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CEHS Curriculum - EDST Course CodesEDST 1001 Introduction to Education

Year/Major

Course Learning Objectives Required Assessments Standards Alignment

ESED/DVSL

Fall Freshman

EDST 1001

SYLLABUS A Develop an understanding of the history of

education in the United States Develop an understanding of the history of

special education policies and special education laws in the United States

Develop a knowledge base of the philosophical traditions that have influenced education in the United States

Structure the beginnings of a personal educational philosophy

Identify, trace and explain major trends and innovations employed in education today

Identify key educational issues and policies affecting American education today

Build an understanding of the school as a social system

Explore the multi-cultural nature of schooling and its implications for the education of an increasingly diverse student population

Identify and analyze major curricular trends and changes as they impact upon general and special education students

Evaluate the nature and extent of government involvement in schooling throughout the history of the United States

Recognize the significance of the planned unit of social studies instruction

Examine brain theory/how the brain works to assist in understanding how brain research influences teaching and learning.

SYLLABUS B1. Examine cultural diversity issues as they

relate to educational equity and the role of the culturally responsive teacher through the analysis of a book talk and creating a portrait of a teacher.

2. Practice formal and informal writing as a tool for critical thinking and a way to actively engage in the learning process by keeping journals of readings and class discussions.

3. Become increasingly familiar with the diverse abilities, needs and interest of children of different ages by examining the theory of multiple intelligences and developmentally appropriate practices.

4. Engage in pedagogical discourse by

SYLLABUS A1. Choosing Education as a Career/Philosophy of Education Paper2. Passionate Teacher reflection paper3. Lesson Plan # 14. Lesson Plan #2 - Bullying5. Midterm Examination6. Final Examination 7. Participation & Attendance

SYLLABUS BQuick WritesBrain AssignmentsLesson Plan RewriteBullying Lesson PlanPassionate Teacher Reflection Paper3 QuizzesThe Portrait of a Teacher

Year/Major


facilitating a small group discussion on the professional responsibilities of the elementary school teacher.

5. Know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction by creating their own assessment activities and using rubrics to rate class presentations.

6. Compare and contrast goals and objectives. 7. Create a three part lesson plan that

engages the learner through the multiple.8. Compare and contrast a district curriculum

guide, the NJ Core Curriculum Standards and an elementary textbook.

9. Write a direct lesson and an indirect lesson using the three part lesson plan.

10. Differentiate between direct and indirect instruction.

11. Define cooperative learning and create a cooperative learning activity.

12. Analyze the NJ CC standards and NJ standardized tests and connect them to a quality school curriculum.

13. Identify diversity in today’s schools and develop a plan for meeting the needs of all learners, including ESL, boys/girls.

14. Research and explain the elementary school curriculum demonstrating the generalist nature of the role of elementary teachers. Teacher candidates will understand the essential elements and strategies in language arts, mathematics, science, social studies, health, physical education and the visual and performing arts by participating in teaching and learning episodes. Candidates will summarize the key findings.

15. Examine brain research theories and how information processing influences teaching decisions.

EDST 1501 Education in the US, Past and Present

Year/Major


SCED

Fall Freshman

EDST 1501

1. Students will be able to compare and contrast competing historical and philosophical bases for American education.

2. Students will be able to summarize their stance on why education matters to American society.

3. Students will be able to support their own stance about what teachers can do to promote equal educational opportunity for all students.

4. Students will evaluate the complexity of current issues in American education

5. Students will synthesize ideas about how current issues in American education can be approached by teachers.

- Personal Learning Biography

- Compare and Contrast Philosophies

- Education in the News

- Issue Analysis Presentation

- Reading Blog Entries- Twitter Replies

EDST 4000 Child Curriculum and Development

Year/Major


ESED/DVSL

Freshman Spring

EDST 4000

List, describe, and organize the major concepts, principles, theories, and research related to development of children and adolescents to construct learning opportunities that support individual students’ intellectual, social, emotional, moral and personal development, acquisition of knowledge, and motivation.

Use knowledge of how children differ during developmental stages and to support the development and learning of individual children.

Use COMMON CORE Curriculum Standards and textbooks to study how concepts in a subject area are developed through the grade levels.

