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Teaching and Learning

PROGRAM CONTACT INFORMATION

Don Hones, Program Coordinator
Office: Education 208A
Telephone: (920) 424-2477
Website: uwosh.edu/coehs/departments/teaching-learning/mse/
E-mail: teachlearn@uwosh.edu

FACULTY

Beeth, Bernander, Brunsell, Carey, Fondrie, Hones, Meyerson, Mogi-Hein, Short-Meyerson

PURPOSE

The Master of Science in Education: Curriculum and Instruction degree program provides licensed teachers with the opportunity to expand their knowledge of teaching and education. In this program, teachers are given some freedom in designing programs that reflect individual interests to enhance classroom teaching. The program provides a strong basis in curriculum and issues in education, analyzing curriculum in various subject areas, interpreting and formulating educational research, engaging in scholarly writing, expanding professional knowledge in education and reflecting on one’s practice.

DEGREES/CERTIFICATES

Completion of the program will lead to the degree: Master of Science in Education (M.S.E.)

Completion of specific courses will lead to the certificate:

Classroom Assessment
Disciplinary Literacy
Educational Coaching
Math Intervention
Teaching English as a Second Language
TESOL

ADDITIONAL ADMISSIONS REQUIREMENTS INFORMATION

In addition to the requirements of the Office of Graduate Studies specified in the first section of this Bulletin, the program has established the following policies and procedures for admission:

A. Grade-Point Average
For program admission, applicants must have at least an undergraduate 3.0 cumulative GPA (4.0 scale) or an average of at least 3.25 during the last half or approximately 60 credits of undergraduate work.

B. Licensure
Applicants must hold a regular, five-year Wisconsin teacher license or have eligibility for the same. A photocopy of any current teaching license is required as part of the documentation for admission to the program.

C. Add-On Licensure
Students with a B.S./B.A. or M.S. degree and a regular teaching license who wish to earn an add-on license in one of the Teaching and Learning Graduate Program’s licensure areas (early childhood, middle childhood; middle childhood-adolescence, ESL and Bilingual) at the graduate level must be accepted into the MSE Curriculum and Instruction Graduate Program.

D. Undergraduate Major
Most often, the baccalaureate will have been earned in early childhood or elementary education, middle school education or related fields. High school teachers, special education teachers and those seeking English as a second language, bilingual education-Spanish or bilingual education-Hmong licensure should contact the program coordinator for more information.

E. Application Deadlines
The Office of Graduate Studies accepts applications for the MSE: Teaching and Learning program on a rolling basis (year-round). Early application will help ensure enrollment in classes for the upcoming semester.

SUMMARY

A. Structure
The program is comprised of core foundation courses and teaching emphases courses. Teachers seeking additional licensure will need to fulfill any remaining undergraduate deficits.

B. Academic Plans of Study
Teaching and Learning – <Emphasis> is the description for the Teaching and Learning plans of study.
The following are the descriptions for the Teaching and Learning plan(s) of study:
Early Childhood
ESL/Bilingual
Science Education
Middle Childhood/Early Adolescence

C. Minimum Unit (Cr.) Requirements
30 credits applicable to the graduate degree constitute the minimal requirement for all students seeking the MSE. Only those courses with a grade of “B” or higher will count for the master’s degree. Fifteen (15) credits must be taken at the 700 level.

D. Admission to Candidacy
Students must satisfy fully the Office of Graduate Studies requirements for advancement to candidacy as stated in the POLICIES section of this Bulletin. Students must confer with their program coordinator/advisor to plan and receive program approval for their admission to candidacy. Students should apply for Admission to Candidacy after completing 12-15 credits. The Office of Graduate Studies gives final approval to Admission to Candidacy.

E. Graduation Requirements
Candidates must satisfy all program and Office of Graduate Studies academic, culminating, and degree requirements.

F. Student Portfolio and Self-Assessment
Students will complete a self-assessment of their level of confidence with the Wisconsin State Teaching Standards and the COEHS Conceptual Model at entry, candidacy, and exit levels. Work samples and reflections will also be added to the portfolio at the completion of each course.

G. Enrollment Restrictions
Students admitted to the Teaching and Learning Program will have preference over non-admitted students when registering for graduate courses applying to their master’s program. Please contact the Teaching and Learing department for more information about enrollment restrictions.

DEGREE REQUIREMENTS

CORE REQUIREMENTS

Core Requirements (15 credits)
Elem/Sec Ed 790: (3 cr)
Ed Found 770: Foundations of Ed Research (3 cr)
Elem/Sec Ed 716: Issues in PK-12 Education (3 cr)
Elem/Sec Ed 791: Improving Classroom Practice II (3 cr)

Areas of Emphasis (9 credits)
Select nine credits of graduate study in a specified area with approval of the Graduate Program Coordinator. Select from options below or propose your own plan.

Professional Experiences (6 credits)
Ed Foun 703: Education and the Making of American Society (3 cr)
Ed Found 706: Multicultural Education (3 cr)
Ed Ldrshp: 1-2 courses in Educational Leadership (3-6 cr)
Spec Ed: 1-2 courses in Special Education (3-6 cr)
Elem/Sec 546: Methods of Teaching ESL (3 cr)
Elem/Sec 552: ESL/Multicultural Materials (3 cr)

ESL
English 583:
Elem/Sec Ed 548: Principles of Bilingual/Bicultural Education (3 cr)
Elem/Sec Ed 552: ESL and Multicultural Materials, Elementary/Secondary
Elem/Sec Ed 553: Hmong Language, Culture and Learning OR Elem/Sec Ed 577 Latino(a) Language, Culture and Learning
Elem/Sec Ed 751: Authentic Assessment for ESL/Bilingual Education
Literature and Language 705 or 735

ESL/Bilingual Emphasis Area:
English 583:
Elem/Sec Ed 548: Principles of Bilingual/Bicultural Education (3 cr)
Elem/Sec Ed 552: ESL and Multicultural Materials, Elementary/Secondary
Elem/Sec Ed 553: Hmong Language, Culture and Learning OR Elem/Sec Ed 577 Latino(a) Language, Culture and Learning
Elem/Sec Ed 751: Authentic Assessment for ESL/Bilingual Education
Elem/Sec Ed 781: Simultaneous Biliteracy Instruction

Physics Emphasis Area:
Phys Sci 501 Waves and Fields for Teachers (5cr)
Phys Sci 505 Optics for teachers (5cr)
Phys Sci 510 Classical Mechanics for Teachers (5cr)
Sec Ed 747 Teaching for Conceptual Change in Science Learning (3cr) (substitute for Elem/Sec Ed 716)

Individually Planned Emphasis Area:
Available to classroom teachers interested in improving their teaching and whose needs are not met by other teaching emphases, with coordinator approval. Meet with the coordinator to determine a plan related to your teaching assignment. Examples: the middle school math teacher who selects several math courses from the UW Oshkosh MS Math Education Program and who also desires foundations and pedagogy courses; the middle school English teacher who selects several English courses from the UW Oshkosh MS English program who also desires foundations and pedagogy courses.

CERTIFICATE PROGRAMS

Classroom Assessment Certificate (9 credits)
*Certificate can be earned by itself (16 credits) or combined with MSE Teaching and Learning degree requirements (30 credits). Contact the Graduate Program Coordinator for specifics on completing both the certificate and degree option.

