Courses

Methods (M)

  • EDUC–M 101 Laboratory/Field Experience (0–3 cr.) B-I Laboratory or field experience. Grade: S or F.
  • EDUC–M 130 Introduction to Art Education (3 cr.) B Historical, sociological, and philosophical foundations of education, and the general processes and techniques of teaching as they apply to art teaching.
  • EDUC–M 135 Self Instruction in Art (1–5 cr.) B A general-interest course in art. Talent and past experience are not important. Students select their own topics from a range of prepared opportunities.
  • EDUC–M 200 Artifacts, Museums, and Everyday Life (3 cr.) B-I In a combination of museum visits and classroom exercises, students will develop museum-going skills by exploring a range of artifacts reflecting varied media, world cultures, and inquiry disciplines. Discussion, guided conversational techniques, readings, and analytical writing assignments draw on “learning from objects” literature, art history, criticism, and museum education materials.
  • EDUC–M 201 Laboratory/Field Experience (0–3 cr.) B-I Laboratory or field experience for sophomores. Grade: S or F.
  • EDUC–M 202 Job Search Strategies for Educators (1 cr.) P: At least junior standing. Provides students entering the job market with the employment skills needed to aid them in their job search, materials processing, interview skill development, and licensure procedures. For many students, this course serves as the capstone experience prior to or during student teaching.
  • EDUC–M 235 Looking At and Talking About Art (3 cr.) B An introduction to analyzing pictorial images and particular works of art and forming thoughtful opinions about them. The course is specially designed for students with little or no background in art who want to learn how to respond intelligently to what they see.
  • EDUC–M 300 Teaching in a Pluralistic Society (3 cr.) B-I Introduces students to teaching as a profession. Students focus upon the “self as teacher,” learning styles, cultural pluralism, and classroom teaching strategies that respond positively to the personal and ethnic diversity of the learner.
  • EDUC–M 301 Laboratory/Field Experience (0–3 cr.) B-I Laboratory or field experience for juniors. Grade: S or F.
  • EDUC–M 302 Mathematics Throughout the Secondary Curriculum (1–3 cr.) Students engage in making connections between the mathematics content of certain required mathematics courses and the teaching and learning of secondary school mathematics. Students analyze important “big ideas” in mathematics. Additionally, students prepare and collect lesson plans for use during student teaching and beyond.
  • EDUC–M 303 Laboratory/Field Experiences: Junior High/Middle School (0–3 cr.) C: Corequisite with M 314 or M 330 or M 336. B-I Laboratory or field experiences at the junior high or middle school level. Grade: S or F. May be repeated.
  • EDUC–M 304 Laboratory/Field Experience (0–3 cr.) B-I Laboratory or field experience. Grade: S or F.
  • EDUC–M 305 Laboratory/Field Experience (0–3 cr.) B Laboratory or field experience. Grade: S or F.
  • EDUC–M 306 Laboratory/Field Experience (0–3 cr.) B-I Laboratory or field experience. Grade: S or F.
  • EDUC–M 307 Laboratory/Field Experience (0–3 cr.) B-I Laboratory or field experience. Grade: S or F.
  • EDUC–M 311 General Methods for Kindergarten/ Elementary Teachers (1–3 cr.) I Explores individualized and interdisciplinary learning methods, measurement and evaluation, teaching process and curriculum development, and organization of the elementary schools.
  • EDUC–M 314 General Methods for Senior High/Junior High/Middle School Teachers (3 cr.) B-I General methodology and organization; knowledge about the teaching process, including general methods, instructional media, measurement, curriculum development and organization of the senior high/junior high/middle school; and techniques to promote individualized and interdisciplinary learning.
  • EDUC–M 316 Secondary General Methods (1–4 cr.) B Introductory course in general teaching strategies for secondary schools with an emphasis on adolescent learning and current issues in curriculum and instruction.
  • EDUC–M 317 Student Commonality and Diversity (1–3 cr.) B Examines the implications of diversity and the value of cultural sensitivity in education. Students will become familiar with differences in learning and communication styles on the basis of race, gender, ethnicity, religion, socioeconomic class, and language; and will become familiar with multicultural education in practice and its effects on the curriculum, classroom, and school structure.
