Courses & Syllabi

EDBEHAVR 800 (PSYCH 861). Proseminar in Education and Psychology

Credits: 3

Prerequisites: Graduate standing and permission of instructor.

This first semester of the proseminar encourages discussions of current topics in educational psychology with emphasis on classroom learning, motivation, and psychoeducational assessment. Invited speakers from education, psychology, and related departments present on their current research. A major focus of the course is on research methods and helping students initiate and complete their first-year research projects.

Note: this course is cross-listed with another department. The cross-listed number follows the School of Education number. These courses appear with the subject code of EDBEHAVR in the University's Schedule of Classes. 

EDBEHAVR 801 (PSYCH 862). Proseminar in Education and Psychology

Credits: 3

Prerequisites: Graduate standing and permission of instructor.

This second semester of the proseminar is a continuation of first semester discussions of current topics in educational psychology with emphasis on classroom learning, motivation, and psychoeducational assessment. A major focus of the course is on research methods and helping students initiate and complete their first-year research projects. (Effective fall 1993, this course counts as a core course in education for program students due to increased focus on the acquisition of a knowledge base in the content areas of the field.)

EDCURINS 382 (ENVIRON 382). Introduction to Environmental Education for Sustainable Development

Credits: 3

As a result of this course, students learn how to educate a citizenry able and willing to work towards environmental and sustainability goals, as well as how to develop, implement, and evaluate their own education efforts. Student will teach in local formal and non-formal settings and have the option to become certified in popular national environmental education programs.

Terms Faculty Syllabus
Fall 2010
EDCURINS 382 (ENVIRON 382).

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDCURINS 444 (KINESLGY 444, PHYSED 444) . Methods of Teaching Physical Education 6-12

Credits: 3

Prerequisites: Two of the following courses: PHYSED 350, 353, 336 or 354.

This course studies the specific foundation of teaching methods, content, organization, and evaluation of PHYSED programs in schools.

EDCURINS 455 (ROMLING 413, SPANISH 413). Teaching Spanish / Applications of Linguistics

Credits: 3

Prerequisites: One of the following courses: SPANISH 298, ROMLING 298, or LING 210

Principles of phonological, morphological, syntactic, and semantic analyses applied to the teaching of Spanish. 

EDCURINS 575 (SI 641). Information Literacy for Teaching and Learning

Credits: 3

The primary purpose of this course is to bring together students and faculty who are engaged in all kinds of community and public interest projects, to make connections between projects, to read and discuss social and political theory articles, and to meet interesting outside guests. Permission of instructor.

EDUC 118. Introduction to Education: Schooling and Multicultural Society

Credits: 3

Education affects the lives of everyone in this country. As future professionals, voters, teachers, parents, and leaders, students at the University of Michigan will help shape the quality of life in the United States, and education will matter – a lot. This course will introduce students to the role of education in today’s world. Topics will include the implications for schooling our increasingly diverse population; principles of how kids learn; ways schools facilitate student achievement (or not); and the changing nature of literacy in the information age. In addition to readings and discussions, there will be opportunities for hands-on experience and interactions with K-12 students in schools.  

EDUC 118 is an approved course to satisfy the LSA Race and Ethnicity Requirement.

Terms Faculty Syllabus
Fall 2011 Simona Goldin
EDUC 118. Schooling in a Multicultural Society

Winter 2012 Deborah Loewenberg Ball
Simona Goldin
EDUC 118. Schooling in a Multicultural Society

Winter 2014 Chandra L. Alston
Simona Goldin
EDUC 118. Schooling in a Multicultural Society

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 119. Education Policy in a Multicultural Society

Credits: 3

Education Policy in a Multicultural Society explores policy and school improvement, and focuses in particular on the U.S. public school system, with an emphasis on both equity and access. In this course we begin by asking: what is public education for, and then consider how schools can be improved so that educational outcomes are ambitious and equitable. We build on students' understandings of the practice of teaching, developed in ED118, to investigate the dynamics of education reform.

We closely examine authentic texts – including artifacts from our own experiences in schools, as well as mandates and legislative texts, policies, data on school improvement, and other resources designed for the improvement of schools. We critically examine each of these, looking for assumptions about teaching and learning and their improvement, assessing the key levers for improvement that they provide, and extrapolating implications for the design and valuation of change. In so doing students will develop critical skills of analysis and interpretation that will enable them to (1) better understand and evaluate efforts to improve schooling in the United States, (2) collaborate substantively, (3) and write and speak about educational policy persuasively. Given the courses stro'ng focus on equity and access, issues of inclusion, voice, and rigor will be consistent through-lines.