Elem/Sec Ed 734: Classroom Assessment and Curriculum and Instruction
Elem/Sec Ed 700: Effective Grading Practices
Elem/Sec Ed 701: Designing Performance Assessments
Ed Foundations 713: Principles of Appraisal and Evaluation in Education

Disciplinary Literacy Certificate (9 credits)
*Certificate can be earned by itself (16 credits) or combined with MSE Teaching and Learning degree requirements (30 credits). Contact the Graduate Program Coordinator for specifics on completing both the certificate and degree option.

Elem/Sec Ed 702: The Teaching of Inquiry and Argumentation
Literacy and Language 732: Comprehending Text
Literacy and Language 733: Writing and Communicating in the Disciplines

Educational Coaching Certificate (9 credits)
*Certificate can be earned by itself (16 credits) or combined with MSE Teaching and Learning degree requirements (30 credits). Contact the Graduate Program Coordinator for specifics on completing both the certificate and degree option.

Literacy and Language 768: Educational Coaching
Literacy and Language 769: Field Experience in Educational Coaching
Elective course to enhance participants’ current understanding of effective instruction and teacher professional development taken within last 5 years
Math Intervention Certificate (16 credits)
*Certificate can be earned by itself (16 credits) or combined with MSE Teaching and Learning degree requirements (30 credits). Contact the Graduate Program Coordinator for specifics on completing both the certificate and degree option.

Elem/Sec Ed 706: Math Intervention Math Reasoning
Elem/Sec Ed 708: Math Intervention Number Sense
Elem/Sec Ed 709: Classroom Application Number Sense
Elem/Sec Ed 714:Math Intervention Geometry
Elem/Sec Ed 717:Math Intervention Measurement
Elem/Sec Ed 719: Classroom Application Geometry
Elem/Sec Ed 721: Classroom Application Measurement
Elem/Sec Ed 735: Writing for Publication OR Elem/Sec Ed 739 Mathematics Curriculum
Ed Found Ed 770: Introduction to Educational Research

Teaching English as a Second Language Certificate (12 credits)
*Certificate can be earned by itself (16 credits) or combined with MSE Teaching and Learning degree requirements (30 credits). Contact the Graduate Program Coordinator for specifics on completing both the certificate and degree option.

Elem/Sec Ed 546: Methods of Teaching English as a Second Language
Elem/Sec Ed 548: Principles of Bilingual/Bicultural Education
Elem/Sec Ed 552: ESL and Multicultural Materials, Elementary/Secondary
Elem/Sec Ed 751: Authentic Assessment for ESL/Bilingual Education

TESOL Certificate (9 credits)
*Certificate can be earned by itself (9 credits) or combined with MSE Curriculum and Instruction degree requirements (30 credits). Contact the Graduate Program Coordinator for specifics on completing both the certificate and degree option.

Elem/Sec Ed 546: Methods of Teaching
Elem/Sec Ed 797: International Practicum
English 583: Introduction to Linguistics

LICENSURE PROGRAMS

ESL Licensure Minor
* The ESL License can be earned by itself (21 credits) or combined with MSE Teaching and Learning degree requirements. Contact the Graduate Program Coordinator for specifics on completing both the licensure program and degree option.

*ESL minors receive the same licensure age range as their major (early childhood, middle childhood, early adolescence, adolescence) 22 credits.

Elementary Education/ Secondary Education

346/546

3

Methods of Teaching ESL

348/548

3

Principles of Bilingual Education

351/551

3

Authentic Assessment for ESL/ Bilingual Education

352/552

3

ESL and Multicultural Materials

377/577

3

Latino/a Language, Culture and Learning

OR

353/553

3

Hmong Language, Culture and Learning

781

3

Simultaneous Biliteracy Instruction

794

1

Practicum

English

383/583

3

Introduction to English Linguistics

Bilingual/Bicultural Education (Spanish) (Licensure minor)
* The Bilingual/Bicultural Education (Spanish) License can be earned by itself (24 credits) or combined with MSE Teaching and Learning degree requirements. Contact the Graduate Program Coordinator for specifics on completing both the licensure program and degree option

* Bilingual-bicultural Spanish minors receive the same licensure grade as their major (early childhood, middle childhood, early adolescence, adolescence) 24 credits.

Elementary Education/ Secondary Education

300/500

0

Bilingual Language Fluency Assessment

346/546

3

Methods of Teaching ESL

348/548

3

Principles of Bilingual/Bicultural Education

349/549

3

Content Area Instruction in Bilingual Education

351/551

3

Authentic Assessment for ESL/ Bilingual Education

352/552

3

ESL and Multicultural Materials

377/577

3

Latino/a Language, Culture and Learning

781

3

Simultaneous Biliteracy Instruction

794

1

Practicum

English

383/583

3

Introduction to English Linguistics

Bilingual/Bicultural Education (Hmong) (Licensure minor)
* The Bilingual/Bicultural Education (Hmong) License can be earned by itself (24 credits) or combined with MSE Teaching and Learning degree requirements. Contact the Graduate Program Coordinator for specifics on completing both the licensure program and degree option

* Bilingual-bicultural Hmong minors receive the same licensure age range as their major (early childhood, middle childhood, early adolescence, adolescence) 24 credits

Elementary Education/ Secondary Education

300/500

0

Bilingual Language Fluency Assessment

346/546

3

Methods of Teaching ESL

348/548

3

Principles of Bilingual Education

349/549

3

Content Area Instruction in Bilingual Education

351/551

3

Authentic Assessment for ESL/ Bilingual Education

352/552

3

ESL and Multicultural Materials

353/553

3

Hmong Language, Culture and Learning

781

3

Simultaneous Biliteracy Instruction

794

1

Practicum

English

383/583

3

Introduction to English Linguistics

Alternative Licensure Program for ESL and Bilingual Education
An alternative licensure track for ESL and bilingual education emphasis within the MSE in the Curriculum and Instruction Program has been established. The alternative licensure program will be offered only at the graduate level for teachers who already have a Wisconsin license or are eligible for a Wisconsin license in Elementary Education or one of the four core content areas (English, mathematics, science and social studies) in secondary education. See the Graduate Program coordinator for details.

Licensure Requirements
(Extended Elementary or Early Childhood Licensure)

Certification is now referred to as licensure by the Wisconsin Department of Public Instruction.

Requirements:
Applicants must hold teacher licensure or have eligibility for the same in early childhood, middle childhood or early adolescent school education. High school teachers, special education teachers and those seeking English as a second language, bilingual education-Spanish or bilingual education Hmong licensure should contact the program coordinator for more information.

Time limitation for licensure students seeking licensure concurrent with admission to and progress in the M.S.E. Curriculum and Instruction must enroll in and successfully complete Elementary Education/Secondary Education 794 Practicum (or undergraduate-level student teaching) within two years of completing their licensure coursework requirements. Students who fail to do so are subject to meeting the licensure requirements in place at the time of registration for Elementary Education and Secondary Education 794 or undergraduate student teaching.

Alternative to Student Teaching
The MSE Teaching and Learning program provides an alternative to student teaching for previously licensed teachers. See the Graduate Program coordinator for eligibility requirements.

COURSE OFFERING(S)

Elementary Education 500

0 (crs.)

Bilingual Language Fluency Assessment

Registration for and completion of the Bilingual Language Fluency Assessment is required in the first or second semester of enrollment in the Bilingual Licensure Program and prior to enrolling in core courses in this program.

Elementary Education 514

3 (crs.)

