Wayne State University

Aim Higher

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Course Timeline

 

Time

Line

Course

Cr Hrs

Course Goals/Objectives

Clinical Component

Summer I

TED 6350 – Analysis of Teaching in Urban Schools

3

Analysis of the structure, function ,and purpose of teaching in an urban setting; become familiar with the language related to teaching and learning; Examine one’s conceptions and dispositions related to social issues in urban education

Fellows observe a variety of educational settings. Reflect on various aspects of educational practice in science or mathematics and become familiar with the community and its resources surrounding the schools.

Summer

I

TED 6370 - Equity and Inclusion in Diverse Urban Education Settings

4

 

Recognize the importance of inclusive education for all learners and its relationship to good teaching; develop skills in using a variety of innovative instructional tools, strategies, accommodations and social supports to assist all students; including those with disabilities, ELL and at risk to be effectively taught together in general education classes; examine inclusive education as a process that engages issues of differences across ability, class, race, gender, culture, age, political and socio-economic status; observe and discuss the necessary skills to work in a collaborative environment implementing inclusive education.

Fellows examine and reflect on the approaches that mathematics and science teachers use to include students with special needs and second language learners in daily classroom instruction. They examine the level of collaboration between classroom teachers and those supporting students with special needs; they become familiar with and explore the use of district resources that support mathematics and science instruction for students with special needs and second language learners. They develop instructional mathematics and science activities that foster inclusion.

Fall

I

TED 5160 Analysis of Secondary Schools

3

A seminar course examining the structure, function and purposes of middle and secondary school education. Development and analysis of instructional objectives. Organization and management of classrooms. Teaching strategies and assessment of learning. Exploration and utilization or resources in the community.

Fellows examine and reflect on how teachers develop and implement instruction. They compare and contrast the effectiveness of the approaches used in the classrooms they visit, including classroom management strategies. They begin to develop and implement units of instruction in collaboration with their mentor teacher and faculty mentors.

Fall

I

EDP 5480 – Adolescent Psychology

3

Basic concepts, research findings and problems regarding early adolescent and adolescent developmental needs as they apply to school and home environments; includes study of exceptional children and those with cultural differences.

Fellows collect data in areas related to course topics. Use appropriate instruments to assess their students’ level of cognitive development and reflect on its implications in the planning and delivery of mathematics and science instruction.

Fall

 I

TED 5650 Pre- Student Teaching Field Exp.

3

Field experience in secondary school settings prior to full-time student teaching

 

 

Fellows spend three full days a week in schools. At least 50% of the time in the classroom of their mentor teacher. The rest of the time they visit other classrooms to become familiar with a variety of educational settings and examine the ways that the various teachers they vist go about implementing instruction. These are the clinical settings that they will use to implement the various assignments related to the clinical component of program courses.

 

Fall

I

Science Methods Course (Science Majors):

SCE 5070 Methods & Materials for Teaching Science

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3

 

Become familiar with the nature of science and the nature of learners and their implications for teaching science in a way that is consistent with the discipline of science and with how children learn. Apply the National Science Standards and Michigan State Science Content Expectations when preparing instructional activities for secondary school students (middle and high school). Develop original standards-based, inquiry curricula (learning cycle) for secondary school students based on science activities abstracted from the literature and the Internet, that incorporate issues of diversity, uses of authentic assessments, and technology. Become familiar with professional development opportunities for teachers and knowledge of educational resources at the local, state and national levels.

 

Fellows develop inquiry-based, standards-based instructional science activities that are aligned with the content being covered in the district. They practice-teach those activities in their mentor teacher’s classroom and critique, reflect upon, and revise their original activities in close collaboration with their mentor teacher and course instructor. Fellows use classroom data to examine and modify classroom practice.

 

Fall

I

Math Methods Course (Math Majors):

MAE 5150 Methods & Materials for Teaching Math

Examine major concepts of secondary school mathematics including methods and instructional materials, classroom administration, modern trends, and clinical practice of and reflection on teaching and learning of secondary school mathematics.

