Student works as an observer-aide under a teacher in an area school. Concentrated instruction in preparation for these duties plus seminars which accompany the experience. Students taking this course in January must complete application materials in the Education department by October 1 of the previous semester (J)
This course is most often taken in the J-term of a student's sophomore year. If you choose to take this course in your Junior year, please check with the Education Department Office to make sure that you have complied with deadlines for application to the Professional Semester (student teaching)and testing requirements.
This course presents the theoretical and practical considerations necessary for teaching Spanish in the elementary school. Attention is given to organizing and maintaining such programs; the learning needs and abilities of younger learners; the use of numerous kinds of language learning activities appropriate for elementary school children; sources of classroom materials; and the integration of cultural concepts into the FLES curriculum. In addition, there is a 30-hour supervised teaching practicum working with elementary school children. (F,S)
An introduction to the music education program at Luther College, music education in the elementary and secondary schools, and to the profession at large. The course presents a variety of teaching methods and resources used in the K-12 school system. Students will observe in the public schools, hear public school music educators, examine the competencies required for a music education, develop an electronic website, and actively participate in class sessions. Prerequisites: music 121, 123. (F,S)
This course presents the study of human growth and development from infancy through adolescence, including school applications of learning theory, assessment, classroom management and instructional planning. Emphasis is made on the interaction between the role of teacher and needs of students at various developmental ages and stages.
This course presents background information on learner differences as they relate to socioeconomic status, culture/ethnicity, language, gender and disability. It illustrates how these factors influence student performance and educational experiences in schools, including relevant legislation, service delivery models, and instructional modifications.
Study of behavioral objectives, planning, testing, evaluation, classroom management, instructional techniques, learning theory applications, and instructional media. Course objectives are achieved through significant writing instruction and practice using conventional writing tools and computer applications. (F,S)
Designed to assist elementary school teachers in presenting music to children; overview of general music program in the elementary school, including content, methods, and materials; instruction in basic music concepts. Prerequisite: 222. (F,S)
Introduction to theories of creativity, developmental stages in art and methods of teaching visual art to children K-6. Basics in appreciation and use of materials will also be stressed. Prerequisite: Education 115, or consent of instructor. Students pursuing a K-6 art academic endorsement or a K-12 art education should register for three credits. The additional credit will consist of a 15 hour clinical placement in an area art classroom. (Same as Art 228.) (F,S)
A study of curricular experiences in elementary physical education, including lectures and laboratory experiences with current movement education techniques. Prerequisite: junior or preferably senior standing. (F)
This pre-K to 12 course examines the dynamic relationship between families, school, and the community. Evaluation, legal aspects, and services to preschool students with disabilities including the Individualized Family Service Plan (IFSP) will be explored. The course offers continued focus on collaborative team efforts and the importance of establishing strong links between home, school, and other service providers so the learning experiences of students from preschool through transition to the adult life are maximized. Prerequisites: 115,220,221 (F)
This K-12 introductory course includes a historical perspective to the field of learning disabilities and behavioral issues, characteristics and etiology, definitions and identification procedures, conceptual orientations, treatment and intervention, impact of the disability throughout the lifespan on the individual and family, and current trends and issues. Prerequisites: 220, 221. (F)
This K-12 course covers the assessment of career/vocational skills and interests, aspects of the individuals with Disabilities Educational Act (IDEA) which specifically address transition, transition meetings, Individualized Education Programs (IEP), community-based instruction, and the school/community services and service providers who would be involved in student transition. Prerequisites: 115. (F)
An introduction to the general methods of secondary teaching. Such topics as objectives, planning, testing, evaluation, classroom management, instructional techniques, educational technology, media and the inclusion of special education students in the regular classroom will be considered. Should be taken as close to 352 as possible. Required for certification in health. Not required of art, physical education, and music majors. Co/prerequisites: 115, 220, 221. (F,S)
Methods and materials of teaching brass instruments to elementary and secondary students. Includes knowledge of and proficiency on brass instruments, pedagogy, materials, assessment, and grading for individual and small-group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching double reed instruments to elementary and secondary students. Includes knowledge of and proficiency on double reed instruments, pedagogy, materials, assessment, and grading for individual and small-group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching bowed string instruments (violin, viola, cello and double bass) to elementary and secondary students. Includes knowledge of and proficiency on string instruments, pedagogy, materials, assessment, and grading for individual and small-group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching these instruments to elementary and secondary students. Includes knowledge or and proficiency of these instruments, pedagogy, materials, assessment, and grading for individual and small-group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching voice to elementary and secondary students. Included knowledge of and proficiency with the vocal instrument, pedagogy, materials, assessment, and grading for individual and small-group studio lessons. Required for instrumental music licensure but not required with completion of Education 462..
