LTM-601 Field Experience Module Registration (0 credits)
Field Experience Module Registration for Live Text
LTM-602 Field Experience Module 1 (1 credit)
Field Experience Module 1 for Master of Arts students in secondary education.
LTM-603 Field Experience Module 2 (1 credit)
Field Experience Module 2 for Teach for America Students
LTM-604 Methods of Mathematics (3 credits)
Through this course, students become familiar with the national and state standards related to the teaching of mathematics in grades K-9 and develop strategies to teach mathematics for understanding.
LTM-608 Literacy in Early/Middle Childhood (3 credits)
Students continue their study of the nature and process of reading. They focus on objectives, methods, materials, and techniques for the teaching of reading at the middle childhood and early adolescence levels. A balanced approach to reading instruction in emphasized, including spelling instruction, vocabulary, comprehension, and the integration of reading, writing, and language arts into the curriculum for developmental and fluent readers and writers. Students will further their knowledge of and experience with authentic assessment tools and procedures, developmentally appropriate practice vocabulary, comprehension and spelling instruction.
LTM-612 General Methods of Teaching (4 credits)
In this course, students will work with a variety of educational theoretical perspectives and approaches, relating them to the needs of diverse learners in educational environments. As students develop deep understandings of K-12 learners anchored in learning theory, they will relate these understandings to learners' physical and cognitive development, lived experiences, cultural assets, disability status, and socioeconomic status. Students will use this knowledge of the learner to develop and/or adapt lesson plans for students in a classroom setting, analyzing the effectiveness of their teaching practice. Students will engage as professional colleagues, working and communicating effectively with peers, faculty, school-based colleagues, learners, and families. They will reflect on their use of communication modes to support effective relationship-building with these key stakeholders. To provide an opportunity to apply their learning with regard to instructional design, candidates will be assigned for a minimum of 20 hours to a field experience in which they will work with elementary, middle school or high school learners in an inclusive classroom.
LTM-621 Lit in Early Adolescence/Adolescence (3 credits)
Students study the nature and process of literacy development, including objectives, methods, materials and techniques for teaching literacy in adolescence, recognizing the range of student needs they may encounter, including those from whom English is a new language. Becoming aware of the key role of literacy in content area learning they develop a range of strategies to support students'reading skills, especially with regard to comprehension. In addition, they develop approaches to the integration of language arts across the curriculum. Students learn to interpret standardized assessment information as well as to develop meaningful classroom assessment of literacy.
Prerequisite(s): LTM-612
LTM-622E Content Area Methods-English (4 credits)
Students learn teaching strategies and assessment methods specific to their subject areas to respond to diverse early adolescent/adolescent learners. They develop inviting dispositions and articulate their educational assumptions and rationale for decisions regarding content and methodology. Using the Wisconsin Model Academic Standards as well as national standard for subject areas, students design effective lesson/unit plans. Students design learning opportunities that use disciplinary strategies to promote current student learning, achievement, and enjoyment. Students examine interdisciplinary approaches to teaching, learning and assessing in order to design interdisciplinary instruction with students from other subject areas. Drawing upon literature focused on teaching in their subject areas, students engage in professional discourse. Field work required. For English Methods only.
Prerequisite(s): LTM-612
LTM-622M Content Area Methods-Math (4 credits)
Students learn teaching strategies and assessment methods specific to their subject areas to respond to diverse early adolescent/adolescent learners. They develop inviting dispositions and articulate their educational assumptions and rationale for decisions regarding content and methodology. Using the Wisconsin Model Academic Standards as well as national standard for subject areas, students design effective lesson/unit plans. Students design learning opportunities that use disciplinary strategies to promote current student learning, achievement, and enjoyment. Students examine interdisciplinary approaches to teaching, learning and assessing in order to design interdisciplinary instruction with students from other subject areas. Drawing upon literature focused on teaching in their subject areas, students engage in professional discourse.
Prerequisite(s): LTM-612
LTM-622SC Content Area Methods-Science (4 credits)
Students learn teaching strategies and assessment methods specific to their subject areas to respond to diverse early adolescent/adolescent learners. They develop inviting dispositions and articulate their educational assumptions and rationale for decisions regarding content and methodology. Using the Wisconsin Model Academic Standards as well as national standard for subject areas, students design effective lesson/unit plans. Students design learning opportunities that use disciplinary strategies to promote current student learning, achievement, and enjoyment. Students examine interdisciplinary approaches to teaching, learning and assessing in order to design interdisciplinary instruction with students from other subject areas. Drawing upon literature focused on teaching in their subject areas, students engage in professional discourse.