Terms Faculty Syllabus
Winter 2018 Chandra L. Alston
Deborah Loewenberg Ball
Simona Goldin
EDUC 119. Education Policy in a Multicultural Society

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 120. Children Learning in Mathematics and Beyond (CLiMB)

Credits: 3

Service-Learning in Mathematics Tutoring

EDUC 212. The History of College Athletics

Credits: 3

Why is our nation the only one in the world to take school sports so seriously, and what are the implications of this practice? This course attempts to answer these questions by starting with Thomas Jefferson’s Northwest Ordinance, moving to Britain’s “Oxbridge” model of “sound mind, sound body,” then demonstrating how numerous forces combined these elements into a distinctly American concoction. The story is continued to the present day with a look at the business of school sports and at educational contributions that sports provide to these institutions, including high schools and colleges.

EDUC 218. Homelessness in Schools and Society: Engaged Practice in School Serving Organizations

Credits: 3

In this course students extend what they have learned about U.S. schools and the institutions that serve public schools through extensive and varied practicums in these organizations and institutions. Students will acquire hands-on experience, in work nested inside an institution that serves and supports children, schools, and their communities. 

Terms Faculty Syllabus
Winter 2017 Simona Goldin
EDUC 218. Homelessness in Schools and Society: Engaged Practice in School Serving Organizations

Winter 2017 Debi Khasnabis
EDUC 218. Homelessness in Schools and Society: Engaged Practice in School Serving Organizations

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 301. Directed Teaching in the Elementary Grades

Credits: 3-12

Prerequisites: EDUC 307(6), 391, 392, 401, 403, 406, 411, 421, 431. Students must satisfy other requirements, such as grade point average, described in this School of Education Bulletin.

Develops the special knowledge and competencies required of nursery and elementary school teachers through observation and teaching in elementary school classrooms under the joint supervision of University and public school personnel. Requires a daily uninterrupted block of four to seven hours during the school day. Open only to seniors, special students, and graduate students who have been admitted to the teacher education program.

Terms Faculty Syllabus
Winter 2014 Debi Khasnabis
EDUC 301. Problems and Principles of Secondary Education

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 302. Directed Teaching in the Secondary School

Credits: 6-12

Prerequisites: EDUC 307, 391, 392, and appropriate methods course.

Guides observation and teaching in secondary school classrooms, as well as involvement in other roles of the secondary school teacher, under the joint supervision of University and public school personnel. Requires a daily uninterrupted block of four to seven hours during the school day. Open only to seniors, special students, and graduate students who have been admitted to the teacher education program.  Students must satisfy other requirements, such as grade point average, described in this School of Education Bulletin.

Terms Faculty Syllabus
Winter 2014
EDUC 302. Directed Teaching in the Secondary School

Winter 2014
EDUC 302. Directed Teaching in the Secondary School

Winter 2015
EDUC 302.

Winter 2015
EDUC 302.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 303. Problems and Principles of Elementary Education

Credits: 2

Prerequisites: Must be elected concurrently with EDUC 301.

Draws upon experiences in elementary directed teaching; considers characteristics and experiences of pupils in the school, classroom environment, teaching competencies and professional responsibilities, school curriculum and policies, and administrative/organizational problems. Open only to students who are enrolled in 301 and who are thereby observing and teaching in the regular classroom.

Terms Faculty Syllabus
Winter 2014 Debi Khasnabis
EDUC 303. Problems and Principles of Elementary Education

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 304. Problems and Principles of Secondary Education

Credits: 1-4

Prerequisites: Must be elected concurrently with EDUC 302.

Draws upon resources found in the directed teaching environment; considers problems and issues in four broad areas: students in the school, the teacher’s professional responsibilities, curriculum understandings, and administrative/organizational problems. Open only to students enrolled in 302.

Terms Faculty Syllabus
Winter 2014
EDUC 304. Problems and Principles of Secondary Education

Winter 2014
EDUC 304. Problems and Principles of Secondary Education

Winter 2014
EDUC 304. Problems and Principles of Secondary Education

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 307. Practicum

Credits: 1-7

Prerequisites: Permission of instructor. May only be elected concurrently with an elementary field-based block or concurrently with a secondary methods course.

Provides students with supervised opportunities to integrate theory and practice by working with teachers in classrooms or other field settings.