Methods and materials of teaching percussion instruments to elementary and secondary students. Included knowledge of and proficiency with percussion instruments, pedagogy, materials, assessment, and grading for individual and small-group studio lessons. Required for instrumental music licensure.
This course presents the social, philosophical, and psychological foundations of teaching reading, including language acquisition, in the elementary school. It includes analysis of current reading philosophies including balanced and whole language and phonics approaches to teaching reading. This course may be used to meet the reading requirement for Wisconsin certification. Offered in fall semester for reading and multi-categorical endorsements only. Prerequisites: 115,220,221, 222. (F,S)
The study of children’s literature: genre identification, analysis, review, and curriculum integration. Prerequisites: 115,220,221,222. (F,S)
Methods of teaching mathematics and science in the elementary school. Learning theory and strategies are analyzed and applied. Includes a clinical component in area schools. Prerequisites: 115, 220, 221, 222. Corequisite: 323. (S)
Materials and methods for providing a balanced perspective to teaching reading, writing, listening, speaking, and social studies in the elementary classroom are presented. Integration also includes language acquisition, creative drama, career education, and technology. Includes a clinical component in area schools. Prerequisites: 115, 220, 221, 222. Corequisite: 322 (S)
An introduction to the concepts and techniques in teaching English to speakers of other languages (ESOL), including theory and program models in bilingual education, TESOL methodology for learning to read and content specific knowledge, concepts in language acquisition, and knowledge of assessment applicable to teaching English to speakers of other languages (TESOL). Includes a clinical component in area schools. Prerequisites: 115, 220, 221, 222 or 252. (S)
This course is an introduction to early childhood education: the history of the field; educational philosophies for the birth to six year old learner; and developmentally appropriate curriculum in language arts, sciences, social sciences, and mathematics. Also included are educational assessment, parent involvement programs, and an introduction to administration in early childhood centers. Recommended for all elementary education majors and required for all students for certification in kindergarten and early childhood education. Prerequisite: 222. (F)
A review of the current research on curricular models, materials, and methodology in early childhood education. Particular attention given to research translation and implementation for working with infants and toddlers. Prerequisite: 330. (S)
Focuses on the growth and development of the middle school aged student, specifically addressing emotional, physical, social, and cognitive developmental characteristics. A particular emphasis placed on how these factors relate to success in the school setting and how teachers accommodate the learning characteristics of the middle school student. Prerequisite: 115,220,221. (F)
This course explores the cognitive and social development of early adolescents. This unique organization structures of middle schools are examined. Methods of teaching designed to meet the diverse needs of middle school students are emphasized. Includes a required practicum in the schools. Prerequisites: 115,220,221. (S)
This course provides an exploration of various methods, techniques, and materials that are used in the education of students who have learning disabilities and behavioral issues in a variety of different settings including the general education classroom. Methods and materials for instruction in mathematics, reading, written language, spoken language, social skills, listening skills, organizational skills, and skills to enhance life/ career choices will be addressed. A 15-hour practicum in either elementary, secondary, or both levels will be required. must be taken during junior block. Prerequisites: 115, 220, 221, 242. (S)
A K-12 course in individual behavior management, behavioral change strategies and classroom management for working with elementary and secondary students in special education. Methods and strategies for consulting and collaborating with parents, paraprofessionals, classroom teachers, support service personnel, and other individuals involved in the education program will be covered. Required for all students desiring approval for the Instructional Strategist II endorsement. Corequisites: 220, 221. (F,S)
This K-12 course is an introduction to the assessment process including formal and informal tools, special education legal guidelines concerning assessment, interpretation of assessment data, the use of assessment data in instructional planning, and the basic technical aspects of assessment. There is significant emphasis on literacy skill evaluation through both formal and informal measures. This course is required of all students seeking the Instructional Strategist II: behavior disorders/ learning disabilities endorsement and/or the reading endorsement. Prerequisites: 220, 221, and junior standing. (F,S)
Advanced study of secondary teaching methods for students seeking licensure in art, English, foreign language, math, science, and social science. Study of special methods used to teach the individual’s major subject area. Teaching methods and professional participation in one’s academic discipline will be covered, as well as inclusion of special education students in a regular classroom and applications of technology. Students spend a minimum of forty contact hours in cooperating school classrooms in addition to on-campus meetings. Must be taken prior to professional semester. Required for certification in art, English, foreign language, mathematics, science, and social science. Not required of health, physical education and music majors. Prerequisites: 252. (F: art, foreign language,science; S: English, math, social science)