Organization and Administration of Preschool Programs in Early Childhood Education

This course examines relevant theories and practices relating to the organization and management of quality early childhood education programs for children ages birth-8. It is expected that participants will: Develop an understanding of “quality early childhood education” and the values and attitudes necessary for this disposition; acquire an understanding of the steps involved in planning and implementing quality early childhood programs; acquire the knowledge and information necessary for administering early childhood programs; and develop specific skills and abilities necessary for successful administration of early childhood programs including: personnel management, business practices, health. Prerequisites: Elementary Education 201, Educational Foundations 380, and Admission I. Elementary Education 304, Elementary Education 312, Elementary Education 313, Elementary Education 314, Elementary Education 318, Elementary Education 322, and Elementary Education 323 should be taken concurrently as an Early Childhood Education Block. 314/514

Elementary Education 546

3 (crs.)

Methods of Teaching English as a Second Language

This course reviews developments in second language theory and practice, explores ways to teach and integrates the skills of reading, writing, listening and speaking, both within ESL classes and in content area instruction. We will survey a variety of approaches to ESL methods, discuss ways to focus on culture in language teaching to create community among second language learners and to build bridges between schools and diverse linguistic and cultural communities. The needs of second language learner assessment and classroom management. 346/546

Elementary Education 548

3 (crs.)

Principles of Bilingual/Bicultural Education

This course explores historical and political dimensions of bilingual/bicultural education, often from comparative perspectives; examines theoretical assumptions and recent research findings about learning through first and second languages; and discusses practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities. 348/548

Elementary Education 549

3 (crs.)

Content Area Instruction Bilingual Education

This course explores the theories, practices and possibilities for bilingual education across content areas. It examines the teaching of content area subjects to bilingual children and adolescents in both bilingual (first language) classrooms as well as mainstream classrooms. Students will have the opportunity to prepare for content area teaching in English as well as Hmong or Spanish. 349/549

Elementary Education 552

3 (crs.)

ESL and Multicultural Materials, Elementary/Secondary

In this course we will review developments in second language theory and practice; explore ways to develop curriculum, and integrate the academic skills of reading, writing, listening and speaking in content-area instruction; survey, and critically analyze, a variety of ESL and multicultural materials for elementary and secondary instruction; discuss ways to focus on culture in the curriculum and address ways to connect curriculum to second language learner assessment and instruction. 352/552

Elementary Education 553

3 (crs.)

Hmong Language, Culture & Learning

Nyob zoo. Designed to familiarize educators and others with the language, culture and educational issues relevant to Hmong people in Wisconsin and the United States. Areas of exploration will include the nature of Hmong language, Hmong history, the traditional family and clan structure, child-rearing mores, healing practices, marriage and funeral practices and educational beliefs and practices. Contemporary developments and adjustment issues within the Hmong communities will be discussed, especially school achievements and challenges, intergenerational conflicts, youth gangs and the need to provide high expectations and supportive educational environments for Hmong children, youth and families. Cross-listed: Elementary Education/Secondary Education 553. 353/553

Elementary Education 577

3 (crs.)

Latino(a) Language, Culture and Learning (GS)

This course is designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos(as) in Wisconsin and the United States. Areas of exploration will include elements of surface and deep level culture, as well as historical perspectives on Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience. The role of ethnic pride as a factor in high-level student achievement will also be explored. Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom. The class will be conducted in Spanish and all assignments will be completed in Spanish.

Elementary Education 700

1 – 3 (crs.)

Effective Grading Practices

In this course, students will explore research, resources and process related to effective grading and the establishment of a standards-based grading process. Participants will examine pertinent research related to grading at their grade level and develop a standards-based grading process for the one instructional unit.

Elementary Education 701

1 – 3 (crs.)

Designing Performance Assessments

In this course, educators will explore the increased demands for higher-order thinking skills and disciplinary practices in the Common Core State Standards, Next Generation Science Standards and other standards frameworks. Educators will develop, implement and analyze performance-based assessments that can be used to evaluate students’ capacity to engage in these skills and practices.

Elementary Education 702

1 – 3 (crs.)

Teaching Inquiry and Argumentation

In this course, educators will explore research, resources and process related to teaching through inquiry by helping students improve their ability to formulate questions and engage in argumentation. Educators will examine pertinent research related to questioning and argumentation within their discipline or grade level and develop and implement lesson trials in their classroom.

Elementary Education 705

3 (crs.)

Curriculum Planning and Differentiating for Instruction

This course addresses curriculum planning and differentiating for instruction. Curriculum planning involves many aspects of teaching: The teacher as mediator, the social dimensions of teaching, teaching students with problems, creative teaching, popular culture of children and youth as relates to curriculum, differentiating of instruction, assessment and frameworks for teaching. Coursework involves extensive reading, analytical student written reflections, on-line discussions and a curriculum project to extend and assess student learning. This course is appropriate for educators from many areas of teaching as an individual class or as part of the MSE C&I are encouraged to take this course as early in the program as possible. The course is typically offered annually during the 8-week summer session. Students pursuing the MSE: C&I take this course as early as possible in the program, as it serves to focus the candidate’s MSE studies and research. This course also serves as a foundation for conceptualizing one’s teaching and making theory to practice applications in one’s own classroom.

Elementary Education 706

0 – 2 (crs.)

Math Intervention: Math Reasoning

Elem/Sec 706 Math Intervention: Math Reasoning is a Year I, Summer Session I, course which focuses on helping struggling primary, intermediate, and middle level students develop mathematical reasoning. Teachers will analyze the Common Core standards across grades to understand the developmental sequencing of the topic. The goal is that teachers will develop coherent and developmentally appropriate problem-base lessons for at-risk students (contextualized word problems). This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment information instruction. Prerequisite: Completion of a BS/BA

Elementary Education 707

0 – 2 (crs.)

Math Reasoning Classroom Application

Elem/Sec 707 Math Intervention: Math Reasoning Classroom Application is preceded by Elem/Sec 706 Math Intervention: Math Reasoning, a Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop mathematical reasoning. The goal of Elem/Sec 707 is for teachers, during the fall semester of the academic year, to develop and teach lessons based on Elem/Sec 706 content. The purpose of this course, is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers will share their study findings during a one-day weekend reflection session at the end of fall semester. The goal of this course is that teachers will understand how their students develop mathematical reasoning that enables them to solve contextualized problems, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA

Elementary Education 708

0 – 2 (crs.)

Math Intervention: Number Sense

Elem/Sec 708 Math Intervention: Number sense is a Year I Summer Session II course. This course focuses on developing student understanding of Base 10 in the domains of addition and subtraction, multiplication and division, multi-digit operations, algebra, geometry, and fractions. The course aligns with the Cognitively Guided Instruction (CGI) approach to teaching number sense. A major attribute that sets CGI apart from other mathematics approaches is that it does not prescribe instruction or provide instructional materials. Rather, it helps teachers learn about the relationship between the structure of mathematics and students’ thinking of that mathematics. The goal of this approach is that teachers will be able to understand how their students learn mathematics concepts and that this knowledge will inform their instruction. Prerequisite: Completion of a BS/BA.

Elementary Education 709

0 – 2 (crs.)

Math Intervention: Number Sense Classroom Application

Elem/Sec 709 Math Intervention: Number Sense Classroom Application is preceded by Elem/Sec 708 Math Intervention Number Sense, A Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop number sense. The goal of Elem/Sec 709 is for teachers, during the spring semester, to develop and teach lessons based on Elem/Sec 708 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers share study findings and intervention videos during a one-day weekend reflection session at the end of the spring semester. The course is based on Common Core Mathematics content and teaching practices and aligns with the Cognitively Guided Instruction (CGI) approach to teaching number sense. The goals of this course are that teachers will assess for numeracy understanding and practice assessment informed instruction based on that understanding. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; this is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA

Elementary Education 710

3 (crs.)

