EHS-Secondary Education (EHS)

Courses

EHS 125. Inquiry Approaches to Teaching. 1 Hour.

This Step 1 allows students to explore teaching as a career at no cost. Following an introduction to the theory and practice behind excellent inquiry-based science and mathematics instruction, candidates teach lessons in elementary classrooms to obtain firsthand experience in planning and implementation. Master teachers: Step 1 instructors chosen for their experience and success in secondary classrooms: provide candidates direct exposure to people who love teaching and view it as a rewarding career choice. Mentor teachers at the low-socioeconomic schools where candidates teach their prepared lessons demonstrate effective teaching techniques and classroom management skills, giving the future teachers a true taste of working in a supportive, diverse educational setting. The purpose of Step 1 is to have students explore the possibility of teaching in science, mathematics, or computer science. Students teach science or mathematics lessons in local, high-need elementary classrooms and obtain first-hand experience with planning and implementing inquiry-based curriculum. The course instructor introduces students to the theory and practice behind excellent inquiry-based science and mathematics instruction, guides them through the process of designing and preparing to teach lessons, and assesses their progress toward course objectives.

EHS 126. Step 2: Inquiry Based Lesson Designs. 1 Hour.

In Step 2 students continue developing the lesson planning skills learned in EHS 125: Step 1 as they become familiar with exemplary middle school science curricula. After observing a lesson being taught in a local school district classroom, students work alone or in pairs to themselves plan and teach three inquiry-based lessons to sixth, seventh, or eighth graders. Middle school science or mathematics classrooms are selected both for the diversity of the student body and the quality of the classroom teachers, who serve as mentors for the Step 2 students assigned to them. By the end of Step 2, students are usually able to make a decision about whether to pursue teacher certification through the UTeach program. In addition to the unique Core Components and Course Objectives listed below, all UTeach courses are designed in accordance with the UTeach Course Design Principles.
Prerequisites: EHS 125 [Min Grade: C]

EHS 320. Geography for Teachers. 3 Hours.

Unifying themes and concepts of geography. Culture and characteristics of places, especially as caused by relationships between humans and their environment.

EHS 325. Knowing and Learning in Mathematics and Science. 3 Hours.

Knowing and Learning in Mathematics and Science is the first in a sequence of three, 3- credit teaching methods courses in the UTeach program. It is followed by Classroom Interactions and Project-Based Instruction. Knowing and Learning is more than simply a general survey of theories in the STEM fields, its goal being for students to construct a model of knowing and learning that will guide their future classroom practice. This course revolves around an exploration of Essential Questions (see below) specifically relevant to teaching mathematics and science. Students begin by considering what standards for knowing are to be used, how knowing and learning are structured, and how what is known changes and develops. Ultimately, students must think about the tensions between general, cross-disciplinary characterizations of knowing (e.g., intelligence) and the specifics of coming to understand powerful ideas in mathematics and science.
Prerequisites: EHS 125 [Min Grade: C] and EHS 126 [Min Grade: C](Can be taken Concurrently)

EHS 326. Classroom Interactions. 3 Hours.

Classroom Interactions is typically the fourth UTeach course taken by students and the second in a series of three, 3-credit teaching methods courses. It follows Knowing and Learning and precedes Project-Based Instruction. Classroom Interactions builds on the Knowing and Learning course, moving from a focus on thinking and learning to a focus on teaching and learning. The course is centered around a close examination of the interplay between teachers, students, and content, and how these types of interactions enable students to develop deep conceptual understanding. Prospective teachers are also introduced to ways in which curriculum and technology are used in classroom settings to build interrelationships among teachers and students. They are taught how content and pedagogy combine to make effective teaching. The Classroom Interactions course continues the process of preparing students to teach mathematics and science in upper elementary and secondary settings. The goals for this course are to: Provide students with opportunities to see how theories explored in Knowing and Learning play out in instructional settings by designing and implementing instructional activities informed by their own understanding of what it means to know and learn mathematics and science, and then evaluating the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). Provide students with frameworks for thinking about equity issues in the classroom and larger school settings, make students aware of equity issues in classroom settings and their effects on learning, and provide students with strategies for teaching diverse students equitably.
Prerequisites: EHS 125 [Min Grade: C] and EHS 126 [Min Grade: C] and EHS 325 [Min Grade: C]

EHS 327. Project-Based Instruction. 3 Hours.

Project-Based Instruction (PBI) is the capstone course in the sequence of teaching methods courses (Knowing and Learning, Classroom Interactions, and PBI) UTeach students take prior to Apprentice Teaching. PBI is the course in which a number of the major principles and themes of the UTeach program—integration of mathematics and science content; infusion of technology in representation, analysis, modeling, assessment and contextualization of content; immersion in intensive field-based experiences; and a focus on designing equitable learning environments for diverse students—are synthesized as the students develop an intellectually challenging project-based instructional unit. When students complete PBI, they are fully prepared for Apprentice Teaching.
Prerequisites: EHS 125 [Min Grade: C] and EHS 126 [Min Grade: C] and EHS 325 [Min Grade: C] and EHS 326 [Min Grade: C]

EHS 401. Secondary Education Curriculum and Methods. 3 Hours.

