Online Bachelor of Science in Middle Grades Education curriculum

This seminar is designed to provide students the information and resources required to effectively participate in both clinical experiences as well as education course work aligned to all clinical experiences required, leading to graduation and initial teacher licensure. This seminar requires attendance to three online seminars with dates announced in advance. Students will complete steps required for admission to Teacher Education and clinical placements as assignments; some assignments have a cost attached. This course should be taken in the same semester as ED 200. This course is taught on a pass/fail basis.

Note(s): Graded pass/fail.

This course provides an overview of middle level education, including the unique instructional, curricular, and organizational features of middle schools and the nature and needs of students in grades 4-8. Course topics include the middle school concept, characteristics of young adolescents, teaching and learning in the middle school, and the professional roles and responsibilities of middle level educators. This course should be taken in the same semester as ED 100. Corequisite(s): ED 100

Knowledge of the growth and development of the person from conception to adolescence are vital in effective teaching. The areas of physical, intellectual, social, emotional, and moral development are studied. Particular emphasis is given to foundational theories such as constructivism and behaviorism, and topics such as executive functioning, creativity, cultural diversity, motivation, discipline, and contextual factors in development. Practical applications of theory to practice, as well as global issues affecting children and families, are explored.

Prospective teachers should acquire a perspective into the origins of their discipline as well as a general understanding of education which should precede career decisions. The content of the course aids the students in acquiring concepts in the development and contemporary conditions of education and schools in the United States. The projects and activities promote the growth of students not only in the intellectual domain but also in the areas of social, emotional, and psychological development.

This course is designed to provide an opportunity for students to study the existence of problems and the development of possible solutions for establishing and maintaining racial, ethnic, gender and cultural harmony within the early childhood and middle grades classroom. Emphasis is placed on variables that contribute to the development and maintenance of prejudice, stereotypes, racism, gender bias and oppressive conditions.

This course provides a definition of exceptionalities and introduction to children with exceptional needs in schools. The primary focus of this class is the educator’s role and responsibilities in meeting the needs of students with exceptionalities. The course covers characteristics, legal provisions, and pre-referral procedures, and instructional accommodations.

This course introduces a variety of strategies in teaching and managing classroom behavior. Emphasis is placed on designing positive learning environments, and selecting and implementing behavior management strategies. Note: Requires admission to teacher education.

Note(s): Requires admission to teacher education

An introduction to basic lesson planning skills needed to provide a variety of teaching method, media, materials and resources essential for supporting effective teaching practices in the grades four through eight classroom Students will be guided in the preparation and presentation of a lesson plan that will serve as a foundation for completing lesson plans in the methods courses to follow. ED 321 should be taken early in the student’s program and before any methods courses.

A course which focuses on a variety of methods of assessment. Emphasis is on the communication of formative and summative assessment results to learners, parents, colleagues and the community at large.

Note(s): Requires admission to teacher education.

This full-semester capstone course is designed to accompany and enhance the student teaching experience. It is designed to provide an opportunity to synthesize the student teaching experience and move the student teacher towards the world of teaching at a professional level. Meeting once a week, it offers information on certification, employment search processes, and educator ethics/dispositions while also providing an avenue to analyze, evaluate and discuss the student teaching experience. A portfolio is required.

A full-time, semester-long experience in a regionally accredited school classroom. Guidance and direction will be provided by the classroom teacher with assistance from university faculty. Students will be required to assume all duties of the classroom teacher for a minimum of four weeks during the experience while demonstrating competence in planning and materials, classroom performance, and professional behavior. The student teaching experience begins when the assigned school begins its semester and continues through the Brenau semester. The student is required to take ED415 Applied Instruction during the student teaching semester. Prerequisites: All other courses and placements must be completed before student teaching; passing scores on appropriate GACE Content Area Exams are required before student teaching. Prerequisite(s): ED 415 and all professional core and methods courses. Note(s) Must have completed all professional core and methods courses. Taught on a pass/fail basis.

This course focuses on current approaches to reading and writing instruction. Content area reading and writing in a balanced literacy approach, including read aloud, guided reading, shared reading, interactive writing, shared writing, Reading Workshop, Writing Workshop, and Word study will be emphasized. Additionally, this course will focus on appropriate instructional methods, strategies and materials as well as providing experiences, both theoretical and practical in nature. This is a placement embedded course; a 48-hour field experience placement in a regionally accredited school is required during the course.

Prerequisite(s): ED 311 or ED 321
Note(s): Clinical component required

This course is designed to explore content area literacy and assessment. The course will focus on strategies for reading and writing across the curriculum. Prerequisite(s): ED 413 or ED 418

This coursework may apply toward LE or concentration requirements and is required for GACE content preparation. These courses are not included in the major GPA and are not subject to the “C or better” grade policy for education major coursework.

• EH 101 – Written Communication
• EH 102 – Reading and Research Writing
• HY 201 – History of the United States I
• PS 100 – Physical Science
• BA 203 – Critical & Creative Thinking

One of the following PS lab sciences:

• PS 110 – Physical Geography w/ Lab
• PS 111 – Meteorology/Climatology w/ Lab
• PS 112 – Astronomy w/ Lab

One of the following Math courses:

• MS 100 – Quantitative Literacy
• MS 101 – College Algebra
• MS 111 – Pre-Calculus/Trigonometry
• MS 210 – Calculus and Analytical Geometry

One of the following Fine Arts courses:

• AH 100 – Art Appreciation
• MC 101 – World Music Appreciation

One of the following Literature courses:

• EH 201 – Western World Literature
• EH 220 – American Literature before 1865
• EH 221 – American Literature after 1865
• EH 245 – Women’s Literary Studies

One of the following Speaking courses:

• EH 103 – Oral Communication
• SP 108 – Fundamentals of Speech

The major in middle grades education has two areas of content concentration. The primary and secondary concentrations may be selected from language arts, mathematics, reading, science or social studies. Students may not choose language arts and reading as the two areas of concentration.

• Language Arts
• Mathematics
• Reading
• Science
• Social Studies

• Historical Perspective – 3 hours
• Civic Engagement – 3 hours
• Global Awareness – 3 hours

• Mathematics – 3 hours
• Science – 7-8 hours (1 course must be a 4 hour lab science)
• Reasoning – 3-4 hours

• Fine Arts – 3 hours
• Literature – 3 hours
• Lifetime Fitness – 3 hours

• Writing – 6 hours
• Speaking – 3 hours
• Modern Language – 0-3 hours
• Communication – 3 hours