Designed to develop a philosophy of music education, concepts of program development, and current approaches to music teaching. Role of technology, rehearsal and lesson planning, assessment, and curriculum will be emphasized. Required for all music education majors. Prerequisites: 217, 220, acceptance into teacher education program or consent of instructor. (F)
100-hour clinical practicum that follows Education 360. Student works under the direction of a cooperating teacher and plans, teaches, rehearses, and reflects. Course objectives are formulated from the core competencies of the teacher education program and subject matter competencies in music education. Prerequisites: 217, 220, 360, admission to teacher education program, Music 250 (260, 265, 270, 275, 285 for instrumentalists) or consent of instructor. (J)
Lesson planning, media, educational technology, methods, and classroom management for teaching elementary and secondary physical education classes. Practicum in working with college skills classes. Consent of instructor prior to registration. Majors must enroll for 2 hours. Prerequisite: junior standing. (S)
Students will work as observer-aides in K-12 schools in international settings under the direction of Luther College faculty. Students will attend seminars, and participate in cultural and environmental activities which link to competencies for teacher preparation. This course focuses upon comparative education, professional development, cross-cultural skill development and personal growth through study abroad. Prerequisite: 115, 220, or consent of instructor. (summer)
This course will explore the developmental nature of the exceptional reader, including the underachieving and gifted. It examines current research on learner characteristics, instructional approaches and principles of effective reading and instruction. This course may be used to meet the reading requirement for Wisconsin certification. Prerequisite: 320. (S)
Introduction to the teaching of reading in content areas; procedures used in recognizing content area reading problems, improving content area reading by developing content area literacy strategies in reading, writing, speaking, and listening. Required for all secondary teachers in Wisconsin and Missouri. Also required of all teaching majors and second teaching areas except in art, physical education, and music. Prerequisite: 222 or 252 or health 468. (S)
Survey of general music programs in the elementary and middle school. Study of the music student, content, materials, and methods of instruction. Includes Orff and Kodaly approaches, the young adolescent, the changing voice, technology, and classroom management. Includes a clinical component in area schools. Required for all vocal music education minors (and needed by instrumental education minors seeking licensure in neighboring states). Prerequisite: 361 or consent of instructor. (F,S)
A study of the organization, direction, and management of the band program in the public schools. The course includes the curricula, pedagogy, and assessment of marching, jazz, and concert bands. It also covers the organization and business management of the band program and instrument repair/ maintenance. Laboratory hours include participation with the area school bands. Prerequisite: admission to teacher education and 360. (F)
Two components: In vocal pedagogy, students learn physiology and pedagogy of the adolescent voice. Included are curricula, planning, assessment, literature, music literacy, and grading. In the choral component, students learn choral literature, pedagogy, rehearsal management, and administration. Requisite: admission to teacher education and 360. (F)
A study of the organization, direction, and management of the orchestra program in the public schools. The course includes the curricula, pedagogy, and assessment of the school string program, instrument repair/ maintenance, arranging for school orchestra, teaching string instruments, program organization and direction, and business management of the orchestra program. Laboratory hours include participation with the area school orchestras. Prerequisite: admission to teacher education and 360. (F)
The psychological and sociological roots of prejudice and conflict in our pluralistic society. Communication and instructional skills necessary for the teacher in a multicultural classroom. Together with Anthropology 201 or Social Work 201 fulfills Iowa human relations component. Prerequisite: Anthropology 201 or Social Work 201. Corequisite: 486. (F, S)
Observation and teaching in area schools. Student teaching experiences are offered in each of the following areas: elementary education (includes student teaching in the endorsement areas), secondary education, and K-12 student teaching in art, music, and physical education. Those who do 18 weeks of 486 to meet the Wisconsin certification requirements will register for 3 additional credits during January term. Corequisite: 484. (F, S)
A year-long independent research project. Applications are completed on the “Honors Program” form available at the registrar’s office, requiring the signatures of a faculty supervisor, the department head, the honors program director, and the registrar. Interdisciplinary projects require the signatures of two faculty supervisors. The project must be completed by the due date for senior projects. The completed project is evaluated by a review committee consisting of the faculty supervisor, another faculty member from the major department, and a faculty member from outside the major department. All projects must be presented publicly. Only projects awarded an “A- or A” qualify for “department honors” designation. The honors project fulfills the all-college senior project requirement.