Education Courses Fall 2006

Experienced Educators Program
Waldorf Program – Maine
Integrated Learning & Waldorf Program


Experienced Educators Program


EDP 643
Data Collection and Analysis

Competency Area: Education & Social Policy
Restricted to Continuing Experienced Educator students (Fall 2005 enterers).

The goal of the Data Collection & Analysis course is to provide a forum in which the process and results of research can be examined by a supportive community of learners. Students actively engage in collecting and analyzing data as outlined in their research proposals developed in the Action Research and Educational Change course. Advisors work with students to analyze data they have collected. A reflective research journal is required for course verification. Some time during each cluster weekend will be devoted to research – related issues. The work in this course will contribute to the completion of the student’s Master’s Project.

Note: Data Collection and Analysis does not meet as a course. The student engages in this research independently and in consultation with his/her advisor.

Section A: Pembroke NH 2005 Cluster: Staff
Section B: Springfield VT 2005 Cluster: Staff
Credits: 1


EDT 611
Learning Theory

Competency Area: Theoretical & Philosophical Foundations of Education
Restricted to Fall 2006 entering Experienced Educator students; others by written permission of the Program Director attached to or on registration form.

How do people think and learn? What is intelligence? What is the role of emotion in education? How do biology and the environment interact to create a unique human mind? This course will explore human development and learning theory as a way of understanding both ourselves and the students we work with. We will consider the thinking and influence of various theories, including those on cognitive and moral development, brain-based learning and multiple intelligences. Specifically, the objective of this course is to explore how we can best understand and support our students as they develop, as they gain skills, and as they search for understanding.

Section D: Kingston NH 2006: Thomas Julius
Section E: Springfield VT 2006: Judy Coven
Section F: Saco ME 2006: TBA
Section F cancelled 10/16/2006
Time: Fridays, September 29, October 20,
November 10, and December 8,
4:30 – 8:30 pm, and
Saturdays, September 30, October 21,
November 11, and December 9,
9:00 am – 5:00 pm
Maximum: 20 per section
Credits: 3


ED 699C
Master’s Project Continuation

Required of all students continuing a Master’s Project for which they have previously registered.

Students must register for Master’s Project Continuation every semester until the project has been completed and signed off by your Master’s Project reader. Enrollment in Master’s Project Continuation confers half-time status for loan deferment purposes through December 22, 2006.

Section A: Education Faculty
Credits: uncredited


EDT 533
Philosophy of Education

Competency Area: Theoretical & Philosophical Foundations of Education
Restricted to continuing Experienced Educator students (Fall 2005 & Spring 2006 enterers); others by written permission of the Program Director attached to or on registration form.

A basic assumption of this course is that every school person either has a conscious philosophy of education or behaves as if he or she has one. That is, not having a philosophy, the teacher follows set patterns of classroom organization, expectations of children’s behavior, curriculum, etc. which enforce purposes arrived at by someone else, or which were never intellectually formulated in the first place. Such a person lacks direction: when to support the system, when and how to challenge it, where to set personal limits on compromise?

Through readings, discussion, introspection, and the comparison between ideals and experience, students will be expected to define personal systems of beliefs and operation compatible with their values and the state of their wisdom. American education will be examined from a social, political, and economic perspective, considering the impact of concurrent events in these realms on the structure and character of education from 1900 to the present.

Section A: Pembroke NH 2006 Cluster: Thomas Julius
Section B: Springfield VT 2006 Cluster: Arthur Auer
Section C: School Choice 2006 Cluster: Peter Eppig
Time: Fridays, September 15, October 13,
November 3, and December 1,
4:30 – 8:30 pm, and
Saturdays, September 16, October 14,
November 4, and December 2,
9:00 am – 5:00 pm
Maximum: 18 per section
Credits: 3


ED 693A
Practicum – Data Collection and Analysis

Restricted to Continuing Experienced Educator (School Choice Spring 2006) students.

The purpose of the Practicum is to assist students in data collection and analysis for their master’s project. The emphasis in the Practicum is upon conducting action research. Students may call on faculty consultants for assistance. A research journal is required of all students. Some time during each weekend meeting will be devoted to practicum-related issues.

Section C: School Choice 2006 Cluster: Staff
Credits: 2


ED 693C
Practicum – Practicum Seminar

Restricted to Experienced Educator students entering in Fall 2006.