Address real-life interactions between parents, teachers, and children that affect child development and learning, through written and verbal responses to issues and questions in select readings.

Create, evaluate, and select developmentally appropriate materials, curriculum, and environments for students.

Discuss the development of physically and psychologically safe and healthy learning environments for children.

Demonstrate understanding of the conditions that affect children’s development and learning, including risk factors, bullying, developmental variations, and developmental patterns of specific disabilities.

Use observations of children in early learning classrooms to demonstrate knowledge of Developmentally Appropriate Practice.

Graphic Conceptual Map using Inspiration Software and explanatory paper

Developmental Theory in Literature

Math curriculum comparison project

Weekly written assignments from text

Observation report from field visit

Quizzes x 3

EDST 3510 – Culture, Community and Schools

Year/Major


SCED

Freshman Spring

EDST 3510

1) Students will analyze their own cultural backgrounds and how it has impacted their own educational experience.

2) Students will understand how diverse students’ identities influence their school experiences.

3) Students will analyze how cultural incompatibility between teachers and students impact upon student learning.

4) Students will define and discuss key terms and concepts related to multicultural curricula.

5) Students will research and report findings that provide evidence of the influence of community factors on public schools.

6) Students will research and report findings regarding appropriate accommodations for English Language Learners in subject matter classrooms.

7) Students will describe several approaches toward multicultural education with the ability to articulate rationales for each.

8) Students will cooperatively function as members of the whole class and in smaller groups and contribute to development of required course projects.

9) Students will identify and summarize trends that potentially increase external influences on the structure, mission and working of public schools.

- Book Club Wiki- Reading Blogs- Twitter Replies- Community ELL Study- Family Tree/Ethnography

BMIE 1001 – Real World Technologies

Year/Major


SCED

Freshman, Floating

BMIE 1001

1. Demonstrate with capability and comfort personal computing skills via the use of electronic communications, search tools, application software (word processing, presentation graphics, spreadsheets, etc.), and Windows operating environment.

2. Describe the advantages, disadvantages,

limitations and ethical considerations of computer technology and the effect computers continue to have in our society.

3. Develop instructional and presentation software materials in applying computing skills to academic projects. Competently use Excel, Word, PowerPoint, Publisher, other software and the Internet at the beginner and intermediate level.

4. Enhance computer and communication skills necessary for the future profession and apply computing skills to academic projects Use technological applications such as electronic mail, social network and other Internet applications for research.

5. Research and develop a training plan or teaching lesson plan with a computer-based activity and assessment.

6. Define and use basic computer concepts and technological services available such as email and the Internet to perform online database searches for relevant information.

Mini Reflective Paper Project

Word Informational Paper Project

Homework Assignments

Publisher Project

Training Plan/Teaching Lesson Plan, Computer-based Learning Activity, and Assessment as a Smartboard Project

Web 2.0 Assignments

Readings/Class Participation

EDST 2001 – Life in Inclusive Classrooms

Year/Major


ELED/DVSL

Sophomore Fall

EDST 2001

Syllabus A1. Identify orally and in writing the categories

of skills and responsibilities teachers need as effective teachers. Understand the nature of teaching as a decision making model by describing the thought processing phases of instruction. Describe the importance of self-reflection in becoming a competent teacher.

2. Identify orally and in writing major components of a written daily lesson plan and explain the cyclic nature of lesson planning.

3. Work with a partner/s to create an engaging unit infusing NJ Core Curriculum Content Standards and reflective of the interests of their students. Pre and post assessments of identified objectives is required. Reflection on this lesson will also address the issue of co-teaching and effective ways to integrate various models into the presentation of information.

4. Plan and teach a lesson through a microteaching episode.

5. Develop a written personal definition of quality learning and teaching and learn how to put this definition into practice by writing a personal philosophy of education and revisiting this philosophy towards completion of this course.

6. Describe the characteristics of a well managed classroom environment. Establish a positive and healthy learning environment through the completion of portions of a management plan written for a specific grade level. Prepare a visual representation of classroom and a written management plan.

7. Recognize the common elements of discipline by designing a discipline plan that includes a working philosophy, rules and procedures, and consequences for the first week of school to ensure a supportive environment in which students can flourish.

8. Use formal and informal assessment strategies to plan, evaluate and strengthen instruction by creating their own assessment activities in class and within their units and by creating rubrics to rate students and peer performance.