  • EDUC–M 320 Diversity and Learning: Teaching Every Child (6 cr.) I Integrates information from educational psychology, multicultural education, and special education to prepare students to teach children in their early childhood and middle childhood years. The content includes child development, learning theory, motivation, and assessment. Students reflect critically on personal assumptions and develop attitudes and beliefs supportive of multicultural education and inclusion.
  • EDUC–M 321 Secondary School Mathematics Curriculum and Assessment (3 cr.) C: M 469 and M 303. B-I Critical examination of standards and other influences on secondary mathematics programs. Critical examination of past and current secondary mathematics curricula, text materials, and other resources available to support and guide secondary mathematics programs. Development of knowledge and skills related to assessment tolls and strategies in secondary mathematics. Spring semester only.
  • EDUC–M 322 Diversity and Learning: Reaching Every Adolescent (6 cr.) I Integrates information from educational psychology, multicultural education, and special education to prepare students to teach adolescents and young adults. The content includes adolescent development, learning theory, motivation, and assessment. Students reflect critically on personal assumptions and develop attitudes and beliefs supportive of multicultural education and inclusion.
  • EDUC–M 323 The Teaching of Music in the Elementary Schools (2 cr.) P: MUS-Z 241. B-I Not open to music majors. Fundamental procedures of teaching elementary school music, stressing music material suitable for the first six grades.
  • EDUC–M 324 Teaching About the Arts (1–3 cr.) B-I Introduction to the importance of the arts in elementary school curriculum. Students are given a foundation of methods and materials in art and music that will enable them to integrate the arts into the general curriculum, supplement art lessons given by school art specialists, and encourage student discussion and understanding of art and music in the world today.
  • EDUC–M 330 Foundations of Art Education and Methods I (3 cr.) P: H 340, P 254, M 300 and 15 credit hours of art. B-I An introduction to art education theory and related social issues. Supervised art teaching in elementary schools is an important part of this course.
  • EDUC–M 332 Art Experiences for Elementary Teachers, Part I (2 cr.) I Not open to art education majors. The selection, organization, guidance, and evaluation of two- and three-dimensional art activities in the elementary grades. Laboratory experiences with materials and methods.
  • EDUC–M 333 Art Experiences for the Elementary Teacher (2 cr.) B-I The selection, organization, guidance, and evaluation of individual and group art activities. Includes laboratory experiences with materials and methods of presenting projects.
  • EDUC–M 341 Foundations of Teaching Social Studies (3 cr.) B-I Introductory course in which students will explore perspectives on selected issues and topics of interest to the informed secondary school social studies teacher.
  • EDUC–M 342 Methods and Materials for Teaching Elementary Music (3 cr.) P: MUS-E 231, EDUC-M 300, EDUC-P 254. C: EDUC-M 401. Detailed study of current teaching techniques for the elementary school music class. Dalcroze, Kodaly, and Orff techniques; review of current textbooks and other materials; classroom recorder and guitar.
  • EDUC–M 343 Methods and Materials for Teaching Choral Music (2 cr.) P: MUS-E 231, MUS-G 370, EDUC-M 300, EDUC-P 254. C: A section of EDUC-M 401 Laboratory/Field Experience is corequisite. B A study of vocal pedagogy, development of musicianship, rehearsal techniques, program management, and choral literature for elementary through high school choirs.
  • EDUC–M 344 Methods and Materials for Teaching Instrumental Music (3 cr.) P: MUS-E 231, MUS-G 370, EDUC-M 300, EDUC-P 254. C: EDUC-M 401. A study of instrumental pedagogy, development of musicianship, rehearsal techniques, and appropriate methods and literature for elementary through high school bands and orchestras.
  • EDUC–M 346 Exploring Secondary School Science Teaching (2 cr.) B Prerequisite for M 446 in Bloomington. An introduction to the study of teaching science includes a review of the issues currently surrounding science teaching, observation/participation in a local middle or secondary school, and assisting either a student or practicing teacher.