The purpose of the Practicum is to assist students in integrating theoretical knowledge gained through reading and seminars with their experience as teachers. The emphasis in the Practicum is upon self-evaluation, reflection, and articulation of experience. Students may call on faculty consultants for particular assistance with classroom practices. A reflective journal is required of all students. Some time during each cluster meeting will be devoted to Practicum related issues, such as discussion of classroom practice, reflective journal writing, and theoretical applications to teaching.

Section D: Kingston NH 2006 Cluster: Staff
Section E: Springfield VT 2006 Cluster: Staff
Section F: Saco ME 2006 Cluster: Staff
Section F cancelled 10/16/2006
Credits: 2


ED 693F
Practicum – Autism Spectrum Disorders

Restricted to Experienced Educator Autism Spectrum Disorders students who entered in Fall 2005.

The purpose of the Practicum is to assist students in integrating theoretical knowledge gained through Autism Spectrum Disorders reading and courses with their experience as teachers. The emphasis in the Practicum is upon setting professional goals, reflection, and articulation of experience. Students may call on faculty consultants for particular assistance with classroom practices. A reflective journal is required of all students.

Credits: 2


ED 690
Supervised Independent Study

If you are planning an independent study, please register for an SIS on your registration form; however, an SIS contract must be submitted to the Registrar’s Office by December 1, 2006 in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or as an elective. Contracts received after the December 1st deadline will be returned for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar’s Office, thus affecting your enrollment status and perhaps your financial aid eligibility.


Waldorf Program – Maine


EDC 543
Eurythmy I

Competency Area: Curriculum & Instruction
Restricted to entering Maine Waldorf Program students.

This course is designed for the student’s own artistic development, which is of the utmost importance when working in Waldorf education. The goals are to acquaint the student with this new art and through doing it, to come to a new relationship to space. It is hoped that the student will come to a realization that the space around us has a living, dynamic quality, and this reality can lead into self-development.

Section M: Barbara Richardson
Time: October 21, 8:30 – 9:30 am, October 28,
9:30 – 11:00 am & 4:00 – 5:30 pm,
November 10, 7:30 – 9:00 pm,
November 11, 8:30 – 10:30 am,
November 18, 9:30 – 11:00 am, and
December 9, 8:30 – 10:30 am & 4:00 – 5:30 pm
Location: Merriconeag Waldorf School, Freeport, ME
Maximum: 15
Credits: 1


EDT 584
Human Development

Competency Area: Theoretical & Philosophical Foundations of Education
Partially fulfills Human Development requirement.
Restricted to entering Maine Waldorf Program students.

This course will cover the entire span of human development from pre – birth and early childhood through old age and after death. Particular focus will be placed on the archetypal growth patterns of the child in the elementary school years. It will be shown how Waldorf principles and curriculum meet certain critical developmental needs at nodal points of physiological and psychological change as described by Rudolf Steiner. Students will develop an appreciation for how a teacher’s own creative working out of these pedagogical insights becomes the awakening therapeutic agent of the method.

Section M: Arthur Auer
Time: September 23 & October 21,
9:30 am – 5:30 pm
Location: Merriconeag Waldorf School, Freeport, ME
Maximum: 15
Credits: 1


EDC 676
Music

Competency Area: Curriculum & Instruction
Restricted to entering Maine Waldorf Program students.

In this course we will explore and discover our voices through singing and moving together. We will begin to explore methods for awakening the ear to tone and facilitating group cohesion. In addition, we will explore music notation as a skill and become acquainted with the pentatonic flute.

Section M: Helena Niiva – Sawyer
Time: October 7, 11:00 am – 5:30 pm, October 28, 11:00 am – 4:30 pm, and
November 18, 11:00 am – 4:30 pm
Location: Merriconeag Waldorf School, Freeport, ME
Maximum: 15
Credits: 1


EDP 604A
Research for Personal and Social Change

Competency Area: Education & Social Policy
Restricted to entering Maine Waldorf Program students.

This course will work with research methods based upon the essential view of the human being and the basic exercises outlined in Esoteric Science by Rudolf Steiner. We will design and discuss research projects to be completed by students during the following year, and explore suitable research methods. Discussions will include aspects of evolving consciousness and how personal change can influence social change in school communities.

Required reading before the first session: chapters 1, & 2 of Esoteric Science. Students are also expected to bring a 2 – 3 page typed review of the second chapter to the first class.

In addition to the course times listed below, students should expect to spend approximately 15 – 20 hours online via FirstClass during the fall semester. FirstClass access is required.

