EDUC 2015 - Elementary Mathematics and Science Teaching for Social Justice
Primary Instructor
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Spring 2024
Working for social justice is central to teaching mathematics and science with elementary-aged children. This course engages prospective elementary teachers with a multitude of early math and science experiences that children draw upon to understand their worlds. Participants will develop interest-driven, culturally sustaining, and inclusive action plans for teaching math and science for social justice with young learners.
EDUC 2020 - Step 1: Inquiry Approaches to Teaching
Primary Instructor
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Fall 2021 / Spring 2022 / Fall 2022 / Spring 2023
Invites science, mathematics and engineering students to explore teaching as a career by providing first-hand experiences teaching science/math lessons in local elementary classrooms. Introduces theory and practice necessary to design and deliver excellent instruction. Master teachers provide ongoing support and feedback. Meets weekly on CU campus (1.5 hours/week) and involves five visits to an elementary school.
EDUC 2030 - Step 2: Inquiry-Based Lesson Design
Primary Instructor
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Spring 2021 / Fall 2021 / Spring 2022 / Fall 2022 / Spring 2023
Builds on EDUC 2020 and further develops lesson design and inquiry-based teaching practice. Offers opportunity to explore teaching career and learn about middle school culture. Master teacher provides support as students design and deliver lessons in middle school classrooms. Emphasizes assessment of student learning. Meets weekly on CU campus (1.5 hours/week) and involves five visits to a local middle school.
EDUC 2035 - Designing STEM Learning Environments and Experiences
Primary Instructor
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Fall 2023 / Spring 2024
This introductory course to the CU Teach licensure program will facilitate students exploring secondary STEM teaching as a career and provide foundational knowledge for the design of learning environments. Following an introduction to the theory and practice behind research-based and equity-seeking STEM instruction, students will observe and team-teach lessons in a middle school classroom to obtain introductory, firsthand experience in the design of learning environments and experiences.
EDUC 4060 - Classroom Interactions
Primary Instructor
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Fall 2023
Students design and implement instructional activities informed by what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of classroom artifacts. Students examine how content and pedagogy combine to make effective teaching. Students are required to work in a classroom 4 hours per week. Same as EDUC 5060.
EDUC 4844 - Teaching and Learning Computational Thinking
Primary Instructor
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Fall 2023
This course is designed for current and future STEM educators interested in understanding Computational Thinking and how it can be enacted to support student learning. Computational Thinking is the process by which people make sense of problems where computation, or computational tools, could be leveraged to enact the solution. For example, when students are tasked with solving a word problem they engage in computational thinking by identifying important elements in the written problem and then leveraging mathematical or scientific methods that would lead to a solution. During this course, students will engage with research-based theories, conceptualizations, and practices for engaging with Computational Thinking in STEM learning environments and experiences. Following an introduction to Computational Thinking, students will be supported in making sense of the ideas and practices through published research, existing tools, classroom activities, and reflection on experiences of problem solving and overcoming challenges. As an overarching theme, students will be tasked with making sense of how computational thinking can be applied within their disciplinary and individual contexts as current, or future, educators. Same as EDUC 5844.
EDUC 5060 - Classroom Interactions
Primary Instructor
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Fall 2023
Students design and implement instructional activities informed by what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of classroom artifacts. Students examine how content and pedagogy combine to make effective teaching. Students are required to work in a classroom 4 hours per week. Same as EDUC 4060.
EDUC 5375 - Problem-Based Math Instruction
Primary Instructor
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Spring 2021 / Spring 2022 / Spring 2023 / Spring 2024
Focuses on curriculum, materials, methods and assessment, and related aspects of instruction. Introduces best practices in teaching mathematics in middle and high schools. Students are required to work in a classroom 4 hours per week. Examines the Colorado Academic Content Standards. Recommended corequisite: EDUC 4023. Same as EDUC 4375.
EDUC 5844 - Teaching and Learning Computational Thinking
Primary Instructor
-
Fall 2023
This course is designed for current and future STEM educators interested in understanding Computational Thinking and how it can be enacted to support student learning. Computational Thinking is the process by which people make sense of problems where computation, or computational tools, could be leveraged to enact the solution. For example, when students are tasked with solving a word problem they engage in computational thinking by identifying important elements in the written problem and then leveraging mathematical or scientific methods that would lead to a solution. During this course, students will engage with research-based theories, conceptualizations, and practices for engaging with Computational Thinking in STEM learning environments and experiences. Following an introduction to Computational Thinking, students will be supported in making sense of the ideas and practices through published research, existing tools, classroom activities, and reflection on experiences of problem solving and overcoming challenges. As an overarching theme, students will be tasked with making sense of how computational thinking can be applied within their disciplinary and individual contexts as current, or future, educators. Same as EDUC 4844.
