hypermedia readers, deciding what attention and priority to give the varied resources and what relations to consider among them. The "web" for the course, so to speak, operates as an anchored but mobile network of digital resources for learning, together with the printed books and films. Thus, the format of EAD 878 itself presents questions about the forms of education in the digital age.
It's necessary to receive an override to enroll in this course. To request an override, when enrollment opens up for the semester in which you wish to enroll, e-mail your PID and semester in which you wish to enroll to onlineed@msu.edu.
ED 800 is offered in a self-paced format. Students can earn credit for the course by completing the six units according to a schedule they set for themselves within the time frame of the fall semester calendar. Assignments will include reading (books, articles, and essays), viewing (films, video, online exhibits, and websites), listening (audio reports, documentaries, and interviews), and writing (several brief papers and a longer one at the end of the course).
It's necessary to complete 80% of the program prior to starting the Capstone. It's necessary to receive an override to enroll in this course. To request an override, when enrollment opens up for the semester in which you wish to enroll, e-mail your PID and semester in which you wish to enroll to onlineed@msu.edu.
This course provides coaches, athletic administrators and directors of recreational programs with sociological, psychological, philosophical, developmental, and instructional principles for coaching athletes in competitive sports. A lecture-discussion format is used to introduce major concepts followed by an interactive small group exercise designed to allow for application of the information to coaching. Typically, groups will be formed by sport interest so that direct application and unique issues can be identified and discussed among peers. The philosophical area facilitates the development of your own philosophy and understanding how philosophies might differ given the age group one is coaching. Issues associated with coaching elementary through high school will be discussed. The second section deals with how growth and development impact coaching, and the issues of matching competitors, early specialization, and gender differences will be explored. Teaching is the mainstay of coaching, and this course will focus on how to be an effective teacher, how to give effective demonstrations, and plan the season as well as daily practices. The psychology of performance will be viewed through discussion of motivation, anxiety, confidence, and copying strategies. For each of these areas, applied exercises and discussions will be conducted. Finally, sport does not exist in a vacuum. Hence, the influence of society on our conduct of sport will be discussed. We will examine how we socialize youth into sport and out of sport! Additionally, we will examine the socialization of athletes through sport, including the issues of aggression and developing good sports.
This course provides coaches, athletic administrators, and directors of recreational programs or individuals who are interested in this area with an understanding of ways to facilitate positive youth and student-athlete development through sport. Emphasis will be placed on scientific bases and policy implications for educational athletics whether housed in school or non school environments. Module 1 will explore the emerging youth development literature that focuses on the role of sport and other extracurricular activities play in enhancing positive youth development including attachment to school and educational aspirations, the development of life skills such as initiative, teamwork, and emotional control and physical health and development (fitness, mental health). Possible detrimental effects such as increased alcohol use, burnout, and overuse injuries will also be examined. Module 2 will explore critical issues of potential concern in contemporary youth sports: an overemphasis on winning and outcomes; poor sportsmanship; increased expectations and pressure placed on young athletes; increasing costs; over-involved parents; talent development; recreational and performance enhancing drug use; and sports specialization. Module 3 will focus on sport policy issues that influence positive youth development through sport. Chief among these are the need for coach and parent education, program evaluation and accountability, Title IX, and program funding. A lecture-discussion format is used to introduce major concepts followed by an interactive small group exercise designed to allow for application of the information to coaching and sport leadership. Video conferencing and interviews from well-respected sports leaders, youth development researchers, coaches and young athletes will be included as well.
In learning about curriculum in social context, we will take the ordinary institution of education and try to see it as extraordinary. To paraphrase anthropologist Clifford Geertz, we will take the familiar and make it strange. Instead of exploring how or what to teach we will study curriculum and schooling as an historical, social, philosophical and political phenomena.
Curriculum has historical dimensions; it takes place within intellectual and cultural traditions that extend backwards and forward in time well beyond the present moment. What have schools been like in different historical eras and why?