9. Communicate in writing philosophies and classroom expectations with parents, students and other professionals.

Syllabus A

- Philosophy of Education/Stance statement

- Unit Plan- Classroom

Management Plan- Quick Responses/

Quizzes- Family Letter- Microteaching lesson

and reflection paper- FINAL EXAM

Syllabus B- Classroom

participation and homework assignments

- Philosophy of Education/Stance statement

- Integrated Unit Plan

- Classroom Management/ Discipline Plan

- Microteaching lesson and reflection paper

Year/Major


Syllabus B1. Identify the professional standards,

performance skills, and dispositions needed by a highly qualified inclusive and responsive teacher. You will be able to understand the nature of teaching as a decision making model by describing the thought processing phases of instruction and the importance of self-reflection in becoming a competent , socially conscious and reflective teacher.

2. Develop a personal definition of quality learning and teaching and learn how to put this definition into practice by writing a personal philosophy of education and explaining how philosophy will affect learners and teaching practice.

3. Identify major components of the planning and preparation process and explain the relationship of each to learning theory, human development, cultural diversity, and individual differences .

4. Plan and organize a unit of study with a colleague that draws upon the Common Core State Standards, CCSS (Curriculum) in ELA, and best literacy practices for a select group of learners based on a specific student profile. A unit is a set of related lessons that addresses a single topic, theme, or skill. The mini Teacher Work sample includes: a brief description of the learners and context, goals and objectives, purpose and rationale , pre-post assessments, lesson plans with modifications for three specific learners. After completing the project partners will participate in a gallery walk showcasing their units. A unit plan rubric will be designed in class to be used to assess project .

5. Plan and teach a mini lesson in microteaching episode that uses a variety of instructional strategies (ADVICE) to encourage learners to develop understanding of content in meaningful ways. You will be expected to give and receive feedback for professional growth .

6. Describe and construct a management plan for a well-managed learning environment that supports both individual and collaborative learning, social interactions, active engagement in learning and self motivation.

7. Design a discipline plan that shows how a teacher establishes and monitors a safe and productive learning environment

Year/Major


including, expectations and norms for behavior by designing a discipline plan that includes a working philosophy, rules and procedures, and consequences for the first week of school to ensure a supportive environment in which students can flourish.

8. Know and understand how to design assessments that match learning objectives. Know how to balance the use of formative and summative assessments to support and document student learning.

9. Communicate your teacher philosophy and classroom management plans to families in role playing situation.

EDST 2004 – Early Literacy

Year/Major


ESED/DVSL

Sophomore Fall

EDST 2004

1. To demonstrate knowledge and application of the research on literacy education and apply the learning theories, and philosophies to your decision making process as you plan lessons, instruct students and prepare assessments.

2. To become familiarized with the New Jersey Common Core Standards and indicators and how to use a standards approach to teaching students by designing lessons that reflect the content, instruction and assessment protocols.

3. To examine and explain each one of the components of a balanced literacy approach: phonemic awareness, phonics, fluency, vocabulary learning, comprehension skills and strategies, writing, and spelling through class discussions, classroom surveys, reflections, and midterm exam.

4. To recognize the diversity of learners in today’s classrooms and make adaptations for instruction by identifying strategies to address the challenges of diversity in linguistic backgrounds, prior experiences and background knowledge, reading proficiency, gifted learners, and special needs students. To design lessons using students’ interests, abilities and backgrounds and to understand the role of the teacher in motivating students to be lifelong readers. ( ELL students)

5. To demonstrate understanding of the methods of instruction that reflect a balanced literacy approach to the teaching of reading and writing: reading aloud, shared reading, guided reading and writing, interactive reading and writing, and independent reading and writing by planning and teaching lessons in your field experience or in class that reflect components of each approach.

6. To use a variety of assessment tools and practices to plan and evaluate early literacy instruction. You will be asked to conduct a running record and explain in writing how you will use the instrument to diagnose and plan reading instruction.

7. To apply the skills needed for understanding that reading and writing

Class Participation and Attendance

Lessons and Reflections

Lessons Demonstrations for the Class

Midterm

Journals from the Field

Running Record Assessment

Final Project

Year/Major


are a process requiring a before, during, after approach by planning lessons and showing the three components.