Foundations of Curriculum Planning

Concepts of curriculum as they are affected by educational ideologies, history and culture, the nature of the learner, and by current trends and issues. Prerequisite for all curriculum courses for students in the Master of Science – Educational Leadership Program.

Elementary Education 713

1 (crs.)

Early Childhood Education Topics

A seminar course relating to specific topics in early childhood education. The theme of the course will vary annually but will focus on current problems, trends and research in early childhood education. The proposed course must be taken concurrently with the annual UW Oshkosh Conference – Early Childhood Education. (fall)

Elementary Education 714

0 – 2 (crs.)

Math Intervention: Geometry

Elem/Sec 714 Math Intervention Geometry is a Year II Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of geometry concepts. Teachers will analyze the Common core geometry standard across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate geometry lessons for at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec Ed 714, like that of CGI, is that teachers will understand how their students learn geometry concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA

Elementary Education 715

0 – 3 (crs.)

Current Trends in Curriculum and Instruction

A course relating to specific concerns of curriculum and instruction educators. The themes of the course will vary but will focus on current problems, trends and research in curriculum and instruction. The course may be taken repeatedly with different subtopics upon approval of department chair or graduate coordinator.

Elementary Education 716

3 (crs.)

Issues in PK-12 Education

Examination of current critical issues in education on the local, state, national and international levels, with particular reference to early childhood, elementary, middle and high schools. May be repeated twice after 10 year intervals.

Elementary Education 717

0 – 2 (crs.)

Math Intervention Measurement

Elem/Sec 717 Math Intervention Measurement is a Year II Summer Session II course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of measurement concepts. Teachers will analyze the Common Core measurement standard across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate measurement lessons for the at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec 717, like that of CGI, is that teachers will understand how their students learn measurement concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA

Elementary Education 718

2 – 3 (crs.)

Curriculum in the Elementary and Middle School

This course is designed to enable teachers to make connections between theory and practice by applying an aspect of their study within their coursework in their own classrooms. Students will submit a proposal at the conclusion of the previous course (either Elem Ed 726 or Elem Ed 722 and Elem Ed 730), outlining a specific area they wish to implement in their classrooms and identifying links to standards in the area of implementation. Students will support the implementation process with relevant readings, attendance at conferences or workshops, team-teaching, and/or interviews with experts in the area of implementation. Students will document their work through data collection, journalizing, or video documentary. Ongoing assessment of student and teacher growth throughout the semester will be conducted. Findings and insights will be formally presented at the conclusion of the semester. Prerequisite: Elem Ed 726 Social Studies and Literacy (for students with Literacy and Society Focus) or Elem Ed 722 Science Elem School and Elem Ed 730 CGI Math (for students in the Math/Science Focus).

Elementary Education 719

0 – 2 (crs.)

Math Intervention: Geometry Classroom Application

Elem/Sec 719 Math Intervention: Geometry Classroom Application is preceded by Elem/Sec 714 Math Intervention Geometry, a Summer Session II course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of geometry. The goal of Elem/Sec 719 is for teachers, during the fall semester, to develop and teach geometry lessons based on Elem/Sec 714 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers share study findings and intervention videos during a one-day weekend reflection session at the end of fall semester. The goal of this course is that teachers will understand how their students learn geometry concepts, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where you apply the knowledge. Prerequisite: Completion of a BS/BA

Elementary Education 721

0 – 2 (crs.)

Math Intervention: Measurement Classroom Application

Elem/Sec 721 Math Intervention: Measurement Classroom Application is preceded by Elem/Sec 717 Math Intervention Measurement, a Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of measurement. The goal of Elem/Sec 721 is for teachers, during the spring semester, to develop and teach geometry lessons based on Elem/Sec 717 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their reflection session at the end of spring semester. The goal of Elem/Sec 721 is that teachers will understand how their students learn measurement concepts, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA

Elementary Education 722

3 (crs.)

Implementation and Assessment of RtI in Science

This course is designed to familiarize teachers with the use of inquiry-based learning, the steps of scientific inquiry, and how inquiry supports scientific literacy; the principles of universal design for learning (UDL) and use of these principles to differentiate inquiry-based learning for all students; science content and inquiry-based pedagogical content knowledge; enhanced communication between regular education and special education teacher teams to collaboratively develop differentiated science inquiry units to meet the needs of all students across the RtI tiers; and the development and implementation of assessment strategies that are complementary to inquiry-based learning, supportive of on-going progress monitoring, and helpful for special education eligibility determination.

Elementary Education 723

1 – 3 (crs.)

Issues in Connecting the Curriculum

Part one: Frameworks for Connecting Curriculum. Participants will examine the historical and contemporary settings for making curriculum connections, including practical concerns, such as working with colleagues, scheduling and communicating with parents. Assignments will provide practical applications for education. Participants will analyze, apply and adapt frameworks to a curriculum integration project that could be studied through action research. Part Two: Action Research on Connecting Curriculum. Participants directly involved in the school settings formulate significant questions that invite exploration of profession growth. Participants write action research questions, establish qualitative data gathering techniques, organize and interpret data and draw conclusions that will affect their connecting curriculum work directly. Part Three: Assessing Connected Curriculum. Direct, practical assistance will be provided to help teachers maintain academic challenge and important content. Participants will delve into evaluating students and programs developed to “make school more like real life.” Prerequisites: Admissions will be handled through Curriculum and Instruction. A participant in any part must be willing to attend all Connecting the Curriculum meetings in addition to course participation. (Similar arrangement as Fox Valley Writing Project course Elementary Education/Secondary Education 725 Teaching of Writing.) Most participants will enroll as a team from their district. Most participants will register for three credits. Participants with experience with curriculum frameworks may wish to register for two credits and attend parts 2 and 3. Students with an exploratory interest in CTC and limited time may register for 1 credit and attend Part 1. Students who register for less than 3 credits will agree on an attendance and assignment plan prior to the first class meeting.

Elementary Education 724

3 (crs.)

Language Arts in Early Childhood, Elementary and Middle School

Emphasizes the newer concepts in the language arts or communications programs, with an examination of the role played in the modern curriculum by the language arts. Attention is focused on the relevance of language for today and on modern practices of the schools in the area of language, literature and composition.

Elementary Education 725

3 (crs.)

Teaching of Writing (Topics Course)

The study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments. The course builds understanding of theory/practice relationships in writing instruction. Course also listed as Literacy/Secondary/Elementary Ed 725. Enrollment in the course requires instructor approval. This course may be taken twice for a total of 12 credits upon instructor approval. (summer)

Elementary Education 726

3 (crs.)

Implementation and Assessment of RtI in Social Studies and Literacy

The main purpose of the course is to enhance the teaching and meaningful integration of social studies and literacy to differentiate instruction and meet the needs of diverse students. Teachers will review and evaluate a variety of resources for improving their social studies teaching and investigate research-based learning experiences in literacy. They will develop appropriate continuous progress monitoring strategies for student achievement, to inform instruction, and determine student needs in social studies and literacy. Teachers will analyze assessment data and investigate appropriate Tier II interventions for students who may need referral to Tier III interventions. Teachers will explore different ways to collaborate with administrators, other educators, and families to meet the needs of diverse students.