Section M: Torin Finser
Time: September 8, 7:30 – 9:00 pm,
September 9, 9:30 am – 4:30 pm,
October 6, 7:30 – 9:00 pm,
October 7, 8:30 – 11:00 am,
November 11, 10:30 am – 5:30 pm,
December 8, 7:30 – 9:00 pm, and
December 9, 10:30 am – 4:00 pm
Location: Merriconeag Waldorf School, Freeport, ME Maximum: 15
Credits: 3


Spatial Dynamics
Restricted to entering Maine Waldorf Program student. It is not necessary to write this course on your registration form. Students will be assigned by the department.

This course will allow students to explore space, their own personal space and that of others, primarily through Bothmer Gymnastics, a series of exercises created by Count von Bothmer from indications given by Rudolf Steiner. Students will also have the opportunity to learn games and activities for use in and out of the classroom that help build children’s social skills, physical coordination and confidence.

Section M: Cynthia Taliaferro
Time: September 9, 8:30 – 9:30 am & 4:30 – 5:30 pm, and September 23, 8:30 – 9:30 am
Location: Merriconeag Waldorf School, Freeport, ME
Maximum: 15
Credits: uncredited


Integrated Learning & Waldorf Program


EDC 675
Animals In the Classroom: Building Community, Inspiring Compassion, Developing Advocacy!

COURSE CANCELLED 08/31/06
Competency Area: Curriculum & Instruction

Follow my elementary students and I as we work together to build a humane and compassionate classroom community by connecting the children’s heartfelt love of domestic and wild animals to literacy, social studies, science, math and art curricula. Explore the ethics and responsibilities of caring for animals, and witness the academic and social transformations that animals bring to children’s lives in the classroom and beyond!

Section A: Christine Payack
Time: Fridays, September 8 – October 20,
4:00 – 6:00 pm
Location: Wells Memorial School &
Antioch University New England
Maximum: 18
Credits: 1


EDC 622
Assessment: A Focus on Learning

Competency Area: Curriculum & Instruction
(Critical Skills designated course)

Assessment should focus more on improving learning than merely auditing it. To support the learning process, assessment needs to be seen as a rich process of feedback, based on evidence related to clearly identified standards and criteria. This course will focus on assessment, embedded in the learning process, that is intended to promote student learning and growth towards a wide range of outcomes. Together, we will look at principles of authentic assessment, explore best assessment practices and develop assessment tools and strategies to best support student learning.

Section A: Laura Thomas
Time: Saturday & Sunday, November 18 & 19,
9:00 am – 4:30 pm
Maximum: 18
Changed 10/06/06 to: Maximun 22
(1 seat reserved for ES student)
Credits: 1


EDC 629
Building Learning Communities

Competency Area: Curriculum & Instruction
(Critical Skills based course)

What can we do to ensure that students learn self-direction, ethical character, curiosity and wonder, while also attending to high quality work and becoming valued members of the community? Experience shows us that the most authentic learning communities grow from the work that teachers, students, administrators and school staff do together. This course will provide practical strategies for creating safe, productive, and collaborative classrooms. Topics will include the stages of developing learning communities and building community through meaningful work. We will examine the role of classroom rituals, traditions, democratic rules, and positive consequences.

Section A: Maura Hart
Time: Saturdays, October 7 & 28
9:00 am – 4:30 pm
Maximum: 18
Changed 10/06/06 to: Maximum 20
(1 seat reserved for ES student)
Credits: 1


EDC 571A
Classroom Drawing

Competency Area: Curriculum & Instruction
Restricted to Waldorf students; others by written permission of Program Director attached to or on registration form.

In this course students practice drawing as it relates to the Waldorf curriculum in grades one through six. Particular emphasis is placed on how this artistic activity connects with the development of the child and enhances the learning of particular subjects. Students will experience a variety of methods and materials including beeswax crayons, colored pencils, and chalk for blackboard drawing. The techniques learned in this course are adaptable to non-Waldorf settings.

Section A: Elizabeth Auer
Time: Saturdays, September 16 & October 14,
9:00 am – 4:30 pm
Maximum: 18
Credits: 1


EDP 627
Changed 10/06/06 to: EDT 614
Education for Social Renewal

Competency Area: Education & Social Policy
New competency area 10/06/06: Theoretical & Philosophical Foundations of Education
Restricted to Distant Summer Sequence Waldorf Students.