8. To examine a literate environment and critique whether the environment fosters reading and writing through the use of instructional practices, approaches and methods, curriculum materials and appropriate assessments.

9. To understand and explain internal factors that relate to motivation and identify concrete approaches to motivating students by applying motivational strategies to case situations and lesson plans.

10. To grasp the importance of the family’s role or lack of role in early language arts literacy development and explore strategies for how teachers can foster the home-school connection by contributing to the whole class poster project.

11. To show how teachers can use technology based practices to meet the different stages of development and cultural and linguistic needs of their students as well as using technology for personal growth and development.

12. To continue to pursue professional development by working with peers to observe, evaluate and provide feedback on each other’s practice during the clinical practice experience.

EDST 1301 – Educational Psychology

Year/Major


SCED

SophomoreFall

-the student will be able to define and provide examples of concepts and variables

-the student will be able to distinguish between correlation and causation

-using information from the text and other sources the student will describe advantages and disadvantages of stating objectives in behavioral terms

-the student will be able to describe orally and in writing strengths and weakness of intelligence tests as well as controversies surrounding their use in schools

-the student will be able to describe and cite evidence about the influences on teaching and learning of:

linguistic differencescultural differencesgenderracedisability

-the student will be able to describe and cite examples of developmental stage theories presented in the text

-the student will be able to design lessons using research findings on motivation / lecture / group and cooperative learning-the student will be able to describe and cite examples of current controversies involving the nature and evidence of intelligence

-the student will be able to use and describe approaches to dealing with controversies in the classroom, specifically structured academic controversies (using a Deliberating in a Democracy framework)

-the student will be able to demonstrate the ability to use technology in planning and presenting class work

- lesson plan: focus on motivation, diversity, language, technology

- Online Quizzes

- Electronic assignments and international activities (including focus group evaluation of process)

- Structured online discussion of hate sites-examine audience, visual and text messages, and the use of language to convey socio-political ideologies

Year/Major


-if efforts at collaboration are successful, the student will demonstrate an understanding of similar and different approaches to teacher training (specifically using knowledge from psychology) in the U.S. and Ukraine (and possibly other countries) through various electronic tools).

-the student will demonstrate a commitment to professional responsibility by completing all assignments on time, and in the prescribed manner. While this largely meets institutional needs, lower grades for late work can be

expected.

EDST 2005 – Teaching Math in Diverse Classrooms

Year/Major


ESED/DVSL

Sophomore Spring

EDST 2005

1. Demonstrate knowledge and understanding of the content and process standards as outlined in the NCTM and New Jersey Core Curriculum Standards through open-ended quizzes and field application.

2. Demonstrate number sense by solving addition, subtraction, multiplication, and division problems in many different ways other than the standard algorithm and explain strategies and impacts on student learning through reflective sessions.

3. Demonstrate the use of problem solving skills by participating in problem solving experiences and explaining the strategies used.

4. Create a two day lesson sequence based on assessments given after the first lesson.

5. Adapt a lesson found in an elementary textbook to reflect the NCTM standards and meet the needs of diverse learners.

6. Use knowledge of math topics through the development and teaching of an interactive math lesson that corresponds with the field experience math curriculum and meets the diverse needs of all students.

7. Adapt a math lesson found on the Internet or in a textbook for diverse students to meet a specific characteristic of diversity. .

8. Design a cooperative learning activity using a selected format and identify the importance of cooperative learning and the key elements and values involved.

9. Show an understanding of alternative assessment by creating their own authentic assessment activity to accompany a lesson plan, such as, a journal entry, an open-ended performance task, student self-assessment, student portfolio entries and designing a rubric to evaluate student understanding.

10.Use the Internet to find lesson plans, activities, math resources, and mathematics organizations to enhance their teaching and demonstrate this by created an annotated bibliography of mathematics related web-sites.

11.Assess students understanding and reasoning after viewing a video-taped lesson.

12.Reflect on their practice by writing a reflection paper after teaching lessons in

Journal Entries

Content Quizzes

Place Value Activity & Interview

Textbook Lesson & Reflection

Math & Literature Lesson

Final Exam

Year/Major


class and during field placement by keeping a log of reflective sessions.