  • EDUC–M 371 Foundations of Art Education (4 cr.) I Historical, sociological, and philosophical foundations of art education; curriculum development; individualized and interdisciplinary learning; instructing K-12 audiences; K-12 school organization; and general processes and practice of teaching art including the creative problem-solving process and interpreting, understanding, and judging art. School and museum field experiences included.
  • EDUC–M 400 Laboratory /Field Experience (0–3 cr.) I Laboratory or field experience.
  • EDUC–M 400 Laboratory/Field Experience for Seniors (0–3 cr.) B-I Laboratory or field experience. Grade: S or F.
  • EDUC–M 403 Laboratory/Field Experiences (0–3 cr.) C: Corequisite with the required special methods course. B Laboratory or field experiences at the high school level. Grade: S or F. May be repeated.
  • EDUC–M 408 Laboratory/Field Experience (0–3 cr.) I Laboratory or field experience.
  • EDUC–M 409 Laboratory/Field Experience (0–3 cr.) I Laboratory or field experience.
  • EDUC–M 411 Laboratory/Field Experience: Middle and Secondary School (1–3 cr.) C: M 446 (Methods of Teaching Senior High/Junior High/Middle School Science). B Laboratory or field experiences in middle or secondary school science classes. May be repeated.
  • EDUC–M 412 Teaching of Writing in Middle and Secondary Schools (3 cr.) B Study of current trends, issues, theories, research in literacy; emphasizing the teaching and learning of writing in secondary schools. Addresses linguistic and cultural diversity issues in composition as it explores the complex varied nature of “good” writing and “effective” communication, tracing the implications for composition pedagogy.
  • EDUC–M 416 Inquiry into Secondary English Methods: High School (1–5 cr.) B-I Study of current trends, issues, theory, and research in teaching and learning English/Language Arts. Explores language, composition, literature, and media arts; developing multicultural curricula; and engaging students in meaningful inquiry facilitating students’ responsibility for themselves and their world.
  • EDUC–M 420 The Student Teaching Seminar: Understanding Schools (2 cr.) C: M 423, M 424, M425, and/or M 470. B Seminar taught as a corequisite with early childhood (M 423), kindergarten/primary (M 424), elementary (M 425), kindergarten (M 470), and/or middle/junior high school (M 470) student teaching experiences. This seminar will address several issues related to the process of becoming a teacher. Grade: S or F.
  • EDUC–M 421 Methods of Teaching Middle/Junior High School Social Studies (3 cr.) B-I Develops concepts and theories from social science, humanities, and education into practices of successful social studies instruction. Integrates social issues and reflective thinking skills into the social studies curriculum. Emphasis on curriculum development skills and building a repertoire of teaching strategies appropriate for middle/secondary school learners.
  • EDUC–M 422 Teaching Mathematics in the Secondary School (3 cr.) C: M 403. B-I Development of knowledge and skills related to analysis and design of mathematics instruction in secondary school mathematics with attention to selection of appropriate mathematical tasks and tools and the development of classroom discourse communities. Students will be teaching lessons in the corequisite field experience, M403.
  • EDUC–M 424 Student Teaching: Kindergarten-Primary (1–16 cr.) B-I Full-time supervised student teaching over a full semester, divided equally between a kindergarten and primary grade in a school accredited by the state of Indiana, or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.
  • EDUC–M 425 Student Teaching: Elementary (1–16 cr.) B-I Full-time supervised student teaching in grades 1-6 for a minimum of 10 weeks in an elementary school accredited by the state of Indiana or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.
  • EDUC–M 428 Inquiry into Secondary English Methods: Middle School (1–5 cr.) B-I Methods of English instruction are informed by one’s inquiry into one’s students and by teacher and students’ inquiries into the literacy practices of reading, writing, speaking, listening, viewing and discussing. We will read and discuss pedagogical approaches; then develop, demonstrate and evaluate our own lesson plans and instructional units.