Prerequisite(s): LTM-612
LTM-622SS Content Area Methods-Social Studies (4 credits)
Students learn teaching strategies and assessment methods specific to their subject areas to respond to diverse early adolescent/adolescent learners. They develop inviting dispositions and articulate their educational assumptions and rationale for decisions regarding content and methodology. Using the Wisconsin Model Academic Standards as well as national standard for subject areas, students design effective lesson/unit plans. Students design learning opportunities that use disciplinary strategies to promote current student learning, achievement, and enjoyment. Students examine interdisciplinary approaches to teaching, learning and assessing in order to design interdisciplinary instruction with students from other subject areas. Drawing upon literature focused on teaching in their subject areas, students engage in professional discourse.
Prerequisite(s): LTM 611 & LTM-612
LTM-625 Literacy in Early Childhood (3 credits)
The student examines the scope of an early childhood literacy curriculum, focusing on emergent literacy, oral language, reading, writing, and literature. Among components integrated in this course are phonics, spelling, and sight vocabulary. The student learns to make sound decisions, teach literacy learning strategies, select appropriate materials, and design developmentally appropriate learning experiences and assessments for the early childhood learner.
LTM-626 Lit in Middle Childhood-LMEM (3 credits)
The student examines the primary grade literacy curriculum, focusing on language, reading, writing, and literature. Among issues addressed are phonics, spelling, grammar, and sight and reading vocabulary. The student learns to make sound decisions, teach literacy learning strategies, select appropriate materials, and design developmentally appropriate learning experiences and assessments for the middle childhood/primary grade learner.
LTM-627 Middle School Teaching & Field (4 credits)
This course is designed to assist the student in making curricular decisions about developmentally appropriate learning experiences, resource selection, presentation strategies, middle school issues, and assessment procedures for the middle school learner. For LMEM & LTM teacher candidates. Students will need to schedule 2-3 hrs a week for middle school placement. Must complete on-line application.
LTM-628 Early Childhood Curriculum & Field (4 credits)
For licensed teachers adding a license only. The student becomes acquainted with early childhood philosophies and their application to the development of early childhood education models. Through analyzing and synthesizing various frameworks, students develop the ability to communicate a personal philosophy and to develop appropriate early childhood curricular designs. The student develps the ability to design and implement developmentally appropriate teaching strategies for children with a variety of learning needs and styles in the areas of play, language arts, mathematics, science, social studies, environmental education, creative arts, health, and motor development. Within a multicultural context, the student develops learning experiences that incorporate technology, active learning, and appropriate assessment strategies.
LTM-629 K-9th Grade Developmental Methods (3 credits)
The course presents an analytical study of child development and learner-centered instruction in Kindergarten through 9th grade settings. The student will be able to identify the significant elements in each model and will develop their own working philosophy of Early Childhood, Elementary, and Middle Level Education and its implications for curriculum.The course introduces the student to the various curriculum components of a developmentally appropriate program for students in K-9th grades. The student will demonstrate competence and resourcefulness in the ability to provide adequate experiences, instruction, and assessments in accordance with the developmental needs of the student.This course is concurrent with a field placement course in kindergarten/ early elementary and middle level grades. In this placement, the priority is to provide the students with opportunities to cultivate developmentally appropriate, learner-centered teaching and assessment practices, with an emphasis on the effective use of questions as an instructional strategy.
LTM-631 Teaching Exceptional Learners (3 credits)
Students in this course explore the range of factors that impact students' schooling both at the personal and structural levels. Building an understanding of the categories of students learning needs and the legal requirements for addressing those needs, they identify resources and processes that can suppport special needs learners in the classroom and the school building. The course focuses particularly on developing understanding and skill in adapting instruction to meet the needs of exceptional learners, with a special emphasis on the Individualized Educational Plan (IEP) process. In addition, students develop strategies to proactively engage parents/guardians, special education teachers and others in meeting learner needs.
Prerequisite(s): LTM-612
LTM-632 Curriculum, Instruction & Assessment (3 credits)
Students in this course learn to see the connections between large curricular goals and the assessment of student learning in the classroom. Working with content standards and ability outcomes, they explore the important concepts and skills their learners need to develop in a grade level or levels. Employing a process called backward design, they identify performances that capture the big outcomes and design both appropriate instruction and meaningful performance assessments using specific criteria. They explore the concept of assessment-as-learning, which involves a formative approach, positive feedback and self assessment as means of guiding learning.
Prerequisite(s): LTM-612
LTM-633 ELL Methods:Second Language Acquisition (4 credits)
In this course, students will develop an understanding of general principles of first and second language acquisition and apply this theoretical understanding to the development and modification of curriculum that meets the needs of ELLs. They will develop the ability to design and implement lessons and units of study to meet the needs of mixed-level English Language Learners in the K-12 setting.
LTM-634 Linguistics, Language & Culture (3 credits)
In this course, students will explore "levels of language": phonetics, phonology, etymology, morphology, grammar, syntax, semantics, pragmatics in order to analyze linguistic differences in their students and to best create curriculum to address those differences. Students will also develop learning plans that are informed by national, state and local standards and an understanding of language variation and its influence on language acquisition. Through an analysis of speech patterns, students will distinguish language differences from disorders and make appropriate instructional decisions. Fieldwork is included in this course.