Elementary Education 727

1 – 3 (crs.)

Current Issues in Writing Instruction

Current issues related to the study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments and studying aspects of writing K-12.

Elementary Education 728

3 (crs.)

Math Intervention: Middle School

Math Intervention: Middle School focuses on helping struggling middle level students develop understanding of traditional mathematics concepts. Teachers will analyze the Common Core standards across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate lessons for at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec Ed 728, like that of CGI, is that teachers will understand how their students learn middle level mathematics concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA.

Elementary Education 729

3 (crs.)

Implementation and Assessment of RtI in Mathematics

This course is designed to guide inservice teachers in developing an understanding of elementary level mathematics through applied problem solving. Emphasis will be placed on the research-based knowledge, concepts, and principles of cognitive constructivist learning theory applied to teaching mathematics and authentic assessment of learning. This course will be co-taught by professors from Curriculum & Instruction and Special Education. Teachers will explore application of the Response to Intervention (RtI) initiative in the mathematics classroom. Differentiation of instruction/universal design, formative and summative assessment, collaboration, and development of Tier I-III interventions for students will be developed, implemented, and evaluated.

Elementary Education 730

1 – 3 (crs.)

Cognitively Guided Mathematics Instruction

This two-part course focuses on developing understanding of primary level mathematics through applied problem solving. Emphasis is placed on the content and principles of Cognitively Guided Instruction, a highly regarded mathematics reform approach. All participants must enroll in Part I (1 credit). Part I will be scheduled for 30 hours during a one-week summer session. Part II (2 credits) includes 18 hours of implementation/reflection sessions during the school year.

Elementary Education 734

3 (crs.)

Classroom Assessment and Curriculum and Instruction

This course will provide knowledge about assessment that is integrated with and responsive to the curriculum and about how to use assessment to promote maximum student achievement throughout the curriculum. The course participants will reason through and learn how to determine what assessments are appropriate and most effective to promote student success at individual student, classroom, building and district levels.

Elementary Education 735

0 – 3 (crs.)

Writing for Scholarly Publication

This course is based on the premise that scholarship is a collective endeavor and that effectively communicating ideas through writing is critical to this endeavor. Building on this premise, the goal of this course is the publication of classroom research conducted by teachers completing the Math Intervention Master’s. Prerequisite: Completion of a BS/BA

Elementary Education 751

3 (crs.)

Authentic Assessment for ESL/Bilingual Education

A seminar course relating to specific topics in the assessment of English language learners. The course will focus on developments in authentic placement, diagnostic and achievement language assessment, and the use of portfolio and performance assessment with English language learners. Various assessment tools (English and Spanish) will be reviewed. 351/751

Elementary Education 753

3 (crs.)

Teaching for Science Literacy

This course focuses on developing an understanding of what it means to be scientifically literate by exploring the nature of scientific inquiry; the skills needed to become a critical consumer of scientific information; and issues related to supporting the learning of all students. Students will learn best pedagogical practices for teaching science literacy and how to locate instructional resources and activities to support all learners.

Elementary Education 777

3 (crs.)

Latino(a) Language, Culture, and Learning

Bicultural Education: Latino(a) Language, Culture and Learning is a course designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos(as) in Wisconsin and in the United States. Areas of exploration will include elements of surface and deep level culture. Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience will be additional areas of study. The role of ethnic pride as a factor in high-level student achievement will also be explored. Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom. The class will be conducted in Spanish and all assignments will be completed in Spanish for students earning bilingual licensure.

Elementary Education 781

3 (crs.)

Simultaneous Biliteracy Instruction

In this course inservice teachers will explore aspects of simultaneous literacy instruction in two languages for students’ bilingual/dual language classrooms. They will plan and implement literacy activities for students with diverse academic and literacy backgrounds that reflect principles of dynamic bilingualism and highlight differentiated teaching, learning, and assessment to maximize literacy development in two languages. Prerequisites: Elem/Sec Ed 548, Elem/Sec Ed 552, and English 583.

Elementary Education 790

1 – 3 (crs.)

Improving Classroom Practice I

Participants will develop and carry out individual or collaborative research projects in their schools that focus on the understanding and improvement of their practice or the situations in which they work. Class readings will include information about the history of Action Research, methodology of Action Research, examples of research studies conducted by teachers and other school practitioners, and readings focusing on the major areas addressed by the research projects. This course is the first of a two course capstone process. Prerequisites: Ed Foundations 770 or 707 or consent of instructor.

Elementary Education 791

1 – 4 (crs.)

Improving Classroom Practice II

Class participants will study readings about action research and analyze reports of completed action research projects. Participants will develop and carry out individual or collaborative projects in their schools, which focus on the improvement of their practice, their understanding of their practice or the situations in which they work. Class readings will include information about action research; examples of research studies conducted by teachers and other school practitioners; and readings focusing on the major areas addressed by the research projects. In this course, students will complete the research project that they began during Improving Classroom Practice I. Prerequisites: Students must have successfully completed Elem Ed/Sec Ed 790 prior.

Elementary Education 792

1 – 4 (crs.)

Seminar in Curriculum and Instruction

An integrating experience where the student synthesizes the “core” and other courses of the program into a product related to the student’s target career choice.

Elementary Education 794

1 – 4 (crs.)

Practicum

Supervised experiences in an educational setting structured to meet the needs of the graduate student. Consent of department chair required.

Elementary Education 795

1 – 6 (crs.)

Curriculum and Instruction Thesis

Registration with maximum accumulation of 6 cr. registration for thesis credit is open only to students who have filed an approved Thesis Topic and Adviser Form in the Graduate Office. Pass/fail course.

Elementary Education 796

1 – 3 (crs.)

Independent Study

The amount of credit allowed for independent study may not exceed one registration except with the approval of the student’s adviser and the department chair. Approval must be secured before Independent Study is begun. Students registering for Independent Study must submit prior to registration a description of the subject to be covered and the work to be done. This description must be signed by the student, the graduate faculty member supervising the study, the graduate adviser, the department chair and the associate dean. Independent study may not be used for collecting information for the thesis.

Elementary Education 797

3 (crs.)

International Practicum

This course is designed to give the TESOL certificate candidate an opportunity to cnnect relevant theories of English as a Foreign Language instruction to the practice of relationship building, planning, instruction and assessment in varied learning environments abroad. Prerequisite: Education 546 and English 583.

Secondary Education 500

0 (crs.)

Bilingual Language Fluency Assessment

Registration for and completion of the Bilingual Language Fluency Assessment is required in the first or second semester of enrollment in the Bilingual Licensure Program and prior to enrolling in core courses in this program.

Secondary Education 501

1 – 5 (crs.)

Waves and Fields for Teachers

The main purpose of this course is to sharpen your teaching skills in the area of waves and fields. The philosophy of the course is simple: for teachers to adopt and successfully use best teaching practices, they must experience the effectiveness of those methods firsthand. Therefore, in this course, teachers will be exposed to a wide-range of research-based teaching techniques. These include: the use of computer-based probes and detectors, modeling discourse, Socratic questioning, interactive lecture demonstrations and the bridging analogies. Prerequisite: Permission from the instructor.

Secondary Education 505

1 – 5 (crs.)

Optics for Teachers

The main purpose of this course is to sharpen your teaching skills in the areas of geometric and physical optics. The philosophy of the course is simple: for teachers to adopt and successfully use best teaching practices, they must experience the effectiveness of those methods firsthand. Therefore, in this course, teachers will be exposed to a wide-range of research-based teaching techniques. Cross-listed: Secondary Ed 505/Physical Science 505. Students may receive credit for only one of the two cross-listed courses. Prerequisite: Permission from the instructor.

