TEACHING 1010 2 credits
Mentoring the Young Adolescent
This course is designed to help high school seniors decide if they would like to enter the field of teaching, particularly in the developmental stage known as the Young Adolescent (10-14 years of age). Further, the course is designed to help these high school students begin to develop the knowledge, skills and dispositions necessary to become teachers of young adolescents. Students who complete the course will receive two credits from UW-Platteville that will be used to fulfill the requirement of TEACHING 1230 Introduction to Education. F, S

TEACHING 1230 2 credits
Introduction to Education
An introduction to the broad fields of teaching; objectives and principles of education; an exploration of teaching as a career choice (including elementary, middle and high school teaching). This course includes an introduction to the School of Education conceptual design. (Field experience: 20 hours) F, S

TEACHING 2010 1 credit
Computer Applications in Education
An introduction to the use of computers in the classroom. F, S, Su

TEACHING 2020 1 credit
Middle Level Exploratory I
The course is a seminar designed to acquaint the student with the field of middle level education and with the education of young adolescents. The seminar will also assist the student in understanding the 10-14 licensure program at UW-Platteville. Students will enroll in Middle Level Exploratory I and Middle Level Exploratory II in different semesters. F

TEACHING 2030 1 credit
Middle Level Exploratory II
The course is a continuation of Middle Level Exploratory I. P: TEACHING 2020. S

TEACHING 2130 3 credits
Human Growth and Development
A general introduction to the developing child from infancy through adolescence. Individual students will focus on the developmental level of specific relevance to their future educational career. The physical, intellectual, social, emotional, and cognitive areas of development will be reviewed in detail. Developmental research findings, individual differences, and the child's development as a member of society and culture will be highlighted. The implication of human development for education and other work with children and youth will be an important focus of the course. F, S Alternate Su

TEACHING 2210 3 credits
Foundations of Early Childhood Education
An overview of the field of early childhood education, including history, child development theory, program models and professional opportunities. Guided observation at the preschool level. The role of families and parent involvement is a component of this course. The School of Education conceptual design as it applies to early childhood education is explored. (Field experience: 10 hours.) F, S, Su

TEACHING 3040 4 credits
Reading, Literacy & Literature I
The course focus is on beginning reading techniques, innovations and approaches to reading, phonics and other decoding strategies in primary school; planning and teaching reading lessons; assessing success in reading; examining the historical value of literature for children; integrating literature into the reading program; laboratory experiences in elementary classrooms. P: TEACHING 2130 or PSYCH 3130 and TEACHING 1230. F, S

TEACHING 3110 2 credits
Key Concepts of Middle Level Education
This course is intended to provide students with an introductory understanding of the philosophy and organization of middle level education. Emphasis is directed toward programmatic considerations. P: TEACHING 1230. C: TEACHING 3120. F, Su

TEACHING 3120 2 credits
Characteristics of Transescents
This course focuses on the physical, intellectual, emotional and social development of young adolescents. P: TEACHING 1230. C: TEACHING 3110. F, Su

TEACHING 3130 3 credits
K-4 Methods for Cognitive Development
Teaching strategies and classroom management techniques appropriate for kindergarten and the primary grades. (Field experience: 36 hours.) P: TEACHING 2210. C: TEACHING 3040, TEACHING 3240, TEACHING 3730 and TEACHING 4420. F, S

TEACHING 3230 3 credits
Teaching Science at the Middle and Secondary Schools
Methods, procedures and materials for science curriculum and instruction in middle and secondary schools. The School of Education conceptual design as it applies to science instruction is explored. Required of majors in natural sciences. (Field experience: 30 hours) S

TEACHING 3240 3 credits
Pre-K Methods for Cognitive Development
Theory of cognitive development of infants, toddlers and preschool children. Age-appropriate activities in the areas of health, math, science, social studies, ethnic studies, environmental education, and creative thinking for the preschool level. (Field experience: 24 hours.) P: TEACHING 2210. C: TEACHING 3040, TEACHING 3130, TEACHING 3730 and TEACHING 4420. F, S

TEACHING 3320 3 credits
Psychology of Learning Encompassing the Exceptional Child
The course will expose students to several theories that impact the teaching and the learning process with a focus on the learner with exceptional learning needs. (Field experience: 15 hours.) P: TEACHING 2130 and TEACHING 1230 or consent of instructor. F, S, Su

TEACHING 3530 3 credits
Teaching History and Social Studies at the Middle and Secondary Schools
A study of the goals, skills, issues, materials and the role of history and social studies instruction in middle and high schools. The School of Education conceptual design as it applies to history and social studies instruction is explored. (Field experience: 30 hours) S

TEACHING 3630 3 credits
Ethnic and Gender Equity in Education
(Cross offered under ETHNSTDY and WOMSTD 3630)
To increase an appreciation, understanding, and awareness of ethnic and gender equity issues in the educational process and in society. The student will view equity issues through research, historical, philosophical, sociological, and psychological perspectives and the implications that each arena has on the lives of all of us (Field experience: 35 hours). GE: EGS. F, S