This course will give students an opportunity to examine the social and pedagogical basis for Waldorf education. How do children interact in a Waldorf classroom? How can a teacher prepare to meet the emotional as well as academic needs of students? What is the philosophic framework for teacher preparation? How can a teacher remain inspired, enthusiastic? Students will share their research on topics chosen the previous summer, reflect on readings assigned, and submit journal entries to an online partner. Final documentation will include a 20-page paper, quotations selected from the readings, and a review submitted by the journal partner. All work will need to be completed by December 15. FirstClass access is required.

Section A: Torin Finser
Time: Online via FirstClass
Maximum: 12
Credits: 4
Note 10/06/06: Students previously enrolled in EDP 627 have been re-registered in EDT 614A.


EDT 586
Evolving Consciousness II

Competency Area: Theoretical & Philosophical Foundations of Education
Required of Waldorf students; others by written permission of Program Director attached to or on registration form.

This course is the sequel to the introduction of anthroposophical concepts presented in the summer. During this term, world evolution and esoteric history will be considered from the standpoint of the evolving consciousness of humanity as characterized by Rudolf Steiner. Steiner’s relationship to other educational philosophers and the history of educational thought will also be considered. We will start each session by playing the recorder.

Section A: Torin Finser
Time: Fridays, 8:30 – 11: 00 am
Maximum: 24
Credits: 3


EDT 572
Human Development: Focus on Childhood

Competency Area: Theoretical & Philosophical Foundations of Education
Required of and Priority to Elementary and Early Childhood certification students.

Good teaching stems from a grasp of the principles and purposes of human development. A vision of development provides the biological and philosophical underpinnings of informed education. By examining the “plan” which directs human growth, we find a basis upon which curriculum can be built. Without this perspective, schooling can become arbitrary and heartless. In this course, we first aspire to discover the universal characteristics of being human while also searching out that which is unique in each of us. To accomplish this, we will pursue theoretical and narrative accounts of development and attempt to reflect on our lives. One of a teacher’s greatest resources is her ability to recall what it felt like as a child. Readings will be from Kegan, Crain, and a variety of other provocative developmental theorists.

Section A: Jane Miller
Section B: Susan Dreyer Leon
Time: Fridays, 8:30 – 11:00 am
Maximum: 18 per section
(1 seat reserved in each section for ES student)
Credits: 3


EDC 634
Image-Making Within The Writing Process

Competency Area: Curriculum & Instruction

Through the use of simple, hands-on art experiences, the introduction of fine quality picture books, and an on-going Artist/Writers workshop, this innovative approach gives children access to visual and kinesthetic as well as verbal modes of thinking. In doing so, this process allows all children access to enter the writing process from a position of personal strength and enthusiasm. Required materials and manual will cost $125.00 (please submit payment to the Education Department prior to the first class meeting).

Section A: Kathy Shanks
Time: Saturdays, September 30 & October 7,
9:00 am – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


EDC 550
Integrated Arts I

Competency Area: Curriculum & Instruction
Priority to Elementary and Early Childhood certification students.

The arts are an integral part of education. They are a vital part of the learning and growth process. Through the visual arts, one is able to see, think and speak in response to his or her environment in a creative manner. This class will offer opportunities to explore a wide range of art materials, processes and techniques in painting, print making, sculpture and mask making, and how these art lessons fit into classroom themes.

Section A: Ron LaBrusciano
Time: Fridays, 4:00 – 6:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 2


EDC 551A
Integrated Learning: Theory into Practice

Competency Area: Curriculum & Instruction
Required of Integrated Learning and Waldorf (NH State) Certification students
Priority to Elementary and Early Childhood certification students.

This course will provide students with opportunities to acquire an historical perspective of the integrated day classroom. Students will learn to appreciate the value of an integrated approach to learning and gain experience in determining children’s characteristics, levels of development and needs through observation. Students will see the learning of creative, social and process skills as important components of the curriculum and learn how to plan and implement an interdisciplinary thematic study, which can satisfy the demands of the curriculum, as well as build on children’s experiences and meet the needs and interest of a variety of learners. They will explore issues and learn techniques of management, grouping, documentation, record keeping, display, evaluation, etc., and understand the implications of establishing a democratic classroom and a community for learning and sharing.