Curriculum has social dimensions; it is shaped by social forces and, in turn, has social consequences that extend well beyond the walls of the classroom. Should education reproduce the culture, or should it enrich and cultivate human potential and democratic values? Who belongs? How do we decide what fairness and justice are? Some believe that inequalities are inevitable in competitive systems. Others believe that we should not tolerate extreme inequalities in access to basic goods, such as education. How do we justify educational equality and inequality?
Curriculum has philosophical dimensions; it involves understanding of the meanings of knowledge, truth, value, justice, liberty, and self. What is the relation between what we teach and the kinds of persons and societies we wish to create? Much of education focuses on the possibility of moral progress -- both for individuals and for societies over time -- and the conditions under which moral progress can occur. What is a good person and a good society and how can education help foster this?
Curriculum has, in the widest sense, political dimensions; it is influenced by the decisions of those with power including political authorities and shapes the quality of political life in society. Who does have power of education? Why? Who should?
The course will occur over six weeks be divided into two class sessions per week in which you will have three days to virtually attend and substantively participate in non synchronic discussions and activities. For each class session you will be given a writing assignment and sometimes a project to complete. Over the course of the semester you should submit at six of these projects. Only the first one is required and you will then pick five more. At the end of the term, you will write a final reflection and integration of your learning.
In this course students will explore the sociocultural contexts and functions of schooling. We will examine students' cultural backgrounds in relation to classroom learning and school curriculum. Students will also explore effective multicultural curricula for all students. Specific attention will be given to how race, class, and gender (as cultural identities) impact the teaching and learning process. A focus on multicultural education as important for classroom learning and curriculum development is central in this course.
What purpose should curriculum serve?
How should knowledge be selected, who decides what knowledge is most worth teaching and learning, and what is the relationship between those in the classroom and the knowledge selection process?
What is the nature of students and the learning process, and how does it suggest organizing learning experiences and relationships?
How should curriculum be evaluated? How should learning be evaluated? To whom is curriculum evaluation accountable?
Reflecting on our own and others' learning to teach to explore the questions: Why is critical self reflection important to becoming an effective educator? How does my social identity (e.g., race, class, gender, etc.) inform my pedagogy and practice?
Understanding problems of practice in educating culturally diverse students and how to address those in the classroom.
Practicing the skills of critical analysis as we read, discuss, and reflect on readings during the seminar. In doing so, we will ask ourselves: What has been my experience, if any, with developing and implementing multicultural curriculum for culturally diverse students? What is effective pedagogy and practice?
In TE 842, students will explore characteristics of effective reading assessment and instruction as identified in research and described by respected reading researchers and practitioners. The purpose of this course is for students to develop expertise in the assessment and teaching of reading at the elementary school level and foster the translation of that expertise into tangible improvements in their teaching of reading.
Demonstrate a professional knowledge, with application through course writing and course assignments, of effective, research-based elementary reading instruction that is informed by students' reading assessment results.
Demonstrate professional knowledge and skill in differentiating elementary assessment and instructional practices for all students.
Demonstrate professional knowledge and skill in selecting reading assessments and then subsequent classroom instruction that are culturally and developmentally appropriate for particular groups of children or an individual child.
Demonstrate professional skill in analyzing and describing elementary student assessments of reading.
Demonstrate professional dispositions in facilitating and supporting effective, research-based practices in elementary reading assessments and classroom instruction.
* This course is associated with the *State of Michigan Reading Requirement. This course is designed to meet the Michigan Department of Education`s requirement for certified teachers to complete an advanced, diagnostic reading instruction course in order to qualify for the second tier of certification (the Michigan Professional Teaching Certificate).
