Elementary Education (ELED) Courses
ELED 260 Teaching, Schooling and Learning
4 hours. An overview of history and diverse social issues in education and an exploration of teaching as a career. Introduction to the teacher education program at George Fox University. Survey of learning theories and possible applications in the elementary classroom are explored. Required for elementary teaching majors and music education majors. Includes 10 hours of clinical practice.
ELED 270 Intercultural Communications
2 hours. Examines the diverse and dynamic role of culture in the ESOL student's language development and academic achievement. The course also emphasizes the application of this knowledge for instruction and the involvement of community and its resources for maximizing ESOL students' academic achievement.
ELED 324 Trends and Methods of Early Childhood Education
4 hours. This course provides an overview of early childhood as a profession in relation to its historical, philosophical and social foundations. Students will examine how these functions influence current thought and be able to translate those theories into practice. Included will be age-level characteristics and child-centered activities that enhance developmentally appropriate practice, assessment, curriculum/instruction, environment, and family/community collaboration. The role of the teachers and ethical considerations are considered to promote reflective thinking, cultural competency, and positive use of technology to meet the needs of young children. Course goals align with the Sate of Oregon program objectives for early childhood and elementary OAR 584-017-0100, ages 3 years to the 4th grade and to the National Association for the Education of Young Children (NYAEYC) initial license standards.
ELED 343 Adventures in Math and Science I
4 hours. This course is the first of two integrated math and science pedagogy courses that focus on the teaching of math and science in the elementary-middle school environment. Teaching science and math in the primary (k-3) grades is emphasized in this course. An inquiry-based approach to teaching science is emphasized. The mathematics pedagogy is focused on the common core state standards of counting and cardinality, operations and algebraic thinking, number and operations in base 10, measurement and data, and geometry at the primary level. The standards of mathematical practice are taught and emphasized. Emphasis on STEM.
ELED 344 Adventures in Math and Science II
4 hours. This course is the second of two integrated math and science pedagogy courses that focus on the teaching of math and science in the elementary-middle school environment. Teaching science and math in the intermediate (3-8) grades is emphasized in this course. An inquiry-based approach to teaching science is emphasized. The mathematics pedagogy is focused on the common core state standards of operations and algebraic thinking, number and operations-base 10, number and operations-fractions, measurement and data, ratios and proportional systems, the number system, expressions and equations, and geometry at the intermediate level. The standards of mathematical practice are taught and emphasized.
ELED 346 The Inclusive Classroom in a Diverse Society
4 hours. Examines strategies for planning, managing and teaching English as a second language and discipline-focused content to ESOL students. Emphasis is placed on curriculum, teaching, and hands-on learning approaches that accommodate a diverse population. Also included are strategies for collaborating with educators and community members in order to provide comprehensive, challenging educational opportunities for ESOL students. In this course, you are invited to evaluate best practices, use strategies for developing and integrating language skills, as well as choosing and adapting classroom resources, and reflecting on your role as an agent of change who will effectively empower students to reach their potential. This course will examine the diversity of cultures, languages, experiences, and knowledge that our students bring to our classrooms. This course will examine the tensions and barriers that are evident when students of diversity encounter the mainstream classroom in which they are the minority culture. Teacher perceptions and biases will be examined and challenged.
ELED 354 Pedagogy of Health, Physical Education and Arts
4 hours. Using the basic principles and elements of music and art, students will explore making connections between subjects in the elementary curriculum. This course examines and offers opportunities to apply health and physical education methods.
ELED 371 Curriculum Design with ESOL
4 hours. Working within the differentiation framework (background knowledge, language, academic and behavior) BLAB, this course will examine and apply the concepts and instructional strategies that are essential for the academic achievement of our students from cultural, diverse, language, behavioral and academic backgrounds. Specific emphasis will be devoted to the success of our exceptional students and our second language learners. Integration of Social Studies into the methodology of the work sample will be addressed. Requires 20 hours of practicum.