Section A: Ron LaBrusciano
Section B: Jane Miller
Time: Thursdays, 1:00 – 3:30 pm
Maximum: 18 per section
(1 seat per section reserved for ES students)
Credits: 3


EDC 668
Introduction to Learning Styles: 4MAT System

CLASS CANCELLED 09/20/06
Competency Area: Curriculum & Instruction

This course introduces participants to the concept of learning as a natural cycle incorporating learning style theory, brain processing research, and the 4MAT System of instructional design. The 4MAT System is a model for instructional design based on research in learning styles, hemisphericity, art, creativity, and effective management training. 4MAT follows a natural cycle of learning, appealing to and capitalizing on the strengths of all learning styles, in a sequenced framework. It includes descriptions of the nature of the changing teacher role from Motivator to Instructor to Coach to Evaluator as learners move through the learning cycle.

Section A: Kim Carter
Time: Saturdays, September 23 & October 28,
9:00 – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


ED 691
Internship, Elementary Education
ED 692
Internship, Early Childhood Education
ED 694
Internship, Science/Environmental Education

Internships are available in a variety of public and independent elementary schools and early childhood learning centers. Integrated Learning and Waldorf students are required to do a minimum of two semesters of supervised teaching (8 credits) in an approved Elementary or Early Childhood setting. Science and Environmental Education students must do one Elementary internship and one Science/Environmental Education internship. Note: Please be sure to write the correct course number, as well as the number of credits, and the site of your internship in the spaces provided on your registration form.

Section A: Education Faculty
Credits: variable


ED 697
Professional Practice Seminar

Required of and Restricted to students in Internship and entering students. Please write this course on your registration form. Students will be assigned to a section by the department faculty.

All entering students and all students in an internship are required to participate in the Professional Seminar. This seminar covers issues arising from working in schools and professional settings, providing a support group for the trials and tribulations of the beginning teacher. Topics covered include discipline, classroom management, designing classroom space, parent-teacher relationships, the politics of public schooling, uses of educational media, and a variety of other issues.

Entering Students:
Section A: David Sobel
Section B: Judy Coven
Time: Fridays, 11:30 am – 12:30 pm
Finishing Students
Section C: Ron LaBrusciano
Section D: Peter Eppig
Time: Fridays, 11:30 am – 1:00 pm
Waldorf Students
Section E: Arthur Auer
Time: Fridays, 11:30 am – 1:00 pm
Maximum: 12 per section
Credits: uncredited


EDC 659
Living Arts I

Competency Area: Curriculum & Instruction

This course is for the personal and artistic development of the educator and for learning techniques to integrate the arts in the classroom. As counter effort to the powerful presence of the media in our schools, a living environment where the arts support our sense of beauty and our sense of who we are and who we strive to be, is essential for authentic growth. When we paint or draw, we open pathways to greater communication with ourselves and the students we teach. Through explorations with color, painting and drawing, as well as through lectures and discussions, participants will consider the role of art for people of various learning styles and dispositions. Guest presenter for storytelling : Nancy Mellon.

Section A: Karine Munk Finser
Time: Saturday & Sunday, September 23 & 24,
9:00 am – 4:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


ED 699
Master’s Project

Required of all Waldorf year-round non-certification students in 5th semester of program, and of Waldorf M.Ed. summer sequence students in the second semester of their program.

The Master’s Project is a yearlong project of the student’s own choosing. Projects are expected to contribute to the improvement of educational practice, and may have either a research or a developmental focus. Each student or team of students must make a public presentation of the project in a symposium before the end of the program. In the past, symposia have consisted of workshops for other teachers, presentations to school boards or parents, discussions in staff meetings or with seminar participants. Projects may incorporate any variety of media, such as videotapes, slides, pictures, but must also have a written report to accompany them.

Section W: Staff
Credits: 5


ED 699C
Master’s Project Continuation

Required of all students continuing a Master’s Project for which they have previously registered.

Students must register for a Master’s Project Continuation every semester until the project has been completed and signed off by your Master’s Project reader. Enrollment in Master’s Project Continuation confers half-time status for loan deferment purposes through December 22.

Section W: Education Faculty
Credits: uncredited


EDC 553A
Math Methods: Concrete Approaches to Math Curriculum

Competency Area: Curriculum & Instruction
Required of and Priority to Elementary and Early Childhood Education certification students.

Young children develop their own informal mathematics knowledge before entering school. In this course students will learn how teachers can continue to allow them to build on their experiences, both practical and teacher-constructed, to extend their mathematical understandings and skills. Using concrete materials and hands on experiences, students will become actively involved with problems from a range of mathematical strands (number sense, geometry, measurement, pattern, probability) to illustrate how children can explore mathematics, including arithmetic, through problem solving and inquiry. Classroom management and methods of assessing children’s understanding will also be addressed.