TEACHING 3640 3 credits
Creative Development in Early Childhood
Theories and techniques for the enhancement of creative expression in young children. Age-appropriate activities in the areas of art, music, movement and dramatic play. P: TEACHING 2210. F, Su

TEACHING 3730 4 credits
Guidance, Assessment and Instruction in Early Childhood
Guidance, social-emotional adjustment, developmental assessment, effective teaching strategies, classroom management techniques, and continuity of learning experiences. Review and critique of authentic and standardized assessment instruments for both formative and summative evaluation and report to parents. (Field experience: 12 hours of observation-developmental assessment.) P: TEACHING 2210. C: TEACHING 3040, TEACHING 3130, TEACHING 3240, and TEACHING 4420. F, S

TEACHING 3840 4 credits
Developmental Reading and Language Arts in the Content Areas for Middle/Secondary Grades
The purpose of this course is to promote the understanding of reading instruction and to assist teacher candidates in their competence in developing effective reading and language arts skills and habits in their students, especially in the content fields, in middle and high school. P: TEACHING 1230 or PHYSED 2320. F, S, Su

TEACHING 4020 2 credits
Educational Media Technology
Audio and visual materials that make up the field of educational media; laboratory activities for use, design and development of instructional media; interrelationship of communication theory; selection, utilization and production of materials; information technology applications and the operation of equipment. P: TEACHING 2010 and senior standing or consent of instructor. F, S, Su

TEACHING 4030 3 credits
Management of Students with Learning and Emotional Disabilities
This course is designed to increase awareness and ability to implement various behavior management and instructional strategies with children who have LD/ED. Within this awareness, teachers will prepare and implement an effective behavior management plan that will assist students in school, home, and community. This class will present the spectrum of intervention and social skill strategies, motivational techniques, along with guidelines for their use with LD and ED children, transescents, and adolescents. F, alternate Su

TEACHING 4040 4 credits
Reading, Literacy & Literature II
Reading processes, expanding word recognition strategies, comprehension, reading rates, vocabulary, reading interests, selection and use of reading materials, evaluation of reading progress, laboratory experiences with children, integrating literature into middle childhood. P: TEACHING 3040. F, S

TEACHING 4050 18 credits
Middle Level Professional Preparation Semester
This course is designed for students seeking certification to teach at the middle level. Through this course, students will develop, practice, refine, and demonstrate the knowledges, skills, and dispositions needed to become excellent middle level teachers. The course will address methods of teaching that are specific to the core content areas of language arts, mathematics, science, and social studies, as well as more general teaching methods appropriate for use at the middle level. The course includes a study of the physical, intellectual, emotional, social and moral development of young adolescents. Educational philosophies and theories of learning will be discussed, and students will become proficient in the use of various assessment and evaluation strategies and in the use of technology in the classroom. A field experience in a middle school is included in the course. The course includes 12 credits for course work, 5 credits for field experiences and 1 credit for the field experience seminar. P: Admission to the School of Education and completion of requirements for student teaching in the semester following this course. F, S

TEACHING 4070 2 credits
Post Student Teaching Seminar
This course is designed as a capstone course for pre-service teachers who are completing the middle level education (10-14, Early Adolescent) licensure program. Pre-service teachers will develop, practice, refine, and demonstrate the knowledges, skills and dispositions needed to become excellent middle level teachers. Students will complete their Level III Portfolios that are required for licensure and program graduation. The course will reflect on the methods of teaching that pre-service teachers drew from their experiences of student teaching. The course will use practicum experiences to put into context the developmental natures of early adolescent learners and how those natures impact classroom practices. Educational philosophies and theories of learning will be discussed. S

TEACHING 4090 4 credits
Integrated Methods: Language Arts / Social Studies
This course focuses on connections of content, methods, and developmental needs of early childhood/elementary language arts and social studies. P: Admission to the School of Education; C: TEACHING 4140. F, S

TEACHING 4110 1-2 credits
Pre-Student Teaching at Elementary/Middle Level
Observations of children/youth in learning situations, participation in the learning activities of the classroom, teaching several lessons, and evaluation of teaching-learning experiences. Required of students in B-11 program. Students should take this course as part of the professional block/methods courses. (Field experience: 40 hours). P: Must have been admitted to the School of Education. C: TEACHING 4090, TEACHING 4020 AND TEACHING 4140. F, S

TEACHING 4120 2 credits
Pre-Student Teaching and Seminar in an Inclusionary Environment
Observation of children/youth in learning situations, participation in the learning activities of the classroom, teaching several lessons, and evaluation of teaching-learning experiences in an inclusionary environment. Required of students working toward a special education/inclusion minor. P: Must have been admitted to the School of Education. F, S

TEACHING 4140 4 credits
Teaching Mathematics/Science in Early Childhood/Elementary Settings
This course addresses standards, methods, theories, and materials related to teaching mathematics and science in early childhood and elementary settings. P: MATH 2110 (with grade of C or higher) and admission to the School of Education. C: TEACHING 4090. F, S