There are very few classrooms in the United States today that do not have at least a few struggling readers and writers. More and more, teachers and schools are being held accountable for meeting these students' literacy learning needs. To meet these needs in a diverse student population, it is vital to make sure every instructional staff member (a) understands how literacy is relevant to student success, regardless of content area, and (b) can successfully integrate evidence-based literacy instructional practices into their teaching. Accordingly, TE 846 is organized around five broad topical areas and associated literacy instruction and assessment practices: cultural and linguistic differences, individual motivation differences, neuropsychological differences, instructional arrangements to accommodate learning differences, and core components of effective literacy instruction.
Students in the course learn about the principles of instruction and remediation in reading and writing, classroom assessment techniques for reading and writing, and materials and adaptations for reading and writing instruction. They also learn how to critically evaluate materials, curricula, programs, and practices used in literacy instruction, and how to select, modify, and design literacy materials, tasks, and teaching techniques to meet the specific needs of struggling readers and writers.
This course is intended as an advanced survey course in children's and adolescent literature. We will look together at genres of children's literature, as well as ongoing and contemporary issues associated with various genres. Our reading list includes picture books, novels, graphic novels, and film as we try to get a working sense of the "field."
The materials we use will be the children's books themselves. We will also use other materials: textbooks, articles, and online resources that will help us develop a language and perspective for evaluation and conversation about children's and adolescent literature.
The method of the course will involve an exploration of what we do with this literature. By do with this literature, I do not mean listing classroom activities that can accompany each text. Instead, we will explore the kinds of conversations that surround pieces of literature, whether those texts are written for children, adults, or both. We will read widely and closely, ask questions, make room for varying answers, and talk in general and in specific terms about how to involve children in literature.
"Yours is not to reason why; just invert and multiply." Although reasoning and logic are central to doing mathematics, school mathematics has often been taught as a collection of rules that students memorize and then use to calculate answers to problems posed by their teachers and their textbooks. Many of us learned acronyms and couplets like the one above in order to remember these rules when we needed them (mainly on tests). In recent years, however, educational reformers have been urging teachers to move away from memorization and instead "teach for understanding." In many classrooms this has meant focusing new attention on students' mathematical reasoning-how they reason and how to help them see mathematics as reasonable.
How reasonable do we find the math we teach?
How do we know mathematical reasoning when we see it?
How does teaching mathematical reasoning fit with our other priorities, obligations, and commitments?
If our goal is to help students learn to reason mathematically, to see school math as reasonable, what makes a good task?
Are there particular pedagogical practices, and particular sorts of classroom culture, that help K-12 students learn to reason mathematically?
How do we assess our success in teaching mathematical reasoning?
· Design of lessons to teach about inquiry and nature of science in your own classroom.
This course is made up of several major parts to help you develop deeper understanding of inquiry and the nature of science and how to teach them more effectively. We start off with some readings about inquiry as part of the worldwide reform that is currently in progress in science teaching. This reform has been in progress for over a decade and it promises to continue for years to come. It is sanctioned by leading scientists, educators, political leaders and leaders of business and industry.
Subsequently, you will engage in both a short-term investigation and long-term inquiry investigation with 1-2 team members from the course so that you experience inquiry as a way of developing your own understanding and skills about it.
You will examine videos and analyze other teachers' techniques in utilizing inquiry and dealing with the nature of science. You will also interview your students to determine their beliefs about inquiry and the nature of science.
To enhance your skills and knowledge about teaching inquiry and the nature of science, you will plan a lesson sequence for your own students that will focus on these dimensions of teaching and learning. You will teach these lessons and reflect on them for the course.
This course is a good fit for any teacher (any age/subject area) who is interested in global education and holistic learning.
After first considering the nature of global education, we will then investigate local manifestations of global problems. From there, we will examine the possibilities of various educational strategies as ways to learn about and confront these global problems, including service learning, study tours, virtual learning, and embodied learning. This course is centered on social education, but is open to teachers of all ages and all disciplines who are interested in holistic learning.
Children come to school from all kinds of backgrounds, with different patterns of strengths and weaknesses. In this course, we'll look at a range of individual differences in school learning, from cultural to cognitive. By comparing exceptional patterns to what is typical, we can begin to understand why all children learn as they, and how best to support them.