Terms Faculty Syllabus
Winter 2014
EDUC 307. Practicum in Elementary Education

Winter 2014
EDUC 307. Practicum in Secondary History/Social Studies Teaching

Fall 2014
EDUC 307.

Fall 2014
EDUC 307.

Winter 2015 Andrew Kwok
EDUC 307.

Winter 2015
EDUC 307.

Winter 2015
EDUC 307.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 310. Independent Study

Credits: 1-6, may be elected more than once, for a maximum of 6 hours; if 320 is elected, the maximum is 6 hours in total for degree

Comprises supervised reading, research, or other inquiry regarding education.

Undergraduate students who wish to register with a School of Education professor in an independent study are required to submit an Undergraduate Independent Study Agreement form.

EDUC 311. Home, School & Community: Realities, Interventions and Policies for Young Children in Poverty

Credits: 3

This course takes an ecological perspective on the experiences of young children in poverty (ages 0-8) in the U.S. and examines the educational, social, and economic services and policies meant to support them and their families.

Terms Faculty Syllabus
Spring 2016
EDUC 311.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 314. Directed Teaching Seminar: Physical Education

Credits: 1-2

Prerequisites: PHYSED 444.

Drawing on the directed teaching experience, this seminar is designed to explore the theory and practice of physical education as students apply them in their directed teaching environments.

EDUC 315. Directed Teaching in Physical Education

Credits: 6-12

Prerequisites: PHYSED 444 and EDUC 307.

Designed to provide practical experience and to develop teaching competencies under the joint supervision of University and K-12 school personnel. Students are placed in elementary and secondary classroom situations.

EDUC 317. Observation and Participation in Educational Settings

Credits: 1-8

Prerequisites: Permission of instructor.

Provides an opportunity for supervised observations of and participation with children and adolescents in educational settings.

Undergraduate students who wish to register with a School of Education professor in an independent study are required to submit an Undergraduate Independent Study Agreement form.

EDUC 320. Honors Independent Study

Credits: 1-6, may be elected more than once, for a maximum of 6 hours; if 310 elected, maximum is 6 in total for degree

Prerequisites: Permission of instructor and minimum overall GPA of 3.0, junior standing, undergraduate students only.

Comprises supervised reading, research, or other inquiry regarding education.

Undergraduate students who wish to register with a School of Education professor in an independent study are required to submit an Undergraduate Independent Study Agreement form.

EDUC 333. Video Games and Learning

Credits: 3

Why are video games fun? The answer isn’t as obvious as you might think. Good games draw you in, teach you how to succeed, and keep you engaged with a “just right” level of challenge. Most importantly, players *learn* while playing a well-designed game. Why isn’t school like that? This class takes a hard look at video games, a hard look at education, and considers ways that each can be improved to maximize learning.

Terms Faculty Syllabus
Winter 2012 Barry J. Fishman
EDUC 333. Videogames and Learning

Winter 2015
EDUC 333. Video games and Learning

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 358. Growing Up in School - Education & Development in Cross Cultural Contexts

Credits: 3 Credits

This course will compare the development of children in schooling systems cross-culturally, looking at the period from preschool to college entrance selection. By comparing education in diverse societies we will identify both universal features of development and particular ways that different societies promote the development of healthy, competent adults.

Terms Faculty Syllabus
Winter 2018 Kevin F. Miller
EDUC 358.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 360. Partners in Authentic Learning in Schools

Credits: 2-3

Seminar will provide academic/pedagogical support to students as they provide onsite tutoring to “at risk” students in area public schools.

EDUC 362. Michigan Student Caucus

Credits: 4

This course focuses on using tools to promote positive social change in Michigan, through student-designed legislative proposals and service activities. Students experience online deliberation and decision-making in an innovative civic education environment, while encountering a range of state-wide issues embedded in topics including public health, justice environment, education, culture, poverty, and economic development. Coursework is done largely online, with some required in-person events.
 

Terms Faculty Syllabus
Winter 2012 Jeff Stanzler
EDUC 362. The Michigan Student Caucus

Fall 2014 Jeff Stanzler
EDUC 362.

Fall 2014 Jeff Stanzler
EDUC 362.

Winter 2015 Jeff Stanzler
EDUC 362.