ELED 375 Student Teaching I
4 hours. The teacher candidate enters the classroom as a co-teacher who is collaborating with a cooperating teacher in developing and presenting instruction that is designed for the success of all students. Successful teaching and completion of a work sample is required. The work sample is a written documentation of the student's ability to teach all students. The practicum is scheduled 5 days a week. Pass/No Pass.
ELED 381 Classroom Management
2 hours. Clearly, individual classroom teachers can have a major impact on student achievement. Of the three major roles of the classroom teacher – making choices about instructional strategies, designing classroom curriculum, and employing classroom management techniques – classroom management is arguably the foundation. Research on classroom management is integrated into the course. This course introduces the teacher candidate to research-based effective classroom management strategies.
ELED 412 Literacy for Children and Adolescents
2 hours. This course provides an overview of children's and adolescent literature and its use in culturally responsive teaching. Children's and adolescent literature will be explored as a method to provide culturally responsive teaching in relation to diversity and critical literacy areas.
ELED 413 Reading and Writing Methods
4 hours. This course creates a foundation for teaching listening, speaking, reading, and writing in all grades with a focus on beginning readers and writers. Theory, learner development, diversity, and content knowledge will be applied in lesson and unit planning and in teaching children in the placement. Assessment, planning, teaching and reflection will be modeled and experienced in classroom settings using the CCSS, best practice and attention to the needs of all learners.
ELED 414 Reading and Writing Methods with the Common Core Subjects
4 hours. This course builds on the foundation gained in Reading and Writing I and focuses on grade 3-8 readers and writers. Theory, learner development, diversity and content knowledge will be applied in lesson and unit planning and in teaching children in the placement. Assessment, planning, teaching and reflection will be modeled and experienced in classroom settings using the CCSS, best practice and attention to the needs of all learners
ELED 423 Christian Faith and Thought
3 hours. The class focuses on how faith influences one's worldview, the influence of Christianity upon society, and how the Christian faith relates to helping people.
ELED 461 Applied English Linguistics
2 hours. Examines the fundamental elements, processes, and patterns of oral and written language for the teacher of English to speakers of other languages. Topics include phonetics, phonology, sociolinguistics, pragmatics, morphology, orthography and writing conventions, syntax, semantics, and discourse analysis. English is the primary focus of the course, with reference to other languages commonly spoken by students in Oregon classrooms.
ELED 462 Second Language Acquisition
2 hours. Examines various factors, concepts, and theories about first and second language acquisition processes and their interrelationships. The course also focuses on the application of this knowledge in ESOL classes for maximizing ESOL students' language development and academic achievement.
ELED 475 Student Teaching II
6 hours. The teacher candidate enters the classroom as a co-teacher who is collaborating with a cooperating teacher in developing and presenting instruction that is designed for the success of all students. Successful teaching and completion of a work sample is required. The work sample is a written documentation of the student's ability to teach all students. The practicum is scheduled 5 days a week. Pass/No Pass.
ELED 480 Classroom Assessment: Assessing and Planning for All Learners
4 hours. Building on the conceptual ideas of Assessment for Learning, this course focuses on the idea that assessment is a collaborative process that involves the student, teacher, and other stakeholders in a collaborative experience that is designed to empower student success. The four dimensions of background knowledge, language abilities, academics, and behavior assessments will provide the impetus for a course which investigates, develops, and plans assessments for all students, specifically including English language learners, special education students, talented and gifted students, and mainstream students. A wide diversity of classroom assessments will be explored. Additionally, the use and interpretation of standardized assessments will be examined. Through direct practice, teacher candidates will gain insights into identification, placement, monitoring and exiting criteria for ELL students according to federal and state policies; and will be prepared to implement fair and realistic accommodations/assessments in the mainstream classroom.
ELED 490 Professional Seminar
2 hours. This course assists teacher candidates to synthesize their foundation, methods and content background during the full time clinical experience, including content to prepare the teacher candidates as they transition into the teaching profession. The course content is presented in a professional development workshop while encouraging an understanding of the need for continued growth as teaching professionals as well as additional information on classroom management and differentiation, etc.