13.Use math manipulative materials and calculators to create their own understanding of math concepts and design mathematics lessons that utilize these manipulative materials.

EDST 3005 – Literacy Across the Curriculum

Year/Major


ESED/DVSL

Sophomore,Spring

EDST 3005

Syllabus AExplore different approaches to the teaching of the language arts

Develop knowledge of the specific skills involved in reading and writing during the upper elementary years.

Acquire a repertoire of techniques and strategies for teaching the language arts in the upper elementary grades.

Develop lesson plans for reading and writing instruction.

Discuss how literature units can be used to teach the language arts in an integrated fashion.

Value and model positive attitudes and a love of literature through multiple literature teaching and learning experiences

Create and evaluate different assessment strategies for reading and writing performance.

Make modifications to lessons for diverse learners

Syllabus B

Show understanding of the major theories and empirical research associated with the cognitive, linguistic, motivational, and sociocultural foundations supporting your decision making and professional judgment. You will be asked to support your decision making with evidence.

Acknowledge the diversity that exists in your classroom by selecting materials, instructional strategies and text that ensure that all children- struggling readers and writers, gifted students, English Language Learners, ELL, and culturally diverse students reach the expected goals.

Know your children by Identify and integrating their needs and strengths in lesson plans and student learning experiences.

Create learning experiences that show the

Syllabus A

- Participation, Attendance and Reading Log- Double entry journals x 3- Research Report- Lesson Plans and Reflections (x2)- Persuasive Writing- Midterm- Literature Circle Participation- Final Reflections

Syllabus B

- Class Participation, Attendance, HW assignments and Literacy notebook.

- Three Double Entry Journal

- Research paper

- Reading Lesson Cycle and Writing Lesson Cycle

- Three Mini Exams

Year/Major


central concepts and structures associated with teaching and learning reading and writing in ELA and across content areas by designing content specific lesson plans.

Create learning experiences that show learners content knowledge and real world application in lesson plans.

Design learning experiences that show how teacher engages children in critical thinking using higher order task and questioning.

Shows understanding of the curriculum in grades 3-5 by demonstrating understanding of relationships among skills, strategies and content and anchor standards found in CCSS. ( Lesson designs, and in class projects)

Show understanding of different forms of assessment ( reading and Writing) and their purposes, strength and limitations ( Lesson plans and Test)

Use knowledge of four frameworks for scaffolding students’ comprehension of text frameworks to plan and teach lessons. ( Lesson plans and Test)

Use appropriate and varied instructional strategies to support reading comprehension, vocabulary development, fluency, reading-writing connection. ( Lesson Plans, Microteaching, and Test)

Use assessment( reading and Writing) information to evaluate lesson and plan for future instruction in reading and writing cycle lesson plans.

Identify learning objectives ( Reading and Writing) from content standards and district curriculum and align those objectives to the assessments.( Lesson Cycle Designs)

Show competency of content specific knowledge associated with the 3-5 curriculum: grammar, sentence structure, punctuation, genres, text features, comprehension strategies, story elements, figurative language, process writing, text types etc….Test

Use a variety of instructional technology tools to support the instructional process and learning patterns of this age group. ( lesson designs, class assignments, )

Explore the role of narrative and expository text in the acquisition and refinement of language arts literacy skills and cultural implications of selected texts.

Draw a picture/vision of your literate learning environment that addresses motivational theory and how teachers can

Year/Major


motivate learners as independent readers. ( Readers/Writers workshop)

Evaluate evidence from the semesters teaching and learning experiences to evaluate his/her choices, and actions and how these decisions impacted on student learning. l. (Reflective essay)

Seeks an appropriate leadership role within class or field to advance profession through one of the identified adult learning task.

Conduct a mini action research project or report.

Examine own personal reading and writing proficiencies and use classroom content to improve proficiencies.

EDST 2003 – Instructional Theory into Practice

Year/Major


SCED

Sophomore,Spring

EDST 2003

As a result of participating in this course, preservice candidates will:

Evaluate teaching activities for their ability to promote the learning for all.

Demonstrate ability to understand main concepts of content, organize ideas, and plan for student interaction in a variety of lessons as shown in microteaching lessons and in field setting. Candidates, instructor, and supervisors will assess these skills with a rating scale and comments.