Section A: Judy Coven
Time: Thursdays, 9:00 – 11:30 am
Maximum: 18
(1 seat reserved for ES student)
Credits: 3


EDC 554
Math Methods: Focus on Intermediate Grades

Competency Area: Curriculum & Instruction
Required of and Priority to Elementary Education certification students.

This course will focus on the learning and teaching of the mathematics skills covered in the intermediate grades. Through problem solving mathematics discourse, and the use of concrete materials including geoboards, ten blocks, fraction bars, and other manipulatives, mathematics concepts will be explored from both the teacher’s and learner’s point of view. Classroom management, meeting the needs of individual students, assessment, and use of both traditional and non-traditional materials will be covered.

Section A: Dot Gorenflo
Time: Thursdays, 5:00 – 7:30 pm
Maximum: 18
(1 seat reserved for ES Certification student)
Credits: 3


EDC 555
Methods of Teaching Reading & Other Language Arts

Competency Area: Curriculum & Instruction
Required of and Priority to Elementary and Early Childhood certification students.

Is reading a skill that children naturally develop or is it a process that requires programmatic, constant instruction? Is it better to teach phonics or try a “whole language” approach? This course will address these questions and consider the following topics: an analysis of the reading process and what is involved in decoding and encoding; different approaches to reading instruction and the use of children’s literature; ways to teach reading that promote confidence and fluency; and the integration of reading, writing and speech activities throughout the curriculum.

Section A: Lindy Hanninen
Time: Thursdays, 9:00 – 11:30 am
Maximum: 18
Credits: 3


Movement Education in the Waldorf Classroom
Required of and Restricted to Waldorf students. It is not necessary to write this course on your registration form. Students will be assigned by the department.

In this workshop students will learn how to develop movement exercises to support classroom activities such as circle work, physical coordination and artistic and academic subjects.

Section A: Monica Marshall
Time: Fridays, October 20 & 27,
4:30 – 6:30 pm
Maximum: 20
Credits: uncredited


EDC 556A
Music Every Day

Competency Area: Curriculum & Instruction

In this course we find our own connections to music making, and explore ways to integrate music into our homes and classrooms. No musical prerequisite is necessary to enroll in this course. Materials will be explored in a non-threatening and empowering way, accessible to all participants regardless of musical history. We will begin by learning songs, dances, and singing games, and move into other musical activities. This course is primarily geared to children ages 4 – 12, but teachers of older students are welcome as well. Other topics will include creating songs, children’s compositions and notation (following the “whole language” method of writing music), improvisation, the music of words, and curriculum tie-ins. Coursework will include an observation, creating an “idea book” of songs and activities, and leading a musical activity of your own choosing.

Section A: Kari Smith
Time: Saturdays, September 16 & October 14,
9:00 am – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


EDC 587
New England Mammals: Lessons for Teachers

Competency Area: Curriculum & Instruction

This weekend class will give you a foundation for designing lessons about wild mammals. You will learn the life stories of several mammals, ways to teach tracking, interpret mammal sign and recognize common mammal skills and scat. You will leave this course with a collection of animal sign and materials designed to support your teaching.

Section A: Janet Altobello & Susie Spikol
Time: Saturday & Sunday, December 9 & 10,
9:00 am – 4:30 pm
Location: Harris Center
Maximum: 16
(1 seat reserved for ES student)
Credits: 1


Number, Rhyme and Handcraft
Required of and Restricted to Waldorf students.
It is not necessary to write this course on your registration form. Students will be assigned by department.

This course focuses on how math, language and handcrafts are integrated in the Waldorf curriculum to meet the needs of the whole child: head, heart and hands.

Section A: Monica Marshall
Time: Fridays, September 8 – October 13,
4:30 – 6:30 pm
Maximum: 20
Credits: uncredited


The Oberufer Plays: Transformation through Drama
Required of and restricted to Waldorf Students. It is not necessary to write this course on your registration form. Students will be assigned by the department.

This course focuses on the value and transformative power of acting for the teaching profession.

Students will learn skills in the artistic use of voice, gesturing and interpersonal interaction that are valuable on stage, in public speaking and storytelling and in many ways in the classroom. It will be tied in with the themes of the Waldorf curriculum. A major part of the course will be devoted to the rehearsal of a folk play from the Danube River village of Oberufer which will be performed by students at the end of the semester in the outside community. Participation in this course is required for all Waldorf students.

