| CIT - Curriculum and Instruction – Teaching for Conceptual Integration |
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| CIT501 |
Teaching for Conceptual Integration in Reading / Language Arts and Mathematics |
| The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of reading / language arts and mathematics. Assertions that cross these school subjects include: sign systems (language and mathematics) are used to represent ideas and to communicate to others; thought and sign systems are related and have levels of abstraction; language and figures of speech are used to facilitate the understanding of mathematical concepts; sign systems cross cultures; sign systems facilitate problem solving. This course is designed primarily for M.Ed., M.S.Ed, C.A.S. students. M.A.T. students need approval of TCI Concentration Coordinator. 3 semester hours. |
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| CIT502 |
Teaching for Conceptual Integration in Science and Social Studies |
| The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of science and social studies. Assertions that cross these two school subjects include: concepts such as systems and order can be blended across physical, biological and social systems; connections between scientific literacy and informed decision making should be investigated; the relationship between science and society, science in society should be examined. This course is designed primarily for M.Ed., M.S.Ed, C.A.S. students. M.A.T. students need approval of TCI Concentration Coordinator. 3 semester hours |
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| CIT503 |
Teaching for Conceptual Integration in Reading / Language Arts and Social Studies |
| This course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of reading/language arts and social studies. Assertions that cross these school subjects include: individuals view events from multiple perspectives; major participants/ characters exhibit qualities that set them apart from others; similar themes cross multiple historic and fictional events; authors construct texts based on the information they are trying to communicate; constants in life and literature include time, continuity and change. This course is designed primarily for M.Ed., M.S.Ed, C.A.S. students. M.A.T. students need approval of TCI Concentration Coordinator. 3 semester hours |
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| CIT504 |
Teaching for Conceptual Integration in Mathematics and Science |
| The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of mathematics and science. Assertions that cross these school subjects include: science inquiry and mathematical problem solving can be blended; processes should be enacted in context to build understanding of concepts; students should experience the progressive development of explanations of concepts and the progressive unfolding of connections from simple to more complex. This course is designed primarily for M.Ed., M.S.Ed, C.A.S. students. M.A.T. students need approval of TCI Concentration Coordinator. 3 semester hours |
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| CIT505 |
Teaching for Conceptual Integration in Reading Language Arts and Science |
| The course focuses on how student learning can be enhanced when teachers blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of reading/language arts/science. Assertions that cross these school subjects include: evidence to find, generate, and support understanding; strategic reading and reflective science as metacognitive processes; communication requires consideration of audiences; conceptual understanding requires creative and divergent thinking; understanding results from analysis of the perspective and the evidence; conceptual understanding results from consideration of misconceptions, discrepant events, and existing knowledge; language and science sign systems facilitate the understanding of scientific concepts. This course is designed primarily for M.Ed., M.S.Ed, C.A.S. students. M.A.T. students need approval of TCI Concentration Coordinator. 3 semester hours |
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| CIT506 |
Teaching for Conceptual Integration in Mathematics and Social Studies |
| The course focuses on how student learning can be enhanced when a teacher blends together instructional methods that help students integrate concepts, ideas, processes, and contexts from the curricular areas of mathematics and social studies. Assertions that cross these school subjects include: inquiry in social studies and mathematical problem solving can be blended; in the social sciences data is collected, analyzed, and used as evidence to draw conclusions, make decisions, and as a way of explaining phenomena; social phenomena can be represented and modeled mathematically; investigating cross-cultural and historical development of mathematical ideas can build understanding of concepts. This course is designed primarily for M.Ed., M.S.Ed, C.A.S. students. M.A.T. students need approval of TCI Concentration Coordinator. 3 semester hours |
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