Secondary Education 510

1 – 5 (crs.)

Classical Mechanics for Teachers

The main purpose of this course is to sharpen your teaching skills in the area of classical mechanics. The philosophy of the course is simple: for teachers to adopt and successfully use best teaching practices, they must experience the effectiveness of those methods firsthand. Therefore, in this course, teachers will be exposed to a wide-range of research-based teaching techniques. Cross-listed: Secondary Ed 510/Physical Science 510. Students may receive credit for only one of the two cross-listed courses. Prerequisite: Permission from the instructor.

Secondary Education 546

3 (crs.)

Methods of Teaching English as a Second Language

This course reviews developments in second language theory and practice, explores ways to teach and integrates the skills of reading, writing, listening and speaking, both within ESL classes and in content area instruction. We will survey a variety of approaches to ESL methods, discuss ways to focus on culture in language teaching to create community among second language learners and to build bridges between schools and diverse linguistic and cultural communities. The needs of second language learner assessment and classroom management. 346/546

Secondary Education 548

3 (crs.)

Principles of Bilingual/Bicultural Education

This course explores historical and political dimensions of bilingual/bicultural education, often from comparative perspectives; examines theoretical assumptions and recent research findings about learning through first and second languages; and discusses practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities. 348/548

Secondary Education 549

3 (crs.)

Content Area Instruction Bilingual Education

This course explores the theories, practices and possibilities for bilingual education across content areas. It examines the teaching of content area subjects to bilingual children and adolescents in both bilingual (first language) classrooms as well as mainstream classrooms. Students will have the opportunity to prepare for content area teaching in English as well as Hmong or Spanish. 349/549

Secondary Education 552

3 (crs.)

ESL and Multicultural Materials, Elementary/Secondary

In this course we will review developments in second language theory and practice; explore ways to develop curriculum, and integrate the academic skills of reading, writing, listening and speaking in content-area instruction; survey, and critically analyze, a variety of ESL and multicultural materials for elementary and secondary instruction; discuss ways to focus on culture in the curriculum and address ways to connect curriculum to second language learner assessment and instruction. 352/552

Secondary Education 553

3 (crs.)

Hmong Language, Culture & Learning

Nyob zoo. Designed to familiarize educators and others with the language, culture and educational issues relevant to Hmong people in Wisconsin and the United States. Areas of exploration will include the nature of Hmong language, Hmong history, the traditional family and clan structure, child-rearing mores, healing practices, marriage and funeral practices and educational beliefs and practices. Contemporary developments and adjustment issues within the Hmong communities will be discussed, especially school achievements and challenges, intergenerational conflicts, youth gangs and the need to provide high expectations and supportive educational environments for Hmong children, youth and families. Cross-listed: Elementary Education/Secondary Education 553. 353/553

Secondary Education 577

3 (crs.)

Latino(a) Language, Culture and Learning (GS)

This course is designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos(as) in Wisconsin and the United States. Areas of exploration will include elements of surface and deep level culture, as well as historical perspectives on Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience. The role of ethnic pride as a factor in high-level student achievement will also be explored. Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom. The class will be conducted in Spanish and all assignments will be completed in Spanish.

Secondary Education 700

1 – 3 (crs.)

Effective Grading Practices

In this course, students will explore research, resources and process related to effective grading and the establishment of a standards-based grading process. Participants will examine pertinent research related to grading at their grade level and develop a standards-based grading process for the one instructional unit.

Secondary Education 701

1 – 3 (crs.)

Designing Performance Assessments

In this course, educators will explore the increased demands for higher-order thinking skills and disciplinary practices in the Common Core State Standards, Next Generation Science Standards and other standards frameworks. Educators will develop, implement and analyze performance-based assessments that can be used to evaluate students’ capacity to engage in these skills and practices.

Secondary Education 702

1 – 3 (crs.)

Teaching Inquiry and Argumentation

In this course, educators will explore research, resources and process related to teaching through inquiry by helping students improve their ability to formulate questions and engage in argumentation. Educators will examine pertinent research related to questioning and argumentation within their discipline or grade level and develop and implement lesson trials in their classroom.

Secondary Education 705

3 (crs.)

Curriculum Planning and Differentiating for Instruction

This course addresses curriculum planning and differentiating for instruction. Curriculum planning involves many aspects of teaching: The teacher as mediator, the social dimensions of teaching, teaching students with problems, creative teaching, popular culture of children and youth as relates to curriculum, differentiating of instruction, assessment and frameworks for teaching. Coursework involves extensive reading, analytical student written reflections, on-line discussions and a curriculum project to extend and assess student learning. This course is appropriate for educators from many areas of teaching as an individual class or as part of the MSE C&I are encouraged to take this course as early in the program as possible. The course is typically offered annually during the 8-week summer session. Students pursuing the MSE: C&I take this course as early as possible in the program, as it serves to focus the candidate’s MSE studies and research. This course also serves as a foundation for conceptualizing one’s teaching and making theory to practice applications in one’s own classroom.

Secondary Education 706

0 – 2 (crs.)

Math Intervention: Math Reasoning

Elem/Sec 706 Math Intervention: Math Reasoning is a Year I, Summer Session I, course which focuses on helping struggling primary, intermediate, and middle level students develop mathematical reasoning. Teachers will analyze the Common Core standards across grades to understand the developmental sequencing of the topic. The goal is that teachers will develop coherent and developmentally appropriate problem-base lessons for at-risk students (contextualized word problems). This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment information instruction. Prerequisite: Completion of a BS/BA

Secondary Education 707

0 – 2 (crs.)

Math Reasoning Classroom Application

Elem/Sec 707 Math Intervention: Math Reasoning Classroom Application is preceded by Elem/Sec 706 Math Intervention: Math Reasoning, a Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop mathematical reasoning. The goal of Elem/Sec 707 is for teachers, during the fall semester of the academic year, to develop and teach lessons based on Elem/Sec 706 content. The purpose of this course, is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers will share their study findings during a one-day weekend reflection session at the end of fall semester. The goal of this course is that teachers will understand how their students develop mathematical reasoning that enables them to solve contextualized problems, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA

Secondary Education 708

0 – 2 (crs.)

Math Intervention: Number Sense

Elem/Sec 708 Math Intervention: Number sense is a Year I Summer Session II course. This course focuses on developing student understanding of Base 10 in the domains of addition and subtraction, multiplication and division, multi-digit operations, algebra, geometry, and fractions. The course aligns with the Cognitively Guided Instruction (CGI) approach to teaching number sense. A major attribute that sets CGI apart from other mathematics approaches is that it does not prescribe instruction or provide instructional materials. Rather, it helps teachers learn about the relationship between the structure of mathematics and students’ thinking of that mathematics. The goal of this approach is that teachers will be able to understand how their students learn mathematics concepts and that this knowledge will inform their instruction. Prerequisite: Completion of a BS/BA.

Secondary Education 709

0 – 2 (crs.)

