M.A.T Secondary Science Courses

This course is an examination and application of foundational and emerging psychological theories and research, which shape educators’ understanding of their students, as well as their instructional decision making. The course examines topics such as child development, motivation, sociocultural identity, cognition, memory, assessment, and classroom management.

This course prepares candidates to work collaboratively with families and school personnel to have a positive impact on the educational, social and behavioral development of all students, including those with a full range of disabilities, in a diverse society. It focuses on knowledge of legislative mandates for serving exceptional students, characteristics of exceptionality, best practices in facilitating teaching and learning, and accountability through assessment of outcomes. This course requires a ten-hour observational and instructional experience (i.e., teaching a lesson plan) in assigned school placement(s). This course requires an observational experience and an instructional experience in an assigned school placement. Verification of professional liability insurance is required prior to placement in the field experience. This course fulfills Georgia HB 671 requirement. Candidates must be currently enrolled in a MAT program. Verification of professional liability insurance is required prior to placement in the field experience. Candidates must have an issued preservice certificate for this course. Candidates must also be enrolled in the Yearlong Clinical I while taking this course. Failure to meet both criteria will result in removal from the course. If a change occurs in the YCE I placement while enrolled in this course, notify your instructor immediately. If you are removed from your field placement you will receive an F in this course. This course is a three-credit hour course. This is a fully online course. Beginning July 1, 2019, all candidates must earn a “B” or higher in this course for certification as stated in the Georgia PSC 505-2-.24 Special Georgia Requirements.

This course introduces Master of Teaching candidates to today’s diverse English learner population, education policies that impact these students and how cultural resources can be leveraged to meet their academic needs. This course focuses on developing effective instruction, assessment, and literacy development for English learners and other linguistically diverse learners in middle grade classrooms. Specifically, candidates will a.) examine the academic, linguistic, and social needs of linguistically diverse learners, b.) explore the differences between teaching reading and writing to English learners and native English speakers; and c.) develop skills necessary for differentiation and scaffolding language and content for English learners at a variety of language proficiency levels.

Teacher candidates learn to use technologies to promote student achievement of required content and technology standards through higher-level thinking, collaboration, problem-solving, and relevant, meaningful learning in their classrooms. Students will also explore digital equity, acceptable use, Internet safety, online learning, and other issues/trends relevant to technology in schools.

This course is the beginning to the co-teaching Yearlong Clinical Experience in education. Candidates will attend the entirety of pre-planning at their assigned school before the start of the academic year (the exact timing of which will depend on the placement school’s schedule). Additionally, candidates will also attend the first week of the academic year in order to familiarize themselves with the policies and routines of their placement school and Collaborating Teacher.

This is the first of three science methods courses in a professional sequence toward becoming a well-prepared beginning secondary science teacher. Topics include an introduction to the profession, developing classroom culture, and planning and implementing inquiry based lessons.

This is the second of three science methods courses in a professional sequence toward becoming a well-prepared beginning secondary science teacher. Topics include differentiating instruction for all learners, using research and theory to guide instructional decisions, and the implementation and assessment of inquiry based lessons in line with current science education reform standards.

This is the third of three science methods courses in a professional sequence toward becoming a well-prepared beginning secondary science teacher. Topics include utilizing more advanced methods of science instruction, engaging students using Three-Dimensional Story Lines, and using the history of science to teach the nature of science. Professional growth as a beginning teacher will also be discussed.

This course is the first semester of a yearlong clinical experience in Science Education. Under the guidance of a collaborating teacher and university supervisor and working in a diverse environment that includes students with exceptionalities and English learners, candidates practice professional competencies that impact student achievement.

This course is the second semester of a yearlong clinical experience in Science Education. Under the guidance of a collaborating teacher and university supervisor and working in a diverse environment that includes students with exceptionalities and English learners, candidates practice professional competencies that impact student achievement. This experience includes regularly scheduled professional seminars.

Three-Dimensional Science is the current framework for teaching science in the United States. In this course, students will both learn science topics from a three-dimensional perspective, and the underlying framework that supports this perspective. Students will also demonstrate an understanding of safety procedures in an inquiry laboratory setting.

Science candidates will take one three-hour content area hours (biology, chemistry, or physics) courses to be determined in consultation with their advisors