Multicultural Classrooms and Student Diversity Concentration

18 Credit Hours | Choose 6 Courses From the Following:

EDU 5260 Methods of Teaching English as a Second Language
Candidates explore instructional methods, language acquisition, and the foundations for working with English Language Learners (ELL). Candidates investigate ways to differentiate instruction for this student population based on the domains of language as well as a level of proficiency in second language acquisition. (3 credits)

EDU 5262 Sheltered Instruction Observation Protocol (SIOP) for ELL
Candidates examine the instructional model of Sheltered Instruction Observation Protocol (SIOP). The SIOP model explores lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment for students acquiring a second language. Candidates evaluate each component and analyze how the component is used in the classroom. (3 credits)

EDU 5254 Teacher as Counselor
Candidates learn to recognize how the uniqueness of each student's personality style, different life experiences, and physical and emotional development increases or decreases learning in the classroom. Candidates learn to motivate students by improving oral/verbal communication and increasing affirmation skills. Candidates practice counseling techniques such as listening, questioning, and reflecting emotions with feedback from peers and instructor. Candidates examine crisis intervention, policies and procedures for reporting abuse, and when and how to refer students to a professional therapist. (3 credits)

EDU 5255 Multicultural Literature for the Adolescent
Candidates are introduced to the world of adolescent literature and explore works by authors and about characters from diverse cultures and different ethnicities. Through a multicultural lens, candidates examine adolescent literacy and its implications in the classroom. Candidates focus on common themes in multicultural adolescent literature, on adolescent learning theory, on the needs of struggling adolescent readers, and on the latest research of instructional methods in adolescent literacy. (3 credits)

EDU 5049 Inclusion: Students with Exceptionalities
Candidates examine current legislation and litigation of special education services, including least restrictive environment and due process procedures. Candidates identify the essential characteristics of inclusive education and apply theory to practice by examining educational plans and finding ways to modify instruction for students with exceptionalities. (3 credits)

EDU 5506 Classroom Management and Student Engagement
Candidates review proactive classroom management strategies that improve student learning. Candidates practice strategies that increase student motivation and student engagement and explore ways to increase student self-control and problem solving skills. (3 credits)

EDU 5299 Classroom Transformation Through Digital Applications
Candidates evaluate and use a variety of digital tools and design activities to promote student learning, higher order thinking skills, and communication and collaboration in a digital-age learning environment. Candidates review the ISTE's NETS for Teachers and Students and increase awareness of current research and theories on how 21st century students learn in a digital world. Candidates examine how to empower learners through effective technology integration and design an online portfolio of technology-rich activities and resources for classroom use. (3 credits)

EDU 5033 School Improvement in the 21st Century
Candidates research current school improvement efforts on policy, curriculum, and instruction and examine relevant educational trends' influence on student achievement. Candidates turn research into action by choosing, adapting and implementing ways to help students become active partners in their learning. Candidates recognize their own abilities to think critically and find ways to promote their students' lifelong critical thinking skills. (3 credits)

EDU 5530 Validating Student Achievement
Candidates research common characteristics of high achieving schools, examine truths about the achievement gap, craft assignments for student learning, and validate practice that results in student success. Candidates examine their district's mission and school improvement plan and incorporate understanding of the plan into practice in their classrooms. (3 credits)

EDU 5286 Focus on Comprehensive Instruction
This course emphasizes the relationship between reading comprehension and student learning. Readings and discussions focus on effective comprehension strategy instruction across the curriculum. Candidates look loosely at utilizing schema, making inferences, using effective questioning, visualizing for understanding, prioritizing information, and summarizing main points. Lesson planning, lesson reflection/evaluation, and comprehension assessment are addressed. (3 credits)

EDU 5323 Technology as Intervention
In this course, the candidate explores various forms of assistive technology, Universal Design for Learning (UDL), differentiated instruction, blended learning, the flipped classroom and educational technology trends to determine the role of technology as intervention. Through teacher-guided, student-centered learning, candidates integrate technology into instruction based on a student's needs. Candidates research the various levels of assistive technology and use their learning to create lesson plans and work collaboratively in projects. (3 credits)

EDU 5261 Differentiated Literacies for English Language Learners
Candidates explore differentiated reading strategies for English language learners. Candidates analyze instructional strategies in the areas of phonemic awareness, phonics, vocabulary development, comprehension, and fluency. Candidates will investigate the impact of culture and language in reading, writing, and assessment. (3 credits)

EDU 5258 Teacher and Para Collaboration to Promote Student Learning
Candidates research teaching and learning in a collaborative classroom environment and examine effective strategies, techniques, and best practice in co-teaching with a para educator. Candidates focus on finding ways to increase access of the general education curriculum to students with disabilities in the regular classroom. The candidate completes the course with a long-range plan for initiating a co-teaching model or improving an existing co-teaching model in his or her school building or district. (3 credits)