It is necessary to receive an override to enroll in this course. To request an override contact Missy Davis at davisme@msu.edu.
This course develops the knowledge, skills, and professional dispositions related to effective collaborative problem solving. Special educators and general educators interact together in many collaborative activities both inside and outside of school to support students, families, and the community. This course explores evidenced-based practices in key collaborative spaces in schools, including (1) IEPs, (2) pre-referral intervention assistance teams (i.e. child study teams, student support teams), (3) Positive Behavior Intervention and Supports, (4) RTI teams, (5) behavioral consultation, (6) working with paraeducators, (7) transition planning, (8) collaborative teaching, (9) serving as an intervention specialist who helps create access to the general education curriculum, and (10) home/school/community services. Undergirding the course is a focus on developing and applying key principles of effective collaboration and consultation while developing a critical content expertise about best practices in key collaborative structures.
This course explores the interaction of school mathematics content, technology that supports mathematics teaching and learning, and the cognitive and social processes of learning. It is designed to serve practicing teachers at all levels (elementary, middle school, and high school) in their thinking about the interaction of technology and school content, particularly those who teach mathematics for at least part of their school day. No particular strength in mathematics or knowledge of specific technologies is required, only a willingness to explore and rethink standard assumptions about elementary mathematics and learning. The course is structured into eight units, five of which explore a specific content area within school mathematics and a specific technology that holds promise for learning in that particular content area. One end product will be a personalized on-line library of resources indexed to particular mathematics content and issues in teaching and learning.
Learning Technology through Design is a course that investigates the process of design particularly as it applies to educational technology. The course is structured around multiple design activities and one (or two) large design projects. Topics covered include learning by design, human computer interaction, art and aesthetics of design, iterative design, design evaluation, and collaboration in design.
Please note that historically this course has an accelerated schedule. As a result, the run dates are likely to change.
This is an advanced course in positive classroom management strategies useful with "tough to teach" students. We examine various types of behavioral problems that are especially challenging in the classroom: aggressiveness, oppositional behavior, hyperactivity, and social withdrawal, among others. For each type of problem we explore research-based practices that have proven successful in the classroom and apply them to simulated cases using a positive behavior support approach. We also address building cooperative working relationships with these students' parents. The course is designed to promote "hands on" and interactive learning; the course project involves application of the course concepts to each participant's classroom practice.
It is recommended, but not required, that students take CEP 840 prior to taking either CEP 842 or CEP 850. For an override, contact Missy Davis at: davisme@msu.edu.
This course will examine the use of technology to meet the needs of students who face challenges reading and comprehending text. We will examine ways in which technology can be used to support students' literacy acquisition and to improve their performance and independence as they read and write. We will consider students with literacy difficulties and students with mild disabilities (such as learning disabilities), and will examine technology applications that can be used in the general education classroom. Participants will examine a variety of technology-based applications online, choose applications that are relevant for the students they teach, and create a technology and literacy plan.
Students will examine institutional, class and race systemic factors that contribute to the racial achievement gap. Students will learn strategies for improving urban schools and uncover areas of study for future research interests.
EAD 850 provides an introduction to multicultural education using a four-pronged approach that involves the development of: 1) A deeper understanding of the nuances in difference and diversity, and how they are interconnected with issues of privilege, power, and oppression in the personal/professional educational context; 2) A deeper understanding of the interconnections between knowledge production, identity, meaning, and power, and how these may play out in educational settings and every day practices; 3) Critical reflection towards existing diversity/multicultural practices and developing strategies to re-imagine these practices in one's professional context; and 4) Critical policy analysis skills to unpack, challenge, and rewrite existing diversity policies in global contexts.
Each of these prongs is important to gain the critical self-reflection necessary to be an educator who is knowledgeable of the unique social dynamics-of ethnic, racial, gender, ability, sexuality, religious, and socioeconomic differences-in the education of youth/adults in both educational settings (K-12 schools, colleges, and universities) and broader society in global contexts.