TEACHING 4200 3 credits
Relating Pre K-12 Schooling to Life: Careers, Work and Community Living
This course is designed to help teachers acquire knowledge and develop skills and strategies that will make school learning more relevant to life inside and outside pre K-12 school and beyond. Students will study and evaluate developmental career and vocational education, transition, and education for employment programs and approaches. Course emphasis is on development of educational approaches and programs for children with disabilities. P: Permission of instructor. S, alternate Su

TEACHING 4210 1-2 credits
Pre-Student Teaching at Middle/Secondary Level
Observation of youth in learning situations, participation in the learning activities of the classroom, teaching several lessons, and evaluation of teaching-learning experiences. Required of students who are preparing to teach middle, middle/secondary level or B-21 special subject majors (agriculture, art, foreign language, music, physical education, and technology education). Students should take this course concurrently with the appropriate methods. (Field experience: 40 hours). P: Must have applied for admission to the School of Education. F, S

TEACHING 4220 2 credits
Advising, Interaction and Communication
This course focuses on the classroom counseling skills required of middle school teachers to include listening, group dynamics, encouragement and nonverbal communication. The emphasis of the course will be on group guidance activities in the classroom setting. P: TEACHING 3110 and TEACHING 3120. C: TEACHING 4620. S, Su

TEACHING 4240 1-6 credits
Student Teaching/Early Childhood
P: admission to the School of Education and admission to student teaching; meet GPA requirements of major, minor and professional education courses (check requirements in Clinical Experiences Office, 125 Doudna Hall). F, S, Su

TEACHING 4250 2 credits
Senior Seminar
This course provides a balanced view of the sociological, philosophical and ethical forces affecting early childhood/middle childhood education in America. Students will re-model lesson plans with critical thinking strategies and reflect on prior experiences in schools in order to form judgments about ethical teaching behavior. P: TEACHING 3130, TEACHING 3240, TEACHING 3040, TEACHING 3730 and TEACHING 4420. F, S, Su

TEACHING 4330 3 credits
Administration and Family Relations in Early Childhood
Development of managerial and leadership roles, knowledge of requirements for licensure and licensing, effective communication with staff and parents, community relations, and advocacy. P: TEACHING 2210. S, Su

TEACHING 4340 1-6 credits
Student Teaching or Internship/Kindergarten
P: admission to the School of Education; admission to student teaching, meet GPA requirement of major, minor, and professional education courses (check requirements in Clinical Experiences Office, 125 Doudna). F, S, Su

TEACHING 4420 3 credits
Oral Language and Emergent Literacy
The development of communication, acquisition of language, development of phonology, structure of language, dialect variations, how language is acquired, assessment of language and communication skills, and classroom approaches to oral language development. (Field experience: 8 hours) P: TEACHING 2210 or TEACHING 1230. C: TEACHING 3040, TEACHING 3130, TEACHING 3240, and TEACHING 3730. F, S

TEACHING 4530 1-3 credits
Current Topics in Education
Study of a selected topics determined by an identified need; for example, current issues, ideas and topics in education of particular interest. P: Senior standing or consent of instructor. S, F, Su

TEACHING 4620 2 credits
Teaching Transescents
This course provides an overview of the curricular and instructional practices appropriate for the young adolescent learner. Issues, trends and research relevant to effective middle level practices will be discussed. P: TEACHING 3110 and TEACHING 3120. C: TEACHING 4220. S, Su

TEACHING 4630 3 credits
Learning and Language Disorders
Course will review pre-kindergarten/kindergarten through young adult development and identification with children with disabilities (CWD); emphasize diagnosis and remediation of learning disorders through a special education approach with emphasis on inclusion model; study of appropriate learning environments. P: Junior standing or consent of instructor. S, Su

TEACHING 4710 1-3 credits
Independent Study in Education
Supervised individual study of a topic selected by the student with staff approval. P: Junior standing, consent of instructor and apply to the Director of School of Education. F, S, Su

TEACHING 4730 2 credits
Working with Families of Students with Exceptional Needs: Consultation and Advocacy
This course enables teachers and other professionals to provide parents and other family members with the knowledge and skills to become full partners in the educational process by learning advocacy and communication techniques. F, Su

TEACHING 4830 3 credits
Strategies for Effective Inclusion
This course is designed to help the future/current general education teacher to meet the needs of students with disabilities who are in general classrooms. This class is designed to increase the comfort level, skill level, and confidence level of teachers with this work. F, Su

TEACHING 4940 1-15 credits
Student Teaching
P: 90 credits of college work; completion of pre-student-teaching and appropriate methods courses; admission to the School of Education and student teaching; no grade below "C" in professional education courses; meet GPA requirement for major, minor, and professional education courses (check in Clinical Experiences Office, 125 Doudna). F, S

TEACHING 4960 1-15 credits
Internship in Teaching
P: 90 credits of college work; completion of pre-student-teaching and appropriate methods courses; admission to the School of Education and student teaching; no grade below "C" in professional education courses; meet GPA requirement for major, minor, and professional education courses (check in Clinical Experiences Office, 125 Doudna). F, S