Examine advantages and disadvantages of different models of teaching in class discussions assessed through questioning.

Identify teaching behaviors that help promote and hinder student learning in grades 7-12 in a variety of subject fields through observations of filmed selections, microteaching, practicing teachers at field site, and discussion of readings. Candidate insights will be assessed through questioning.

Enhance presentation and group facilitation skills, demonstrating ability to convey accurate, current and worthwhile information and to incorporate graphics, visuals, or props with enthusiasm as shown in microteaching lessons and in field settings. Candidates and instructor will assess these skills with a rating scale and comments.

Show a commitment to planning and teaching low performing and/or limited English proficient students by trying strategies to promote their learning in weekly tutoring and as a classroom assistant in an ESL classroom assessed in class discussion and with learning logs.

Demonstrate understanding of principles of effective classroom management and the range of strategies needed to promote positive relationships, cooperation, and purposeful

Attendance and Participation

Reflective Paper #1

Reflection # 2

Short Presentation Outlines & Lesson Plans

Blogs and minivideos

Lesson Plan Package

ESL Classroom Assistant Program

Year/Major


learning in the classroom shown in discussions assessed through questioning

Assess uses of technological applications in demonstrations and discussion

Value adapting instruction to student responses, ideas, and needs as observed in discussion and field experience

Value role of students in promoting each other’s learning and recognize the importance of peer relationships in establishing a climate of learning as shown in responses in microteaching groups and field experience

Demonstrate thoughtful and responsive listening; encourage varied ways of communication in the classroom demonstrated in microteaching and in field experience

Show appreciation for professional responsibilities and demonstrate ability to meet them in field placement and by joining professional association related to their field and grade level interest

EDST 3700 - Integrating Technology in the Curriculum

Year/Major


ESED/DVSL& SCED

Floating

EDST 3700

1. Utilize and implement design principles which specify optimal conditions for learning ; analyze instructional tasks, content, and context, write appropriate objectives for specific content and outcome levels, categorize objectives using an appropriate schema or taxonomy; compare and contrast curriculum objectives for their area(s) of preparation with federal, NJ state, and/or professional content standards.

2. Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for individuals with exceptional learning needs, and incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

3. Utilize a variety of assessment measures to determine the adequacy of learning and instruction while demonstrating congruency among goals/objectives, instructional strategies, assessment measures, and develop and apply formative and summative evaluation strategies in a variety of contexts.

4. Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction and to the development of instructional messages specific to the learning task for all learners.

5. Select instructional strategies appropriate for a variety of learner characteristics, exceptional conditions, and learning situations, and analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

6. Select appropriate media to produce effective learning environments using technology resources; produce instructional materials which require the use of multiple media; use appropriate analog and digital productivity tools to develop instructional and professional products, incorporate the use of the

- Assistive Technologies Brochure & Report- Lesson Plan Project- PowerPoint Slide Show- Webliography- Inspiration Concept Map - WebQuest- Presentation of Projects- Web Page- Journal & Participation

Year/Major


Internet, online catalogs and electronic databases to meet the reference and learning needs of students, and combine electronic and non-electronic media to produce instructional materials, presentations, and products.

7. Design and produce an instructional brochure analyzing and explaining assistive technologies combining words and images/graphics using desktop publishing and various aspects of integrated application programs. Make revisions based on formative evaluation by peers using a rubric and the brochure to access information on assistive technology.

8. Use the results of evaluation methods and techniques to revise and update instructional and professional products.

9. Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes, apply principles of visual and media literacy for the development and production of instructional and professional materials and products, and use a variety of projection devices with appropriate technology tools to facilitate presentations and instruction.

10. Design, produce, and use digital information with computer-based technologies; use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products; prepare instructional materials, bibliographies, resource lists for instructional units, and other materials as appropriate to support students and teachers; identify and apply policies which incorporate professional ethics within practice; and identify and apply copyright and fair use guidelines within practice.

11. Discuss and describe a variety of assistive devices and software for using technology with persons with exceptional learning needs.

12. Integrate information literacy skills into classroom and library media center instruction.

13. Apply project management techniques, delivery system management techniques,

Year/Major


and information management techniques in various learning and training contexts.

14. In a journal, candidates will reflect on their work, new developments in technology, and research to improve and strengthen their professional practice.

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