EAD 870 examines major events in the development of colleges and universities in the United States and the philosophical, historical, and social forces that have influenced this development. The course examines contemporary issues in higher education by exploring the intersections of historical, philosophical, and sociological forces that have shaped and continue to shape U.S. higher education, as well as the ways in which higher education has shaped society. International/comparative higher education is also introduced.
EAD 870 entails course readings and class preparation, take-home exams, a substantial research paper, and an international/comparative higher education exploration.
Among the texts used in recent years are: J.R. Thelin, A history of American higher education; Gasman, B. Baez, & C.S.V. Turner, (Eds.), Understanding minority-serving institutions; Additional readings come from a variety of historical sources and accounts, as well as websites that address contemporary higher education.
The purpose of EAD 876 is to introduce students to the fundamentals of higher education finance including: the private and public benefits of higher education, the determinants of cost and price in higher education, the role of the federal government in financing higher education, the role of state governments in financing higher education, and the implications of various financing strategies on access and affordability of higher education, and the processes by which resources are allocated within colleges and universities.
Students will examine external sources of funding, internal resource allocation processes, and social and economic principles and values regarding the distribution of resources among competing concerns.
Students should gain an understanding of the delicate balance between revenues and expenditures and an appreciation for the complex relationship between finance and other aspects of college and university administration.
ED 800 is offered in a self-paced format. Students can earn credit for the course by completing the six units according to a schedule they set for themselves within the time frame of the spring semester calendar. Assignments will include reading (books, articles, and essays), viewing (films, video, online exhibits, and websites), listening (audio reports, documentaries, and interviews), and writing (several brief papers and a longer one at the end of the course).
Before you can coach your athletes you must be able to manage your program.
Issues surrounding the topics of negligence, supervision, corporal punishment, contracts, termination of employees, due process, defamation, roles of independent contractors, gender equity, sexual harassment and the abuse of power, product liability, expected standard of care, waivers, essential records, transporting athletes, and eligibility.
Developmental analysis of stages of athletic development, beginning with early childhood play and continuing throughout early adulthood.
Psychological and sociological factors that influence sport participation.
Motor skill, biological maturation, and physical growth factors that influence sport participation.
Models of athlete talent development.
Best practices in developing skill. Age appropriate approaches. Maximizing abilities of individuals and team success. Scouting methods and competitive sport approaches. Will include latest science on the manner in which athletes develop the motor skill involved with sport, and the best ways in which coaches can instruct and facilitate this process.
This course explores the manner in which student learning can be organized across and through social differences. Course topics therefore include the following: the achievement gap, parental involvement, small learning communities, tracking, as well as democratic and culturally-relevant pedagogy across the various disciplines. Underlying these topics, and a thread which is woven across the course, is the manner in which institutions such as schools construct and enforce specific notions of "intelligence" and "success." So as to inform the practice of classroom teachers, course readings are limited to research that provides rich descriptions of classroom life.
* This course is associated with the *State of Michigan Reading Requirement. Please note that different sections of this course will have different focuses.
Writing theory, research, and pedagogy. Writing processes, strategies, assessments, and environments that address diverse writers (K-adult). Expository, narrative, and poetic genres. Prewriting, composing, revising, editing, and publishing.
Philosophy and methods supporting action research in sciences and mathematics classrooms. Design and implementation of an action research project in student's own setting. Analyzing, interpreting, and reporting project results. Reflection on study's value.


Welcome to my show this is a new week with a new episode of the New LJDN show. Tonight we're going to talk about some grown over 40 subjects, one of the subjects pertaining to ladies but men might find it interesting. I'm going to talk about the different types of women over 40 that men over 40 say that they run into. See if you're type fit this description, I'm going to see if mine is in there too #marriednotdead. I'm also going to list those top books I talked about last week and did not get a chance to name them so I'm going to put that at the top of the hour.