Section A: Karine Munk Finser with Arthur Auer (assistant producer)
Time: Thursdays, September 14 – October 5,
6:30 – 8:30,
October 19 – November 16, 6:30 – 8:30 pm,
October 12 & November 30, 7:00 – 9:00 pm,
December 7 & 14, 4:00 – 8:30 pm,
Dress Rehearsal, Saturday, December 16,
9:00 am – 3:00 pm,
Play Performances: Tuesday & Wednesday,
December 19 & 20,
10:00 am – 3:00 pm
Maximum: 20
Credits: uncredited


EDC 544
Painting I

Competency Area: Curriculum & Instruction
Required of Waldorf students; others by written permission of the instructor attached to or on registration form.

Students in this course will learn to work with Goethean color theory and experience color free from the restrictions of outer form. The watercolor process, as used in Waldorf schools, provides a key to the artistic process that is an integral and necessary part of human development. In addition, this course will explore stages of the evolution of consciousness by painting out of various soul moods. While not a curriculum study, this course is intended to provide the background for the personal and artistic development of the teacher.

Section A: Karine Munk Finser
Time: Thursdays, September 7 – October 5,
4:00 pm – 6:00 pm, and
October 12, 4:00 – 6:30 pm
Maximum: 20
Credits: 1


EDC 544B
Painting II

Competency Area: Curriculum & Instruction
Restricted to Waldorf students; others by written permission of Program Director, attached to or on registration form.

Students in this course will develop experience with colors and their relationships to an inner experience that can be objectively observed. The watercolor process, as used in Waldorf schools, provides a key to the artistic process that is an integral and necessary part of human development.

Section A: Karine Munk Finser
Time: Thursdays, October 19 – November 16,
4:00 – 6:00 pm, and
November 30, 4:00 – 6:30 pm
Maximum: 20
Credits: 1


EDT 574
Philosophy of Education

Competency Area: Theoretical & Philosophical Foundations of Education
Required of and Priority to Integrated Learning Elementary and Early Childhood certification students.

An evolving philosophy of education can guide decision making, help determine methodology, and become a source of inspiration and renewal for the teacher. This course will focus on developing a personal philosophy of education through a process of research, reflection and discussion. We will survey major changes in educational thought from 500 B.C. to the present. This historical perspective will form the basis for the students’ personal search for a philosophy of education appropriate for today.

Section A: Susan Dreyer Leon
Time: Fridays, 1:30 – 4:00 pm
Maximum: 24
(1 seat reserved for ES Teacher Certification student)
Credits: 3


EDC 549
Place-Based Education

(Formerly Environmental Education)
Competency Area: Curriculum & Instruction
Required of and Priority to Science and Environmental Education concentration students. This course fulfills the environmental education requirement for students in the Science and Environmental Science Concentration.

Drawing on children’s natural fascination with the world around them and their desire to make the world right, place-based education in the school setting offers an opportunity to develop a classroom into a living center of materials-based, community-related, cooperative learning, while fostering in children the attitudes, understandings and skills of environmentally literate citizens. This course will explore the potential roles of place-based education in an integrated curriculum examining both environmental education content areas and teaching strategies for the elementary years. Additional course focus will include approaches to dealing with environmental issues, both in the classroom as a school community; strategies for taking full advantage of a school’s outdoor site; and techniques for promoting a working interrelationship with the community.

Section A: David Sobel
Time: Fridays, 1:00 – 3:00 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 2


ED 693
Practicum

The purpose of the Practicum is to assist students in integrating theoretical knowledge gained through reading and seminars with their experience as teachers. The emphasis in the Practicum is upon self- evaluation, reflection, and articulation of experience. Students may call on faculty consultants for particular assistance with classroom practices.

Section W: Education Faculty
Credits: 4


EDC 577
Problem Solving Science: Focus on Primary & Intermediate Grades

Competency Area: Curriculum & Instruction
Required of and Priority to Integrated Learning students.

Science in elementary schools is more than reading the chapter and answering the questions. Observations, hands-on investigations, nature experiences and children’s literature can all provide starting points for developmentally appropriate science curriculum. By “doing what scientists do”, we will experience problem solving in science first hand and explore ways to initiate science with children. We will also explore building a connection between science inquiry and mathematical problem solving. Topics may include pendulums, stream studies, clay boats, design technology and earth science. We will examine diverse science curriculum materials such as TOPS, GEMS, ESS, MacDonald 5/13 and AIMS and reflect on the current issues and theoretical debates in science education involving pedagogy and standards. This course will be most valuable for students who are engaged in internships or who have access to a group of children to do science curriculum work with during the semester.