Interaction with middle and high school teachers and students and representatives from support agencies in their respective environments. Extensive field experience required.

EHS 402. Practicum I. 1 Hour.

Reading strategies for 6-12 instruction provide foundation for constructing lesson plans in EHS 401.

EHS 425. Apprentice Teaching. 6 Hours.

The purpose of Apprentice Teaching is to offer UTeach students a culminating experience that provides them with the tools needed for their first teaching jobs. In Apprentice Teaching, students are immersed in the expectations, processes, and rewards of teaching. When making placements, UTeach master teachers consider each apprentice teacher’s characteristics and abilities as well as the cooperating teacher’s teaching and mentoring styles.

EHS 426. Apprentice Teaching Seminar. 1 Hour.

The purpose of Apprentice Teaching is to offer UTeach students a culminating experience that provides them with the tools needed for their first teaching jobs. In Apprentice Teaching, students are immersed in the expectations, processes, and rewards of teaching. Apprentice teachers sign up for two courses: the one-hour Seminar and the six-hour Apprentice Teaching course. Master teachers teach the seminar, share their teaching experiences and facilitate discussions, helping the apprentice teachers develop their own successful teaching identities. The Apprentice Teaching seminar provides a supportive environment where apprentice teachers share their experiences and work on solutions to difficulties they are experiencing. The seminar is a good forum for students to get the guidance they consistently want on classroom management.

EHS 430. Practicum. 1 Hour.

Field experience in school-based setting. Admission to Alternative Master's Program required.

EHS 436. Methods I: English Language Arts, 6-12. 3 Hours.

Introduction to teaching English language arts in secondary school settings. Developing basic skills in planning, instruction, and assessment. Admission to TEP required.

EHS 438. Methods I: Social Science, 6-12. 3 Hours.

Introduction to teaching the social sciences in secondary school settings. Developing basic skills in planning, instruction, and assessment. Admission to TEP required.

EHS 456. Classroom Management in Secondary Schools. 3 Hours.

Management and instructional problems in secondary schools; techniques for improving study skills and developing better instructional planning.

EHS 458. Science Technology and Society: A Primer for Eductors. 3 Hours.

Nature of momentous changes: origin, current status, and future direction. Role of educational community in helping young people better understand and deal with various issues raised.

EHS 465. Secondary Math Methods. 3-4 Hours.

Planning and organization, methods and techniques of teaching mathematics. Extensive field experience required.
Prerequisites: EHS 401 [Min Grade: C] and EHS 402 [Min Grade: C]

EHS 466. Language Arts Methods. 3-4 Hours.

Curriculum and instruction in English/language arts. Extensive field experience required.
Prerequisites: EHS 401 [Min Grade: C] and EHS 402 [Min Grade: C]

EHS 467. Secondary Science Methods. 3-4 Hours.

Teaching methods and curricula in secondary science programs. Extensive field experience required.
Prerequisites: EHS 401 [Min Grade: C] and EHS 402 [Min Grade: C]

EHS 468. Secondary Social Science Methods. 3-4 Hours.

Curriculum and instruction in social studies. Extensive field experience required.
Prerequisites: EHS 401 [Min Grade: C] and EHS 402 [Min Grade: C]

EHS 469. Secondary School Curriculum: Foreign Language. 3-4 Hours.

Approaches and methods of teaching and testing foreign language. Selection and use of audiovisual equipment and materials. Extensive field experience required.
Prerequisites: EHS 401 [Min Grade: C] and EHS 402 [Min Grade: C]

EHS 470. Practicum II. 1 Hour.

Coherent view of effective teaching and instructional design in middle and high schools. Extensive guided teaching experiences. Students implement full range of instructional process: planning, delivery, and evaluation.

EHS 471. Special Education Accommodation / Modification Lab. 1 Hour.

Knowledge and skills for helping students with special needs to successfully progress in the general education curriculum. Managing verbal and physical aggression, collaborative teaching, and strategies for adapting the general education curriculum for students with special needs.

EHS 489. Internship Seminar in Secondary Education. 1,3 Hour.

Supports and extends efforts of student teaching. Problem solving related to classroom situations such as classroom management, grading, professionalism and ethics, legal issues, teacher rights, and others that occur during internship.

EHS 490. Secondary School Student Teaching I. 3-9 Hours.

Capstone experience involving observation and teaching in secondary schools.

EHS 491. Secondary School Student Teaching II. 3-6 Hours.

Supervised teaching in high school.

EHS 497. Special Problems in Education. 1-3 Hour.

Topics of current interest. May be repeated for total of 6 hours.

EHS 499. Field Studies: Select Education Setting. 1-3 Hour.

Field visits to locations of high educational impact.