 

Fellows develop inquiry-based, standards-based instructional mathematics activities that are aligned with the content being covered in the district. They practice-teach those activities in their mentor teacher’s classroom and critique, reflect upon, and revise their original activities in close collaboration with their mentor teacher and course instructor. Fellows use classroom data to examine and modify classroom practice.

Winter

I

TED 6380 Content Integration: Mathematics, Science and Technology

 

3

Explore the national, state and local mathematics and science curriculum for secondary grades from the technology integration perspective. Examine the relationship between mathematical and scientific reasoning (especially with the addition of technology).  Explore, experience, and analyze instructional strategies that utilize technology for teaching of mathematics and science in secondary school.

 

Fellows examine and reflect on the various ways that science and mathematics teachers in the clinical settings they visit use technology in the planning and delivery of mathematics and science instruction. Fellows become familiar with district technology resources available to teachers that support the development and delivery of science and mathematics instruction. They create and implement teaching materials which emphasize technology integration into interdisciplinary lessons for developing mathematics and science reasoning. They reflect on the technology gaps (inequities) that exist in urban schools and their implications for practice.

Winter

I

TED 5780 Directed Teaching & Conference

6

Directed teaching in schools in the subject area and grade level in which Fellows are getting certified. Develop and implement units of instruction that are aligned with the district’s curriculum. Use student outcome data to plan and modify instruction.

During the second semester (winter) in the program, our Fellows spend 5 days a week in their mentor’s classroom, increasingly taking over their mentor’s teaching load. During this time they are being closely mentored by their teacher and faculty mentors to guide them through the development, implementation, and evaluation of instruction. Reflection on one’s practice is a key component of this course component. The Fellows also meet periodically as a group to exchange ideas, resources and struggles.

Spring

I

RLL 6121 Reading in Content Areas

3

Become familiar with approaches that can be used for teaching reading across all content areas with particular attention to readers with special needs. Develop instructional activities in science and mathematics that integrate reading and writing.

Fellows examine and reflect on the extent to which science and mathematics teachers in district schools integrate reading and writing in their daily lessons. Fellows explore various approaches to integrate reading and writing in science and mathematics and implement such approaches, collecting data to  examine their effectiveness in fostering student learning of science and mathematics concepts as well as reading and writing.

                 Total Credits Required for Certification

31

 

PROGRAM REQUIREMENTS FOR CERTIFICATION COMPLETED

 

Additional Courses Required to Complete MAT Degree (Year II of Program)

 

Fall II

TED 7000 Research Methods in Education

3

Become familiar with current trends, research, and issues in science or mathematics education and their implications for curriculum and instruction. Become familiar with the various research methodologies used in educational research and recognize the role of research in the improvement of science or mathematics teaching and learning. Develop strategies for evaluating curriculum, teaching, learning, and other research parameters to determine successful and promising practices.

 

Fellows examine their practice critically and identify a problem related to their classroom practice to be examined using action research. They review the literature related to their research problem and design an action research study related to their problem. 

Winter II

ED 7999  Action Research in Educational Settings

3

Identify/develop adequate instruments and approaches to data collection. Use appropriate approaches to analyze quantitative and qualitative data. Make adequate interpretations of results and their implications for practice. Write a final research report following APA style.

 

Fellows refine the design of their action research project and implement it – implement change; collect and analyze data; draw conclusions; and prepare a conference style presentation to be given at the end of the semester.  Fellows write a 4-chapeter research report on their study using APA style and prepare a conference proposal to be submitted to a regional or national science or mathematics association such as the Michigan Science Teachers Association (MSTA), National Science Teachers Association or National Council of Teachers of Mathematics (NCTM).

Spring II

RLL 6802 – Assessment and Differentiated Instruction for Diverse Learners

 

3

Assessment of literacy competencies of diverse learners; use of assessments to plan and implement differentiated instruction in grades 6-12. Implementation with students in field component; and evaluation.

In this course the Fellows explore approaches that can be used to differentiate instruction in science and mathematics; implement those approaches with their students; and assess their effectiveness in terms of student outcomes.

 

                Total Credits to Complete MAT Degree

 

40

 

REQUIREMENTS FOR THE MASTER OF ARTS IN TEACHING (MAT) COMPLETED