Section A: David Sobel
Time: Fridays, 9:00 – 11:00 am
Section B: Pauline Chandler
Time: Fridays, 4:30 – 6:30 pm
Maximum: 15 per section
(1 seat per section reserved for ES student)
Credits: 2


EDP 623
Social Inclusion: Teasing, Bullying & Peer Abuse

Competency Area: Education & Social Policy

It is the aim of this course to give each participant the insight, confidence and the tools needed to break the pattern of bullying and teasing. It will also provide practical advice on how to set up a simple yet dynamic community based action research project involving teachers, parents and students that brings bullying out into the open without needing to punish, polarize, stigmatize or blame. We will explore the bully, target, and by-stander roles and the relationship of bullying to Cumulative Stress Reaction or Post Traumatic Stress Disorder and its significant impact on the social and emotional life of children and teenagers. Role plays will be developed based on examples given from many schools where children, teachers and parents meeting together have used the Social Inclusion conferencing method to establish healthier relationships out of difficult, even long – term, situations of peer abuse.

Section A: Kim Payne
Time: Saturday & Sunday, September 9, & 10,
9:00 am – 4:30 pm
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


ED 690
SIS: Supervised Independent Study

If you are planning an independent study, please register for an SIS on your registration form; however, an SIS contract must be submitted to the Registrar’s Office by December 1, 2006 in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or an elective. Contracts received after the December 1st deadline will be returned for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar’s Office, thus affecting your enrollment status and perhaps your financial aid eligibility.

Credits: variable


EDC 574
Using Online Resources to Enhance Teaching

Competency Area: Curriculum & Instruction

This course provides prospective educators with the tools and training needed to make use of the plethora of educational resources online. Teachers today need to be able to locate and retrieve curricular resources and opportunities, and to access the best of professional resources such as listservs, reviews, online journals, and educational research. They need to be able to make rapid and sound decisions about the value of various educational software products. Teachers also need to be aware of the considerable potential in becoming a producer as well as a consumer of Internet materials. Participants in this course will be expected to explore a variety of resources, reflect on the effectiveness of those resources, and share what they have found. The final project will include ideas and resources for what they might use in their classrooms, actual or anticipated. This course will be delivered through two classroom meetings and regular online interaction over seven weeks duration.

Section A: Wendy McGrath
Time: Thursdays, October 26 & December 14,
6:30 – 8:30 pm
The remainder of the course is
delivered online via FirstClass
Maximum: 18
(1 seat reserved for ES student)
Credits: 1


EDC 559
Waldorf Curriculum Preparation I

Competency Area: Curriculum & Instruction
Required of and Restricted to Waldorf students.

Waldorf curriculum in grades 1 – 4 is based on a highly articulated view of the course of human development both in the individual and over the history of mankind. This course will examine the curriculum in each of the first four grades. Students will have the opportunity to make age-appropriate lessons for a variety of grade levels. The aim will be to clarify the nature of the child of each grade level, and understand how the curriculum fits the child’s development.

Section A: Arthur Auer
Time: Fridays, September 8 – December 15,
1:30 – 4:00 pm
Maximum: 20
Credits: 2


EDP 630
Waldorf School Administration and Leadership

CLASS CANCELLED 09/20/06
Competency Area: Education & Social Policy
Required of and Restricted to second semester Waldorf students.

This course will provide an overview of Waldorf school administration with emphasis on the parent/teacher partnership, colleagueship, servant leadership and community development. Class sessions will balance practical aspects with philosophical considerations including karma and social dynamics inherent in schools. Required texts: School Renewal by Torin Finser and Karma and Reincarnation by Rudolf Steiner. Read both texts prior to the start of the course.

Section A: Torin Finser
Time: Saturday & Sunday, November 4 & 5,
9:00 am – 4:30 pm
Maximum: 20
Credits: 1


Workshop in Middle School Drawing
Competency Area: Curriculum & Instruction
Required of Waldorf students with an elementary focus; other by permission of the instructor.
It is not necessary to write this course on your registration form. Students will be assigned by the department.

This course will provide a practical introduction to the Waldorf drawing curriculum of the upper elementary grades. It will focus on such techniques as black and white and shaded drawing and perspective. The skills learned in this course are adaptable to non-Waldorf settings.

Section A: Elizabeth Auer
Time: Saturday, November 11,
9:00 am – 4:30 pm
Maximum: 18
Credits: uncredited