ECED 498 - Student Teaching: Since Time Immemorial Emphasis

Credits: 4
Variable Credit Course: No

Lecture Hours: 0
Lab Hours: 0
Worksite/Clinical Hours: 132
Other Hours (LIA/Internships): 0

Course Description: Second course of a three-course series where students demonstrate the Interstate Teacher Assessment and Support Consortium (InTASC) standards in a Preschool-3rd grade classroom. Work with a mentor teacher and gradually assume control of the classroom and the instructional plans. Work with the mentor teacher to design and implement instructional plans. Students will eventually take responsibility for leading the class.

Prerequisite: ECED 430 and ECED 497 with a C or higher.
Meets FQE Requirement: No
Integrative Experience Requirement: No

Student Learning Outcomes

Utilize Since Time Immemorial content to support learning incorporating tribal culture, history, and government.
Plan learning experiences and lesson plans that simultaneously develop English language proficiencies and discipline-specific knowledge.
Apply knowledge of linguistics to implement lesson plans that support language development across all language domains, including listening, speaking, reading, and writing.
Differentiate instruction and assessment by applying concepts and research from educational linguistics, second language acquisition, and literacy development.
Engage in culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills, and attitudes.
Differentiate instruction and materials to provide meaningful access to grade-level content for students at multiple language proficiency levels.
Demonstrate comprehensive skills in designing and delivering content-based dual language instruction, considering academic, linguistic, sociocultural, and developmental needs of students.

Course Contents

STI content to support learning incorporating tribal culture, history, and government.
Learning experiences regarding English language proficiencies and discipline-specific knowledge.
Linguistics regarding lesson plans that support language development across all language domains, including listening, speaking, reading, and writing.
Concepts and research from educational linguistics, second language acquisition, and literacy development.
Culturally responsive practices that empower students intellectually, socially, emotionally, and politically regarding knowledge, skills, and attitudes.
Grade-level content for students at multiple language proficiency levels.
Content-based dual language instruction, considering academic, linguistic, sociocultural, and developmental needs of students.

Instructional Units: 6