LTM-635 Science & Social Studies in Elementary (3 credits)
In this course students will explore methods of teaching science and social studies at the elementary school level. Drawing upon previous experiences in lesson and unit planning, students will incorporate science, health, social studies, and technological content knowledge with process skills and assessment strategies. Students will design integrated learning experiences based on approporate frameworks linking science and social studies to other content areas including art, math and language arts.
LTM-637 Multi-Literacy & English Language Lrnr (4 credits)
In this course, students will become knowledgeable of the relationship between oral language and literacy and demonstrate this knowledge by planning standards-based literacy units for children in multilingual environments. Students will examine and analyze culturally responsible pedagogy, sociocultural principles and how to incorporate them into their teaching. Students will research academic language development and multiple ways to assess ELL literacy. They will apply these concepts in developing ELL-appropriate literacy curriculum in the form of a literacy-based unit plan. Fieldwork is included in this course.
LTM-640 LTM Portfolio Assessment (0 credits)
The assessment demonstrates an LTM candidate's readiness for student teaching. The candidate will prepare a folder documenting their proficiency in the 10 Wisconsin Teaching Standards and Alverno graduate education abilities. The portfolio review process consists of two parts. First, an internal Alverno faculty member and external assessor, such as an administrator or teacher, will evaluate the portfolio against established criteria. Second, the assessors will conduct an interview with the candidate in which the candidate will highlight several artifacts, present and comment on an electronic demonstration of teaching effectiveness, and answer questions on teaching, learning and assessing in general and on portfolio contents in particular.
LTM-640S LTM Portfolio Assessment (0 credits)
The assessment demonstrates an LTM candidate's readiness for student teaching. The candidate will prepare a folder documenting their proficiency in the 10 Wisconsin Teaching Standards and Alverno graduate education abilities. The portfolio review process consists of two parts. First, an internal Alverno faculty member and external assessor, such as an administrator or teacher, will evaluate the portfolio against established criteria. Second, the assessors will conduct an interview with the candidate in which the candidate will highlight several artifacts, present and comment on an electronic demonstration of teaching effectiveness, and answer questions on teaching, learning and assessing in general and on portfolio contents in particular. Taken the semester (fall or spring) before student teaching.
LTM-641 Student Teaching (3 credits)
Students take responsibility over the course of the semester for classrooms with early adolescent/adolescent students. Student teaching is a full-time, full semester commitment, on the calendar of the local school. Working with a school site mentor and a college supervisor, student teachers demonstrate their ability to apply their knowledge in the design and implementation of content area lessons and in the establishment of appropriate relationships with learners that support growth. During the student teaching experience, students develop a portfolio documenting their work and its impact on student learning. They also develop a professional development plan to guide their growth as beginning teachers.
LTM-641A Student Teaching (5 credits)
Candidates take responsibility over the course of the semester for classrooms at their licensure level. Early childhood/middle childhood and middle childhood/early adolescence candidates have two nine-week placements while early adolescence/adolescence candidates typically have one eighteen-week placement. Student teaching is a full-time, full semester commitment, on the calendar of the local school. Working with a school site mentor and a college supervisor, student teachers demonstrate their ability to apply their knowledge in the design and implementation of content area lessons and in the establishment of appropriate relationships with learners that support growth. During the student teaching experience, candidates complete a performance assessment project documenting their work and its impact on student learning. They also develop a professional development plan to guide their growth as beginning teachers.
Prerequisite(s): LTM-640. Must register concurrent with LTM-675.
LTM-641B Student Teaching (4 credits)
Candidates take responsibility over the course of the semester for classrooms at their licensure level. Early childhood/middle childhood and middle childhood/early adolescence candidates have two nine-week placements while early adolescence/adolescence candidates typically have one eighteen-week placement. Student teaching is a full-time, full semester commitment, on the calendar of the local school. Working with a school site mentor and a college supervisor, student teachers demonstrate their ability to apply their knowledge in the design and implementation of content area lessons and in the establishment of appropriate relationships with learners that support growth. During the student teaching experience, candidates complete a performance assessment project documenting their work and its impact on student learning. They also develop a professional development plan to guide their growth as beginning teachers.
Prerequisite(s): LTM-640 completed. Must register concurrent with LTM-675.
LTM-675 Student Teaching Seminar-LTM (0 credits)
The student explores critical issues in education in meetings held during the student-teaching semester.
LTM-697 Independent Study (1-3 credits)
Focus on content area study to fill in gaps in candidate's prior course work.
LTM-750 Practicum (3 credits)
Students engage in an inquiry process related to their work sites. Working with a community mentor, they implement their proposed plan, gathering data and reflecting upon their process in an ongoing way. Students bring the results of their work-based inquiry projects to a discussion of the larger frameworks of learning, development, and social change. They analyze and interpret the results of their study in relation to the research of other students, while also making links to broader questions. They prepare for the presentation of their inquiry in a conference setting.