Fall 2016 Jeff Stanzler
EDUC 362.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 364. Web-Based Mentorship: ImagineNation Matters

Credits: 3

Students assume character roles in virtual, online storybooks focused on our nation's history and cultural life as they mentor elementary school students. They explore questions of the intelligent use of information resources and engage in reflection on the nature of teaching and learning; students also carry out web-based project design work and interact with classroom teachers across the state in their mentorship activity. The class includes site visits to some participating schools.

Terms Faculty Syllabus
Winter 2012 Jeff Stanzler
EDUC 364. ImagineNation Matters Mentor Seminar

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 365. Web-Based Mentorship: International Poetry Guild

Credits: 3

Students serve as mentors to middle school and high school student participants in a web-based project focused on poetry. As they read and respond to the work of the young poets, seeking to place the poets at the center of discussions of their work and the creative process, students engage in ongoing reflection on the teaching and learning dimensions of their mentoring work. Students also write extensively, and they explore the professional literature for teachers on supporting student creativity.

Terms Faculty Syllabus
Winter 2012
EDUC 365. International Poetry Guild (IPG) Mentor Seminar

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 384. Literacy Development and the Young Child

Credits: 3

Prerequisites: none

Provides an overview of the development of young children's literacy experiences in the home, the developmental patterns of reading and writing that precede conventional literacy, and approaches to fostering this development in early childhood. Includes a practicum component in area preschools.

Terms Faculty Syllabus
Winter 2014 Laura Herold
Promoted course. Read description »

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 390 (ELI 390, LING 386, RCSSCI 390). Community Service and Language, Education, and Culture

Credits: 1-3

This course offers a service learning experience for undergraduates in the multilingual, multicultural context of the migrant population. The course may vary in terms of the content and target population, e.g. the course may focus on literacy issues, critical pedagogy or cultural identity issues by within the context of linguistic, educational and cultural needs of minority populations.

EDUC 391. Educational Psychology and Human Development

Credits: 3

Prerequisites: PSYCH 111 and 112 or equivalents.

Discusses human learning, motivation, and development. Considers evaluation theory, both instructional and psychological, including uses of behavioral objectives, criteria-referenced and norm-referenced tests, and observation skills. Investigates individual differences, emphasizing the exceptional learner and including mainstreaming philosophy and theory.

Terms Faculty Syllabus
Winter 2015 Alanna Doralyn Epstein
EDUC 391.

Winter 2015 Alanna Doralyn Epstein
EDUC 391.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 392. Educational Foundations in a Multicultural Society

Credits: 1-3

Presents philosophy, history, and sociology of American education in relation to its contemporary settings. Attends to sociopolitical contexts and to roles of technology in society and schooling. Places special emphasis on multicultural thought and experience in American society.

Terms Faculty Syllabus
Winter 2014
EDUC 392. Educational Foundations in a Multicultural Society

Winter 2015
EDUC 392.

Winter 2015
EDUC 392.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 393. Mexican Americans and Education

Credits: 3

Presents a historical perspective of Chicana and Chicano education in the U.S. Special emphasis will be placed on analyzing ways in which race, gender, class, immigrant status, and Hollywood representations have historically shaped Chicana/o educational experiences. The course will also examine the ways Chicana/o students, parents, and communities respond to and resist political and economic forces restricting access and opportunity in education. 

EDUC 401. Developmental Reading and Writing Instruction in the Elementary School

Credits: 2-4

Offers an introduction to the processes of reading and writing development, emphasizing methods and materials for teaching literacy skills in elementary and junior high schools (K–8).

Terms Faculty Syllabus
Fall 2010 Debi Khasnabis
EDUC 401. Developmental Reading and Writing In the Elementary Classroom

Summer 2012 EDUC 401. Developmental Reading and Writing In the Elementary Classroom

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 402. Reading and Writing in Content Areas

Credits: Undergraduates 3; Graduates 0.5-3

Gives basic orientation to the processes of reading and writing, emphasizing methods and materials appropriate to reading and writing instruction within the various subject areas in middle and secondary schools.

Terms Faculty Syllabus
Fall 2010 EDUC 402. Using Literacy to Teach and Learn Content in the Secondary Schools

Winter 2011 Enid Rosario-Ramos
EDUC 402. Using Literacy to Teach and Learn History and the Social Sciences in the Secondary Schools

Winter 2011 EDUC 402. Using Literacy to Teach and Learn Content in the Secondary Schools

Winter 2014 EDUC 402. Using Literacy to Teach and Learn World Language Content in Secondary Schools.

