The purpose of Step 1 is to have students explore teaching in science, mathematics, or computer science. Students teach science or mathematics lessons in local, high-need elementary classrooms and obtain first-hand experience with planning and implementing inquiry-based curriculum. The course instructor introduces students to the theory and practice behind excellent inquiry-based science and mathematics instruction, guides them through the process of designing and preparing to teach lessons, and assesses their progress toward course objectives.

Students who want to explore teaching careers become familiar with the middle school setting by observing and discussing the middle school environment, and by teaching several lessons to a middle school class. They build upon and practice lesson design skills that were developed in Step 1 and also become familiar with excellent science and mathematics curricula for the middle school setting. As a result of the Step 2 experiences, students generally are able to make a decision as to whether they want to pursue a pathway to teacher certification through the UTeach program. UTCH 2001 is a prerequisite for this course.

The goal of this course is to develop a powerful tool kit of approaches to knowing and learning in mathematics and science. This course focuses on issues of what it means to learn and know science and mathematics. What are the standards for knowing we will use? How are knowing and learning structured, and how does what we know change and develop? For the science and mathematics educator, what are the tensions between general, cross-disciplinary characterizations of knowing (e.g., intelligence) and the specifics of coming to understand powerful ideas in mathematics and science? What are the links between knowing and developing in learning theory, and the content and evolution of scientific ideas? What are the connections between kinds of assessments and theories of knowing? How are various uses of technology associated with specific approaches to learning?

This course continues the process of preparing pre-service teaching candidates to teach mathematics and science in upper elementary and secondary settings by providing opportunities to see how theories explored in Knowing and Learning play out in instructional settings. You will design and implement instructional activities informed by your own understanding of what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). An important focus of the course is on building awareness and understanding of equity issues and their effects on learning. You are provided frameworks for thinking about equity issues in the classroom and larger school settings and learn strategies for teaching students of diverse backgrounds equitably. Additionally, the course introduces ways in which curriculum and technology are used in classroom settings to build relationships among teachers and students. In essence, Classroom Interactions is centered on a close examination of the interplay between teachers, students, and content, and how such interactions enable students to develop deep conceptual understanding. You will learn how content and pedagogy combine to make effective teaching.

The course requires Candidates to teach for one full semester in the public schools at the secondary level under the supervision of an experienced, qualified classroom teacher. Weekly 90 minute seminars are scheduled on campus as an integral part of the Apprentice Teaching experience. In a supportive environment Apprentice Teachers share their experiences and work on solutions for difficulties they are experiencing. They learn about legal and logistical issues in teaching, become familiar with how the diverse components of a high school or middle school are organized into a highly effective system, and prepare for the GACE Exams. For their final product, Apprentice Teachers submit a portfolio, which documents their progress toward meeting the GA PSC standards for new teachers.

This is a mathematics course designed to address the unique needs of future teachers of mathematics. It is required of UTEACH math majors and also counts toward their mathematics degree. In the course, students engage in explorations and lab activities designed to strengthen and expand their knowledge of the topics found in secondary mathematics.

Specially designed to meet the needs of future teachers, students design and carry out two lesson plans which they write up and present in the manner that is common in the scientific community. Course is restricted to UTEACH students.