Course credit
3 credit hours
Course description
Recent trends in the curriculum for children in grades K–6. Designed primarily for practicing teachers.
Delivery
This course is available in a web-based format, utilizing web pages and WebCT, a computer conferencing program. WebCT requires Internet access and a web browser — no additional software is required. Students may need access to someone who can assist with computer set-up.
This course is available in a print-based format. Mail completed assignments to the GIS Office. We will forward them to the instructor for grading.
Prerequisites
UNI students: Completion of Level I of the Professional Education Requirements B Elementary Education; junior standing. Prerequisite or corequisite: Level II of the Professional Education Requirements
Instructor
Timothy Weih, Assistant Professor
Evaluation
11 assignments, 1 additional assignment for graduate credit . UNI undergraduate students are required to complete an additional portfolio.
Overview
The purpose of this course is to help students acquire the knowledge necessary for elementary curriculum design, planning, teaching, and assessment skills. The course emphasizes teaching approaches and strategies that are grounded in contemporary learning theory and constructivist practice. Constructivism centers on children actively engaged in building understanding in response to a range of teaching strategies that include direct and inductive approaches, cooperative learning and independent learning, learning centers and role-play, storytelling and manipulatives.
Organization
In conjunction with textbook reading assignments, the student has 11 written assignments that are aimed at achieving the purpose of the course. The written assignments for this course are developed to help the student meet the following objectives:
Special Note:
Assignment 12 is to be completed by graduate students enrolled in this course for graduate credit. In this assignment, the student is asked to develop his or her own personal teaching philosophy in relationship to the main areas discussed in this course: planning for instruction, lesson planning and implementation, and creating a positive learning environment for all students.
Grading
The 11 written assignments for this course are each worth 40 points for a total of 440 points for the entire course. For the post-graduate student, the 12th assignment is worth an additional 40 points. There are no exams.
The following grading scale is used for this course.
100% - 94% = A
93% - 90% = A-
89% - 88% = B+
87% - 84% = B
83% - 80% = B-
79% - 78% = C+
77% - 74% = C
73% - 70% = C-
69% - 68% = D+
67% - 66% = D
65% - 64% = D-
63% - 62% = F
Textbook(s)
Starko, A. J., Sparks-Langer, G. M., Pasch, M., Frankes, L., Gardner, T. G., & Moody, C. D. (2003). Teaching as decision making (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Texts are available from www.bookfinder.com
University Book and Supply carries most books used in guided independent study.
To search for textbooks by course, click on "Select a Campus Term" and select Univ.Northern Iowa - Guided Independent Study
Visit the store at 1009 West 23rd Street, Cedar Falls, IA 50613
Phone: 319-266-7581 or 800-728-7581
Fax: 319-277-1266
E-mail: bookstore@panthersupply.com
To enroll
ONLINE
GIS enrollment information
IN PERSON
UNI Continuing and Distance Education
2637 Hudson Road (corner of 27th St. and Hudson Rd.)
Cedar Falls, IA 50614-0223
Campus map (Look for Building 31)
For more information
Cindy Klodt, Guided Independent Study
UNI Continuing and Distance Education
319-273-2123 or 800-772-1746
ContinuingEd@uni.edu