EDML 320 Reading and Writing Method
This course is the foundational basis for teaching reading and literacy development in the middle level classroom, grades 4 - 8. Current theory, research, and techniques are integrated with valid traditional views of teaching reading to a diverse population of children and their needs. Views of the process of reading, emergent literacy, syntax and semantics, fluency, major approaches and materials for teaching reading, writing, speaking, assessment of students, classroom organization, communication with parents, and integrating computer technology are addressed. Specific skills in teaching phonemic awareness, phonics, reading fluency, and direct, explicit comprehension instruction are emphasized. In addition, learning theory relevant to assessment and intervention in student learning is included in class and implemented in the field experience. Pre-service teachers will develop a philosophy that encompasses all the major components of reading instruction to ensure literacy for all children. 3 credits Prerequisites: ED 200, ED 282, and ED 308.

EDML 322 Middle Level Math Methods
This course is a comprehensive study of the theoretical principles requisite to teaching Mathematics at the middle school level. The course is designed to offer pre-service teachers direction in the organization and implementation of meaningful mathematicslearning experiences through the use of research-based curricula and problem-solving processes applicable to diverse populations of students and classroom environments. The course focuses on the development of instructional leaders in mathematics and encourages meaningful habits of inquiry, collaborative effort, and reflective praxis into teaching and learning. Participants will strive to implement research-based approaches during a required 15-hour supervised field placement. 3 credits

EDML 324 Middle Level Science Methods
This course is a comprehensive study of the theoretical principles and methodologies used in the teaching and learning of science at the middle school level. The course is designed to offer pre-service teachers direction in the organization and implementation of meaningful science-learning experiences through the use of research-based curricula and inquiry processes applicable to diverse populations of students and classroom environments. The course focuses on the development of instructional leaders in science and technology, and encourages meaningful habits of inquiry, collaborative effort, and reflective praxis into teaching and 15-hour supervised field placement. 3 credits

EDML 326 Middle Level Social Studies Methods
In this course, students will gain knowledge of social studies methodology at the middle level, grades 4-8. They will develop an understanding of Pennsylvania and national social studies standards and their relationship to instruction and assessment. Learners will create a framework for learning units and projects that are student-centered investigations into College of Professional Studies www.carlow.edu 207 historical events, government, civic, geographic and economic features, and the current social environment in which they live. A multicultural perspective will help participants develop culturally relevant pedagogy in the teaching of social studies. A focus on current research and practice in urban education will prepare teachers to become leaders in urban education and school reform. 3 credits

EDML 400 Understanding Middle Level Curriculum
This course is designed to engage middle level teacher candidates in various experiences that provide opportunities for understanding curriculum in its complex and multiple facets. Teacher candidates will have opportunities to explore the organization and philosophy of middle school education, as well as theoretical and practical dimensions of the middle level school curriculum. Teacher candidates will probe the various aspects of curriculum and the ways that teachers facilitate learning in middle level classrooms through the environment, the materials, the learning experiences, the sequencing of events, the interpersonal interactions, and the adaptation of instruction to diverse students. Teacher candidates will create an integrated curriculum plan based on an understanding of meaningful learning experiences and motivation, appropriate content and subject matter in the fourth through eighth grades, sound instructional strategies, the use of formal and informal assessment strategies to plan and improve instruction and current skills in the use of educational technology. Finally, teacher candidates will engage in reflection and evaluation related to teacher professionalism. This course is designed to be taken during the semester directly preceding EDML 412 Middle Level Student Teaching in Content Area. There is a 30-hour field placement in a Middle Level setting associated with this course. 3 credits

EDML 412 Middle Level Student Teaching
Student teachers/teacher candidates are placed in a middle level (grades 4-8) classroom for 16 weeks. The mentor teachers at the school oversee the daily experiences of the student teachers. Student teachers will be observed daily by the mentor teacher and weekly by the university mentor/supervisor. The University mentor will meet with the mentor teacher to discuss the direction of the student teaching experience and the progress of the individual student teacher. The director of Student Teaching will hold bi-weekly seminars at the university. The seminar is designed as an on-going dialogue focusing on various aspects of the student teaching experience and together in one group for the first hour, and then meets in small groups with their university mentors for the second hour. Seminar topics may include lessons and unit planning, classroom organization and management, teaching strategies, evaluation processes, communication skills, writing resumes, certification requirements, job interviews and preparation of a portfolio for the final presentation at Celebration of Teaching held at the end of the semester. 12 credits