Fall 2014 Andrew Kwok
EDUC 402. Using Literacy to Teach and Learn Mathematics Content in Secondary Schools

Fall 2014 EDUC 402. sing Literacy to Teach and Learn World Language Content in Secondary Schools

Fall 2014 EDUC 402. sing Literacy to Teach and Learn World Language Content in Secondary Schools

Winter 2015 Elizabeth Birr Moje
EDUC 402. Using Literacy to Teach and Learn World Language Content in Secondary Schools

Winter 2015 Elizabeth Birr Moje
EDUC 402. Using Literacy to Teach and Learn World Language Content in Secondary Schools

Winter 2015 Ander Erickson
EDUC 402. Using Literacy to Teach and Learn Mathematics Content in Secondary Schools

Winter 2015 Ander Erickson
EDUC 402. Using Literacy to Teach and Learn Mathematics Content in Secondary Schools

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 403. Individualizing Reading and Writing Instruction in the Elementary Classroom

Credits: 1-3

Explores techniques for assessment of reading and writing skills and for development of individualized instruction in classroom settings; develops strategies for meeting the needs of individual students through the evaluation, utilization, and adaptation of commercial reading materials and through the formation of principles and techniques for producing effective teacher-prepared materials.

Terms Faculty Syllabus
Winter 2011 Annemarie Sullivan Palincsar
EDUC 403. Individualized Reading Instruction in the Elementary Grades

Winter 2014
EDUC 403. Literacy & Language Arts in the Upper Elementary and Middle School Classroom

Winter 2014
EDUC 403. Individualizing Reading and Writing Instruction in the Elementary Classroom

Winter 2015
EDUC 403.

Winter 2015
EDUC 403.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 404. Introduction to Teaching English as a Foreign Language

Credits: 3

Prerequisites: There are no prerequisites

This course introduces participants to the field of teaching English as a foreign language (EFL*). The course is designed for people who may wish to teach English abroad or to tutor language learners in the US. Participants will build a foundation in English pronunciation, lexicon and grammar so that they understand the particular challenges English language learners face. They will learn how to design lessons for children and young adults that use a communicative, interactive approach and will micro teach those lessons in class. They will investigate, critique and use a variety of EFL materials. They will explore opportunities for teaching EFL as well as the international role of English and sociopolitical factors that affect English language learning in other countries. They will have a weekly practice-teaching experience with non-native English speakers. Finally, upon successful completion of the course, they will receive a certificate that documents what they have accomplished in the course.

* EFL is different from ESL (English as a second language). EFL involves teaching English in countries where English is a foreign language (such as Japan or Brazil). ESL involves teaching English in countries where English is the main language (such as the US or Australia.)

Terms Faculty Syllabus
Spring 2011 Kathleen Graves
EDUC 404. Introduction to Teaching English as a Foreign Language

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 406. Teaching in the Elementary School

Credits: 1-3

Prerequisites: Must be elected concurrently with EDUC 307, 391, and 401.

Studies elementary schooling in relation to learners, teaching, curriculum, and the professional responsibilities and obligations of teachers. Contemporary issues affecting the elementary classroom teacher serve as the specific focus. Taken in conjunction with 307, facilitates the integration of theory and practice by providing students with the opportunity to work with learners and teachers in classrooms.

Terms Faculty Syllabus
Winter 2012 Deborah Loewenberg Ball
Elizabeth A. Davis
EDUC 406. Managing to Teach

Winter 2014
EDUC 406. Children as Sense-makers

Winter 2014 Elizabeth A. Davis
EDUC 406. Managing to Teach

Winter 2014 EDUC 406. Facilitating Classroom Discussions

Winter 2014 Meghan Mary Shaughnessy
EDUC 406. Children as Sensemakers #2

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 408. Literacy Teaching and Learning: An Integrated Language Arts Perspective

Credits: 3

Studies the history of approaches to children’s oral and written language learning, with particular focus on literacy (reading, writing, and other symbolic systems), and the psychological and social/cultural development of young children. Explores the history of systems of teaching literacy, with emphasis on formal schooling, and the social/cultural underpinnings of classroom instruction. Contemporary trends in literacy and language arts instruction affecting the elementary classroom are emphasized.

EDUC 411. Teaching Elementary School Mathematics

Credits: 3

Presents content, methodology, and instructional materials for elementary school mathematics; emphasizes use of knowledge from learning theory, motivation, readiness, evaluation, and individual differences in selecting, organizing, and presenting mathematical content for elementary school children.