Math Intervention: Number Sense Classroom Application

Elem/Sec 709 Math Intervention: Number Sense Classroom Application is preceded by Elem/Sec 708 Math Intervention Number Sense, A Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop number sense. The goal of Elem/Sec 709 is for teachers, during the spring semester, to develop and teach lessons based on Elem/Sec 708 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers share study findings and intervention videos during a one-day weekend reflection session at the end of the spring semester. The course is based on Common Core Mathematics content and teaching practices and aligns with the Cognitively Guided Instruction (CGI) approach to teaching number sense. The goals of this course are that teachers will assess for numeracy understanding and practice assessment informed instruction based on that understanding. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; this is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA

Secondary Education 714

0 – 2 (crs.)

Math Intervention: Geometry

Elem/Sec 714 Math Intervention Geometry is a Year II Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of geometry concepts. Teachers will analyze the Common core geometry standard across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate geometry lessons for at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec Ed 714, like that of CGI, is that teachers will understand how their students learn geometry concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA

Secondary Education 715

0 – 3 (crs.)

Current Trends in Curriculum and Instruction

A course relating to specific concerns of curriculum and instruction educators. The themes of the course will vary but will focus on current problems, trends and research in curriculum and instruction. The course may be taken repeatedly with different subtopics upon approval of department chair or graduate coordinator.

Secondary Education 716

3 (crs.)

Issues in PK-12 Education

Examination of current critical issues in education on the local, state, national and international levels, with particular reference to early childhood, elementary, middle and high schools. May be repeated twice after 10 year intervals.

Secondary Education 717

0 – 2 (crs.)

Math Intervention Measurement

Elem/Sec 717 Math Intervention Measurement is a Year II Summer Session II course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of measurement concepts. Teachers will analyze the Common Core measurement standard across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate measurement lessons for the at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec 717, like that of CGI, is that teachers will understand how their students learn measurement concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA

Secondary Education 719

0 – 2 (crs.)

Math Intervention: Geometry Classroom Application

Elem/Sec 719 Math Intervention: Geometry Classroom Application is preceded by Elem/Sec 714 Math Intervention Geometry, a Summer Session II course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of geometry. The goal of Elem/Sec 719 is for teachers, during the fall semester, to develop and teach geometry lessons based on Elem/Sec 714 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their implementation efforts. Teachers share study findings and intervention videos during a one-day weekend reflection session at the end of fall semester. The goal of this course is that teachers will understand how their students learn geometry concepts, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where you apply the knowledge. Prerequisite: Completion of a BS/BA

Secondary Education 721

0 – 2 (crs.)

Math Intervention: Measurement Classroom Application

Elem/Sec 721 Math Intervention: Measurement Classroom Application is preceded by Elem/Sec 717 Math Intervention Measurement, a Summer Session I course which focuses on helping struggling primary, intermediate, and middle level students develop understanding of measurement. The goal of Elem/Sec 721 is for teachers, during the spring semester, to develop and teach geometry lessons based on Elem/Sec 717 content. The purpose of this course is for teachers to conduct mini classroom research studies that document their reflection session at the end of spring semester. The goal of Elem/Sec 721 is that teachers will understand how their students learn measurement concepts, how to assess for understanding, and how to practice assessment informed instruction. This is a hybrid course that includes online activities using Google Docs (readings, discussions, and learning activities) and a one-day face-to-face reflection session. Assignments and readings will expand on the content presented during the summer session. A culminating project is a major part of the course; it is where application of content knowledge is documented. Prerequisite: Completion of a BS/BA

Secondary Education 723

1 – 3 (crs.)

Issues in Connecting the Curriculum

Part one: Frameworks for Connecting Curriculum. Participants will examine the historical and contemporary settings for making curriculum connections, including practical concerns, such as working with colleagues, scheduling and communicating with parents. Assignments will provide practical applications for education. Participants will analyze, apply and adapt frameworks to a curriculum integration project that could be studied through action research. Part Two: Action Research on Connecting Curriculum. Participants directly involved in the school settings formulate significant questions that invite exploration of profession growth. Participants write action research questions, establish qualitative data gathering techniques, organize and interpret data and draw conclusions that will affect their connecting curriculum work directly. Part Three: Assessing Connected Curriculum. Direct, practical assistance will be provided to help teachers maintain academic challenge and important content. Participants will delve into evaluating students and programs developed to “make school more like real life.” Prerequisites: Admissions will be handled through Curriculum and Instruction. A participant in any part must be willing to attend all Connecting the Curriculum meetings in addition to course participation. (Similar arrangement as Fox Valley Writing Project course Elementary Education/Secondary Education 725 Teaching of Writing.) Most participants will enroll as a team from their district. Most participants will register for three credits. Participants with experience with curriculum frameworks may wish to register for two credits and attend parts 2 and 3. Students with an exploratory interest in CTC and limited time may register for 1 credit and attend Part 1. Students who register for less than 3 credits will agree on an attendance and assignment plan prior to the first class meeting.

Secondary Education 725

3 (crs.)

Teaching of Writing (Topics Course)

The study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments. The course builds understanding of theory/practice relationships in writing instruction. Course also listed as Literacy/Secondary/Elementary Ed 725. Enrollment in the course requires instructor approval. This course may be taken twice for a total of 12 credits upon instructor approval. (summer)

Secondary Education 727

1 – 3 (crs.)

Current Issues in Writing Instruction

Current issues related to the study of theory, research and strategies for teaching writing. Students will polish composition skills by completing individual writing assignments and studying aspects of writing K-12.

Secondary Education 728

3 (crs.)

Math Intervention: Middle School

Math Intervention: Middle School focuses on helping struggling middle level students develop understanding of traditional mathematics concepts. Teachers will analyze the Common Core standards across grades to understand the developmental sequencing of this topic and develop coherent and developmentally appropriate lessons for at-risk students. This course aligns with the pedagogy of Cognitively Guided Instruction (CGI), an approach that, instead prescribing instruction or providing instructional materials, helps teachers understand the relationship between the structure of mathematics and students’ thinking about that mathematics. The goal of CGI is that teachers will understand how their students learn math concepts, how to assess for mathematical understanding, and how to practice assessment informed instruction. The goal of Elem/Sec Ed 728, like that of CGI, is that teachers will understand how their students learn middle level mathematics concepts, how to assess for understanding, and how to practice assessment informed instruction. Prerequisite: Completion of a BS/BA.

Secondary Education 730

1 – 3 (crs.)

Cognitively Guided Mathematics Instruction

This two-part course focuses on developing understanding of primary level mathematics through applied problem solving. Emphasis is placed on the content and principles of Cognitively Guided Instruction, a highly regarded mathematics reform approach. All participants must enroll in Part I (1 credit). Part I will be scheduled for 30 hours during a one-week summer session. Part II (2 credits) includes 18 hours of implementation/reflection sessions during the school year.

Secondary Education 731

1 (crs.)

Cognitively Guided Mathematics Instruction Abroad

Teachers participating in this 1-credit course will develop understanding of primary level mathematics through applied problem solving. Emphasis will be placed on the content and principles of Cognitively Guided Instruction, a highly regarded mathematics reform approach. Additionally, teachers will develop an understanding of culturally responsive mathematics instruction and come to realize that young children across cultures share intuitive solution strategies when solving whole number mathematics problems. International locations will be selected. The course will be scheduled for 30 hours during a 1-week session.

Secondary Education 734

3 (crs.)

Classroom Assessment and Curriculum and Instruction

This course will provide knowledge about assessment that is integrated with and responsive to the curriculum and about how to use assessment to promote maximum student achievement throughout the curriculum. The course participants will reason through and learn how to determine what assessments are appropriate and most effective to promote student success at individual student, classroom, building and district levels.

Secondary Education 735

0 – 3 (crs.)

