• Undergraduate
  • Undergraduate
    • UTCH-2001 Inquiry Approaches to Teaching
      Description

      The purpose of Step 1 is to have students explore teaching experiences in science or mathematics. Students teach science or mathematics lessons in local elementary classrooms and obtain first-hand experience with planning and implementing inquiry-based curriculum. The instructor introduces students to the theory and practice behind inquiry-based science and mathematics instruction and guides them through the process of designing and preparing to teach lessons. The course requires field experiences at local schools and requires a satisfactory result on the College of Education Criminal Background Check.

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    • UTCH-2002 Inquiry Based Lesson Design
      Description

      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.

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    • UTCH-3001 Knowing and Learning in Mathematics and Science Education
      Description

      The goal of this course is to develop a powerful tool kit of approaches to knowing and learning in science and mathematics. This course focuses on issues of what it means to learn and know science and mathematics. Prerequisite 2.5 gpa

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    • UTCH-3002 Classroom Interactions
      Description

      This course continues the process of preparing pre-service teaching candidates to teach mathematics and science in 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). Pre-requisite 2.5 gpa.

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    • UTCH-3003 Project Based Instruction
      Description

      The course Project-Based Instruction (PBI) supports continued development as a teacher, building on your previous UTeach courses. PBI provides opportunities to observe and teach in the secondary science or mathematics classroom, continuing field experiences from UTCH 2001, UTCH 2002, and Classroom Interactions. PBI also provides the basis for building on the theoretical knowledge base of the courses Knowing & Learning and Classroom Interactions. This course will also provide opportunities to generate artifacts for a professional portfolio to meet requirements for teacher certification. This course aims to help close the research-practice gap by developing your capacity to identify and evaluate best teaching practices as presented in research literature.

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    • UTCH-3004 Inclusive Secondary Mathematics and Science Classrooms
      Description

      This course engages students in observations, interactions, and analyses of educational issues related to inclusive secondary Mathematics and Science classrooms. The course includes a thorough examination and practice of instructional strategies and accommodations required to meet the needs of students with special needs in inclusion settings. Application of reading and writing strategies to support content acquisition is emphasized. This course will satisfy the requirement of course work in the identification and education of children with special education needs as mandated by Georgia House Bill 671.

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    • UTCH-4000 Apprentice Teaching
      Description

      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.

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