This course is designed for current and future teachers seeking to learn how to instruct English learners. Students will explore the WIDA Essential Actions and ELD Standards, learn about various current and historical ESL instructional models, and will consider how the four language skills are taught within classrooms to ELs. Students will also learn about collaborative practice as ESL teachers working with grade-level or content-area teachers.

Students analyze mathematical behavior and problem solving, examine the latest thinking regarding school mathematics, explore the uses of technology to enhance mathematics learning and teaching, and plan and teach mini-lessons demonstrating instructional competence. Emphasizes the understanding and application of Mathematics. Prerequisite: Admission to the Teacher Education Program or Instructor Permission.

This course is a continuation of EDIS 5450, with a greater emphasis on instructional strategies and use of technology.

The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work.

This course focuses on dual-language curriculum and instructional methods. Students will learn to serve multilingual students/families in culturally responsive ways aligned with SLA principles. It includes exploration of WIDA, and Virginia's SOLs and Early Learning & Development Standards. Students may also complete a dual-language practicum for endorsement.

A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. This first course in the social studies methods sequence examines the following areas of social studies education through the lens of historical content: standards and accountability, curriculum/unit/lesson planning, engaging approaches for the teaching of history, assessment in the social studies and multiculturalism. Approaches to the infusion of technology into the social studies curriculum are also explored. Prerequisite: Instructor permission.

A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. Emphasis is placed on the relationship between educational theory and practical teaching techniques for the seccondary social studies classroom. This second course in the social studies methods sequence examines the following areas of socal studies education: assessment and grading; teaching government and civics; psychology; sociology; and economics. Prerequisite: EDIS 5600.

This course explores how students' language, experiences, and literacy development play a role in learning content material. Participants explore the nature and meaning of content literacy and what it means to learn through texts. Theoretical and foundational considerations will frame the exploration, modeling, and instructional practice of comprehension, academic and content vocabulary, and writing to learn strategies.

Designed for teachers, administrators, parents, and others who work to develop talent in diverse high potential learners. Investigates the social and emotional development and counseling issues of preK-12 learners, implications of similarities/differences between gifted and other students, characteristics of positive learning environments, and evidence-based strategies to support students in a variety of contexts.

This course examines the intersectionality of personal identity and ability in American education. Students explore the social construction of identity, studying historical contexts, current research, and legal mandates. Through critical analysis of dominant narratives and development of strategies for social justice in special education practices, students learn to implement equitable, research-based approaches in diverse educational settings.