EDUC 412. Mathematics Instruction in the Middle School

Credits: 3

Examines content, methods, and instructional materials for middle and junior high school mathematics (grades 5-9); reviews pertinent research; gives special attention to recently designed curricula, to individual differences, and to classroom management plans.

EDUC 413. Teaching Secondary School Mathematics

Credits: 3

Prerequisites: Concurrent or previous election of EDUC 391 or equivalent.

Discusses pertinent aspects of recent pedagogical and research literature, as well as new instructional materials, methods, and curricular trends and regarding procedures useful for constructing and improving curricular units.

Terms Faculty Syllabus
Fall 2010 Matthew Ronfeldt
EDUC 413. Teaching Secondary School Mathematics

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 414. Managing to Teach

Credits: 1-3. Course may be repeated up to 6 credits

A four-week lecture course focused on developing skills with classroom management at both the elementary and middle-school levels. Practice-based work includes building relationships with students through short, non-academically focused conversations; using one's voice and body to develop a teaching personal; giving directions; developing classroom routines; distributing and managing materials; calling on students; circulating while students work independently; and using public writing spaces.

EDUC 415. Children as Sensemakers

Credits: 1-3. Course may be repeated up to 6 credits

Studies elementary students as individuals who construct understanding of the world around them as they interact with others as well as the physical objects around them. This lecture course teaches how teachers can mediate this process through learning opportunities, eliciting thinking, and providing support to encourage further understanding. Furthermore, students learn to interpret student understanding, define learning goals, facilitate student understanding through modeling, and assess student understanding.

EDUC 416. Teaching with Curriculum Materials

Credits: 1-3. Course may be repeated up to 6 credits

Studies how teachers use curriculum materials to support student learning goals. Students will gain a familiarity with a vast array of curriculum materials and tools as well as how to modify and adapt these resources to meet the needs of their students. Additionally, students will learn how to evaluate curriculum materials and identify their various strengths and weaknesses.

EDUC 419. Teaching Methods for World Language Minors

Credits: 2

This course is designed to present secondary-level world language teaching methodology and techniques for initiating, guiding, and evaluating learning and teaching activities in the world language classroom. Building on your knowledge gleaned from your methods course in your teaching major, we will explore various ways in which we can create powerful learning experiences for students, including individual lesson plans, unit plans, projects and assessment tools. The course is intended for students for whom a world language is their teaching minor or second major.

EDUC 420. Teaching World Languages in the Secondary School

Credits: 3

Presents teaching methodology for initiating, guiding, and evaluating learning activities in the secondary world language classroom.  Explores how students learn a second language; essential elements of a classroom (reading, writing, speaking, culture); and the process for creating learning experiences for 7-12 students.  Examines pertinent contributions from research.

EDUC 421. Teaching of Science in the Elementary School

Credits: 3

Explores objectives, methods, and content in elementary school science instruction, emphasizing concept development in several areas of elementary science; refers to pertinent contributions from research; provides opportunity for student preparation of materials for classroom use.

Terms Faculty Syllabus
Fall 2011 Elizabeth A. Davis
EDUC 421. Teaching Elementary Science

Fall 2014
EDUC 421.

Fall 2014
EDUC 421.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 422. Teaching of Science in Secondary Schools

Credits: 3

Briefly surveys the place of science in the secondary school curriculum; works on analysis and evaluation of instructional objectives; considers modern practices in teaching science; examines pertinent contributions from research.

Terms Faculty Syllabus
Fall 2013 Leah A. Bricker
EDUC 422. Teaching Secondary School Science

Fall 2014 EDUC 422. Teaching Secondary School Science

Fall 2014 EDUC 422. Teaching Secondary School Science

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

EDUC 425. Intro to A2LP I. Seminar

Credits: 3

This is the first semester A2LP course and is the first half of a year-long experience. The purpose of this course is to build a community of practice and help students develop the necessary building blocks for successful elementary Spanish instruction. The A2LP seminar presents pedagogy and methodology around language and prepares the students to implement pre-designed lesson plans. The seminar is designed to help students understand basic professional practices that enable them to manage problems inherent to the interpersonal and relational nature of the work of teaching. The goal of learning in seminar is to help students to be proactive in behavior management, building relationships with students, and responsiveness to student learning. Across each semester they will learn to construct a

Terms Faculty Syllabus
Fall 2010
EDUC 425.

This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (ask.soe@umich.edu)

Within This Section