Curriculum for Education Degree

Students will examine contemporary learning theories, models, and research-based practices in education which have evolved from historical and psychological perspectives on human development and learning. Working from these theoretical frameworks and approaches students will develop plans for student learning in inclusive, prosocial learning environments using a variety of instructional strategies. Students will explore community-based professional educational contexts.

Students will learn to facilitate the integration of technology skills and concepts through designing supporting curriculum, identifying and evaluating software, and developing and practicing methods for technology use. Students will design lessons and learning opportunities using the ISTE standards for middle/secondary level students. This course prepares education students to develop their professional portfolio.

This course focuses on understanding human behavior from an ecological perspective and covers the physiological, cognitive, social and emotional development of individuals from infancy through old age. Concepts such as social systems theory, human development theory, and human ecology will be introduced. Key concepts covered will include self-perception, family dynamics, moral growth, peer interactions, emotional challenges, and cultural influences applied to varied life experiences and stages. Students will gain practical insights into human development for effective practice in diverse contexts.

Course provides students with an understanding of children and youth with disabilities and other special needs. Students learn about the community services, educational programs, and services designed to help children with special needs reach their maximum potential. Emphasis is on the characteristics of various disabilities, their effect on children and their families, strategies for effective intervention, and special needs and strategies that promote the acceptance of diversity in the classroom. Best practices for inclusion including curriculum adaptations and accommodations, and effective strategies for collaboration among professionals will be discussed. (Spring only)

In preparation for completing their final licensure portfolio students will gain practice demonstrating proficiency in education program, Vermont licensure, and national level standards. Students will identify evidence that exhibits proficiency in specific practice behaviors for each standard. Students will describe and analyze the context and rationale for choosing artifacts that demonstrate meeting a standard, analyze the evidence in terms of proficiency of the standard and the theoretical frameworks informing practice, and finally, reflect on how they will continue to develop in each area.

Students will examine contemporary learning theories, models, and research-based practices in education which have evolved from historical and psychological perspectives on human development and learning. Working from these theoretical frameworks and approaches students will develop plans for student learning in inclusive, prosocial learning environments using a variety of instructional strategies. Students will explore community-based professional educational contexts.

Students will learn to facilitate the integration of technology skills and concepts through designing supporting curriculum, identifying and evaluating software, and developing and practicing methods for technology use. Students will design lessons and learning opportunities using the ISTE standards for middle/secondary level students. This course prepares education students to develop their professional portfolio.

This course focuses on understanding human behavior from an ecological perspective and covers the physiological, cognitive, social and emotional development of individuals from infancy through old age. Concepts such as social systems theory, human development theory, and human ecology will be introduced. Key concepts covered will include self-perception, family dynamics, moral growth, peer interactions, emotional challenges, and cultural influences applied to varied life experiences and stages. Students will gain practical insights into human development for effective practice in diverse contexts.

Examines the development of language skills - listening, speaking, reading, writing - and appropriate activities to enhance such skills. A holistic approach to beginning reading will be emphasized. (Fall only)

This course focuses on the teaching of Language Arts to students in kindergarten through sixth grade and is based on the Vermont Standards. Topics include early literacy development, selection and management of a reading program, development of reading and writing strategies, and the use of fiction and nonfiction for directed lessons and research. A variety of assessment techniques are also explored. Students spend two hours per week observing and working in a kindergarten through sixth grade classroom. (Fall only)

Explores theory, activities, and materials to help the child understand concepts and develop skills in basic math and science. Explores materials that further physical and logic mathematical knowledge.

The Vermont and NSTA Standards are used as the basis for course content. Topics will include science process skills, physical science, life science, earth and space science, science and technology, and the scientific experiment. Students complete a long-term thematic unit on a topic of interest, relating lessons to the Vermont and/or NSTA Standards. Commercial science materials and texts will be examined and evaluated. Students will spend two hours per week observing and working in a kindergarten through sixth grade. (Spring only)

The Vermont and NCTM Standards are used as the basis for course content. Topics will include number sense and operations, geometry and measurement; function and algebra, fractions and decimals, probability and statistics, use of technology, and problem solving. Hands-on activities and lessons are used to explore each of these conceptual areas. Commercial math materials and texts will be examined and evaluated. Students will spend two hours per week observing and working in a kindergarten through sixth grade classroom where they will do their full-time student teaching in the final semester. (Fall only)

Students will examine contemporary learning theories, models, and research-based practices in education which have evolved from historical and psychological perspectives on human development and learning. Working from these theoretical frameworks and approaches students will develop plans for student learning in inclusive, prosocial learning environments using a variety of instructional strategies. Students will explore community-based professional educational contexts.

Students will learn to facilitate the integration of technology skills and concepts through designing supporting curriculum, identifying and evaluating software, and developing and practicing methods for technology use. Students will design lessons and learning opportunities using the ISTE standards for middle/secondary level students. This course prepares education students to develop their professional portfolio.

This course focuses on understanding human behavior from an ecological perspective and covers the physiological, cognitive, social and emotional development of individuals from infancy through old age. Concepts such as social systems theory, human development theory, and human ecology will be introduced. Key concepts covered will include self-perception, family dynamics, moral growth, peer interactions, emotional challenges, and cultural influences applied to varied life experiences and stages. Students will gain practical insights into human development for effective practice in diverse contexts.

Course provides students with an understanding of children and youth with disabilities and other special needs. Students learn about the community services, educational programs, and services designed to help children with special needs reach their maximum potential. Emphasis is on the characteristics of various disabilities, their effect on children and their families, strategies for effective intervention, and special needs and strategies that promote the acceptance of diversity in the classroom. Best practices for inclusion including curriculum adaptations and accommodations, and effective strategies for collaboration among professionals will be discussed. (Spring only)

In preparation for completing their final licensure portfolio students will gain practice demonstrating proficiency in education program, Vermont licensure, and national level standards. Students will identify evidence that exhibits proficiency in specific practice behaviors for each standard. Students will describe and analyze the context and rationale for choosing artifacts that demonstrate meeting a standard, analyze the evidence in terms of proficiency of the standard and the theoretical frameworks informing practice, and finally, reflect on how they will continue to develop in each area.

Students will learn to construct a framework for supporting and teaching reading in the content area. We will focus on developing research-based methods, strategies, and procedures for designing instruction that supports literacy in each of the core disciplines: Math, Science, English, and History. We will develop skills in assessing reading levels and teaching vocabulary development and reading strategies. Students spend two hours a week in a field experience.

Examines ways to structure the learning environment and to organize and implement instruction to best meet students' needs and maximize their learning. Addresses teaming, scheduling, teacher-based guidance/advisories, service learning, and family connections. Participants will explore and have direct experience with a variety of planning strategies. They will analyze existing organizational structures and propose improvements upon or justifications for existing practices. Students will spend one-half day per week working in middle school classrooms.

Students in this course explore the underlying principles of middle and secondary-level pedagogy that will prepare students for student teaching and for a professional position in a middle/high school classroom. Champlain students will explore content-specific methods within the broad framework of middle and secondary methods. Students spend one full day each week in a field experience.