Writing for Scholarly Publication

This course is based on the premise that scholarship is a collective endeavor and that effectively communicating ideas through writing is critical to this endeavor. Building on this premise, the goal of this course is the publication of classroom research conducted by teachers completing the Math Intervention Master’s. Prerequisite: Completion of a BS/BA

Secondary Education 736

3 (crs.)

Science Curriculum

A critical review of recent curricular programs in biology, chemistry, physics, earth science, environmental education, and selected elementary science programs. An analysis of the fundamental psychological and philosophical principles underlying the recent changes in science curricula. The role of a science curriculum coordinator in constructing and implementing a K-12 science program. A study of recent research in science teaching stressing the implications of this information for changing teacher behavior.

Secondary Education 739

0 – 3 (crs.)

Mathematics Curriculum

A study of current trends, problems, and research in mathematical learning theory, methods of teaching mathematics, and development of mathematics curriculum materials for grades K-12. Prerequisite: Completion of minimum requirements for the mathematics minor or elementary area of specialization in mathematics as outlined in the undergraduate catalog or consent of instructor.

Secondary Education 744

3 (crs.)

Meteorology for Teachers

This course strengthens pedagogical skills related to teaching fundamental science topics in Meteorology for teachers in grades 6-12. Topics in this course cover fundamental scientific ideas about how the atmosphere works and how learners in grade 6-12 build an understanding of Meteorology. Students will learn best pedagogical practices for teaching Meteorology and how to locate instructional resources and activities that help grade 6-12 learners understand Meteorology.

Secondary Education 746

3 (crs.)

Earth Science For Teachers

This course strengthens pedagogical skills related to teaching Earth Science in grades 6-12. Topics in this course cover fundamental scientific ideas about how the Earth works and how learners in grade 6-12 build an understanding of the Earth as a system. Students will learn best pedagogical practices for teaching Earth Science and how to locate instructional resources and activities that help grade 6-12 learners understand Earth Science.

Secondary Education 747

3 (crs.)

Teaching For Conceptual Change in Science Learning

The focus of the course is on conceptual change learning models and their implications for the teaching of science. The foundation of the course is research on student learning of specific subject matter in the sciences. This research, growing out of a number of different traditions, has become the basis for promising new approaches to science instruction. This course considers past and current research in student conceptions, varying interpretations of this research, the idea of conceptual change and related instructional studies.

Secondary Education 748

3 (crs.)

Teaching Physical Science Through Space

This course strengthens pedagogical skills related to teaching fundamental science topics in Physical Science for teachers in grades 6-12. Topics in this course cover fundamental scientific ideas about how the physical world works and how learners in grade 6-12 build an understanding of ideas in Physical Science. Students will learn best in pedagogical practices for teaching Physical Science and how to locate instructional resources and activities that help grade 6-12 learners understand Physical Science topics.

Secondary Education 749

3 (crs.)

Astronomy for Teachers

This course strengthens pedagogical skills related to teaching fundamental topics in Astronomy for teachers in grades 6-12. Topics in this course cover scientific ideas about how the Universe works and how learners in grade 6-12 build a fundamental understanding of Astronomy. Students will learn best pedagogical practices for teaching Astronomy and how to locate instructional resources and activities that help grade 6-12 learners understand Astronomy.

Secondary Education 751

3 (crs.)

Authentic Assessment for ESL/Bilingual Education

A seminar course relating to specific topics in the assessment of English language learners. The course will focus on developments in authentic placement, diagnostic and achievement language assessment, and the use of portfolio and performance assessment with English language learners. Various assessment tools (English and Spanish) will be reviewed. 351/751

Secondary Education 752

3 (crs.)

Exploring the Solar System

This course strengthens pedagogical skills related to teaching fundamental topics about our Solar System for teachers in grades 6-12. Topics in this course cover fundamental ideas about how the Solar System works and how learners in grade 6-12 build an understanding of our Solar System. Students will learn best pedagogical practices for teaching topics related to the Solar System and how to locate instructional resources and activities that help grade 6-12 learners understand the Solar System.

Secondary Education 753

3 (crs.)

Teaching for Science Literacy

This course focuses on developing an understanding of what it means to be scientifically literate by exploring the nature of scientific inquiry; the skills needed to become a critical consumer of scientific information; and issues related to supporting the learning of all students. Students will learn best pedagogical practices for teaching science literacy and how to locate instructional resources and activities to support all learners.

Secondary Education 777

3 (crs.)

Latino(a) Language, Culture, and Learning

Bicultural Education: Latino(a) Language, Culture and Learning is a course designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos(as) in Wisconsin and in the United States. Areas of exploration will include elements of surface and deep level culture. Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience will be additional areas of study. The role of ethnic pride as a factor in high-level student achievement will also be explored. Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom. The class will be conducted in Spanish and all assignments will be completed in Spanish for students earning bilingual licensure.

Secondary Education 781

3 (crs.)

Simultaneous Biliteracy Instruction

In this course inservice teachers will explore aspects of simultaneous literacy instruction in two languages for students’ bilingual/dual language classrooms. They will plan and implement literacy activities for students with diverse academic and literacy backgrounds that reflect principles of dynamic bilingualism and highlight differentiated teaching, learning, and assessment to maximize literacy development in two languages. Prerequisites: Elem/Sec Ed 548, Elem/Sec Ed 552, and English 583.

Secondary Education 790

1 – 3 (crs.)

Improving Classroom Practice I

Participants will develop and carry out individual or collaborative research projects in their schools that focus on the understanding and improvement of their practice or the situations in which they work. Class readings will include information about the history of Action Research, methodology of Action Research, examples of research studies conducted by teachers and other school practitioners, and readings focusing on the major areas addressed by the research projects. This course is the first of a two course capstone process. Prerequisites: Ed Foundations 770 or 707 or consent of instructor.

Secondary Education 791

1 – 4 (crs.)

Improving Classroom Practice II

Class participants will study readings about action research and analyze reports of completed action research projects. Participants will develop and carry out individual or collaborative projects in their schools, which focus on the improvement of their practice, their understanding of their practice or the situations in which they work. Class readings will include information about action research; examples of research studies conducted by teachers and other school practitioners; and readings focusing on the major areas addressed by the research projects. In this course, students will complete the research project that they began during Improving Classroom Practice I. Prerequisites: Students must have successfully completed Elem Ed/Sec Ed 790 prior.

Secondary Education 792

1 – 4 (crs.)

Seminar in Curriculum and Instruction

An integrating experience where the student synthesizes the “core” and other courses of the program into a product related to the student’s target career choice.

Secondary Education 794

1 – 4 (crs.)

Practicum

Supervised experiences in an educational setting structured to meet the needs of the graduate student. Consent of department chair required.

Secondary Education 796

1 – 3 (crs.)

Independent Study

Approval must be secured before Independent Study is begun. An individual will conduct independent research in an area of his/her choosing to meet specific instructional needs not provided by current course offerings. Students registering for independent study must submit at, or before, registration a description of the subject to be covered and the work to be done. The description must be signed by the student, the graduate faculty member supervising the study, the graduate advisor, the coordinator, and the Associate Dean. Independent study may not be used for collecting information for the thesis.

Secondary Education 797

3 (crs.)

International Practicum

This course is designed to give the TESOL certificate candidate an opportunity to cnnect relevant theories of English as a Foreign Language instruction to the practice of relationship building, planning, instruction and assessment in varied learning environments abroad. Prerequisite: Education 546 and English 583.