  • EDUC–M 430 Foundations of Art Education and Methods II (3 cr.) P: M 330. B Advanced study of curriculum developments in art education. Special attention is given to art teaching in secondary schools.
  • EDUC–M 432 Teaching Foreign Language 5-12 (1–3 cr.) B Development and practice of skills and techniques of teaching foreign language, selection of content and materials, and evaluation of student and teacher performance. Micro and teaching lab included.
  • EDUC–M 434 Administration of School Bands (2 cr.) P: Senior standing; M 344 (to be taken during the student teaching semester). B Teaching, organization, and administration of school wind and percussion ensembles.
  • EDUC–M 435 Young Adult Literature (3 cr.) B Highlights and analyzes recent young adult literature, acknowledging significant earlier texts and their distinguished features. It also considers curricular and pedagogical issues salient to the adoption of multicultural curricula.
  • EDUC–M 436 Administration of School Orchestra (2 cr.) P: Senior standing; M 344 (to be taken during the student teaching semester). Teaching, organization, and administration of school orchestras.
  • EDUC–M 437 Teaching Science 5-12 (1–3 cr.) B Focuses on curriculum decisions teachers make every day. Specifically, students in this course will examine current learning theories and apply these theories to instructional practices at the middle grades and high school.
  • EDUC–M 440 Teaching Problems and Issues Seminar (3 cr.) B-I A comprehensive examination of teaching problems and issues at the junior high school and middle school levels with special emphasis on solution strategies in various contexts.
  • EDUC–M 441 Methods of Teaching Senior/Junior High/Middle School Social Studies (1–4 cr.) B-I Develops concepts and theories from social science, humanities, and education into practices of successful social studies instruction. Integrates social issues and reflective thinking skills into the social studies curriculum. Emphasis on curriculum development skills and building a repertoire of teaching strategies appropriate for middle/secondary school learners. Includes micro-teaching laboratory.
  • EDUC–M 442 Teaching Secondary School Social Studies (3 cr.) I Includes consideration of philosophical and psychological perspectives, development and practice of skills and techniques, selection of content and materials, and evaluation of student and teacher performance. Micro-teaching laboratory included.
  • EDUC–M 445 Methods of Teaching Foreign Language (1–4 cr.) B-I Development and practice of skills and techniques for teaching foreign languages, selecting content and materials, and evaluating student and teacher performance. Micro-teaching laboratory included. This course should be taken during the semester immediately preceding student teaching. (Sem. I only)
  • EDUC–M 446 Methods of Teaching Senior High/Junior High/Middle School Science (1–5 cr.) P: 35 credit hours of science. Also for Bloomington: M 346. B-I Designed for students who plan to teach biology, chemistry, earth science, general science, or physics in the junior high/middle school or secondary school.
  • EDUC–M 451 Student Teaching: Junior High/Middle School (1–16 cr.) B-I Full-time supervised student teaching for a minimum of 10 weeks in a junior high or middle school accredited by the state of Indiana or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.
  • EDUC–M 452 Methods of Teaching English in the Senior High/Junior High/Middle School (1–5 cr.) B-I Methods, techniques, content, and materials applicable to the teaching of English in secondary schools, junior high schools, and middle schools. Experiences provided to assess ongoing programs in public schools and to study materials appropriate for these programs.
  • EDUC–M 454 Grammar for Teachers (1 cr.) B-I Provides an opportunity for preservice teachers to learn about current insights and strategies in the teaching of grammar from the disciplines of sociolinguistics, composition, and education. The class will examine attitudes and beliefs about grammar in the society at large, as well as investigating trends and research in the teaching of grammar. Students will learn about grammars in oral language as well as written language, with an emphasis on description and diversity. The class will develop a perspective on error through investigation of student work. Specific classroom strategies for helping students conceptualize a language of wider communication and for helping students learn to edit their work will be the goal.
  • EDUC–M 456 Methods of Teaching Physical Education (3 cr.) P: M 314. B-I Development and organization of teaching materials for various teaching styles found in the elementary and secondary public schools. Includes demonstration of teaching skills in laboratory sessions and class management concepts.
  • EDUC–M 457 Methods of Teaching Senior High/Junior High/Middle School Mathematics (2–4 cr.) P: 30 credit hours of mathematics. B-I Study of methodology, heuristics of problem solving, curriculum design, instructional computing, professional affiliations, and teaching of daily lessons in the domain of secondary and/or junior high/middle school mathematics. (Sem. I only)
  • EDUC–M 458 Methods of Teaching Health and Safety (3 cr.) B For health and safety majors only.
  • EDUC–M 459 Teaching Mathematics 5-12 (1–3 cr.) B Focuses on the curriculum and instruction issues that teachers make every day in the classroom. Specifically, students in the course will examine current theories and apply these theories to instructional practices.
  • EDUC–M 463 Methods in Speech and Hearing Therapy (3 cr.) B Emphasis on school organizational patterns and administrative policies, relevant federal and state legislation, caseload determination, and service delivery models. Offered during the first eight weeks of each semester.
  • EDUC–M 464 Methods of Teaching Reading (3 cr.) B-I Focuses on middle, junior high, and senior high school. Curriculum, methods, and materials for teaching students to read more effectively.
  • EDUC–M 469 Content Area Literacy (1–3 cr.) B-I Focuses on middle, junior, and senior high school. Curriculum, methods, and materials for teaching students to read and learn more effectively in all content areas.
  • EDUC–M 470 Practicum (3–8 cr.) Instructional experience under the direction of an identified supervising teacher, with university-provided supervision in the endorsement or minor area, and at the level appropriate to the area, and in an accredited school within the state of Indiana unless the integral program includes experience in an approved and accredited out-of-state site. The practicum may be full- or part time, but in every instance the amount of credit granted will be commensurate with the amount of time spent in the instructional setting. Grade: S or F.
  • EDUC–M 471 Undergraduate Seminar in Music Education (1 cr.) B A practical orientation to the personal and professional problems that attend the student teaching experience. On-site visitation. Permission of the instructor required.
  • EDUC–M 472 Teaching Art in the Elementary School (3 cr.) P: M 371, C 311. C: M 301. I Develops understanding and appreciation of teaching, with emphasis on teaching in the elementary schools. Includes curriculum and lesson planning, organization of materials and ideas, and techniques of classroom management. To be taken concurrently with M 301, which encompasses off-campus experiences in the elementary schools.
  • EDUC–M 473 Teaching Art in the Secondary Schools (3 cr.) P: M 371, C 311. C: M 401. I Develops understanding and appreciation of teaching, with emphasis on teaching art in the secondary schools. Includes advanced studies of curriculum and lesson planning, classroom organization, and management techniques. Must be taken concurrently with M 401, which encompasses Herron Saturday School experience.
  • EDUC–M 474 Undergraduate Seminar in Music Education (1–2 cr.) P: Consent of instructor. B An eight-week course taken in the same semester as student teaching. Current literature in music education, with individual projects concerned with music learning in the schools.
  • EDUC–M 477 Methods of Teaching in Health Occupations Education (3–5 cr.) I Teaching methods and techniques, and choices of material and equipment, with emphasis on evaluation.
  • EDUC–M 480 Methods of Teaching in Health Occupations Education (1–16 cr.) B-I Full-time supervised student teaching for a minimum of 10 weeks in a junior high/middle school or senior high school accredited by the state of Indiana, or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-approved supervision. Grade: S or F.
  • EDUC–M 482 Student Teaching: All Grades (1–16 cr.) Full-time supervised student teaching in the areas of visual arts, music, physical education, special education, or school library/media services for a minimum of 10 weeks at an elementary school, junior high/middle school, and/or senior high school accredited by the state of Indiana, or an equivalent approved school out of state. The experience is directed by a qualified supervising teacher and has university-provided supervision. Grade: S or F.
  • EDUC–M 483 Teaching Social Studies 5-12 (1–3 cr.) B Historical and contemporary roles of social studies will be explored with an emphasis on roles played by history, the social sciences, and the humanities. Particular attention is given to development of skills essential to successful social studies instruction and a resource bank of instructional ideas.

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