LTED 627 - Secondary Campus Based Practicum

This course provides the degree candidate the experience of teaching a middle or high school learner who needs support to grow as a reader or writer in a faculty supervised practicum. Using the appreciations, understandings, and knowledge they have gained throughout their program, the graduate students will engage in the following: determining the student’s strengths and needs, planning instruction which uses these strengths to overcome and/or compensate for the needs, and using exemplary instructional practices to introduce appropriate reading and/or writing strategies to support the student’s growth. An additional major focus and expectation of the practicum is the graduate student will become an increasingly sophisticated reflective practitioner who can reflect on action in action. In addition, the student will communicate to the parents their child’s reading/writing strengths and needs, reading behaviors, progress, reading strategies introduced to the student, and instructional strategies used to accelerate his/her progress. During the course the graduate student, with the help of the program director, question for his/her TARP, design a focus for the study, write the literature review, gather data, as appropriate. Open only to Literacy Specialists students in the Grades 5-12 program and students in the Birth-Grade 6 program who are working for a second certification. Prerequisites: Take LTED*600, LTED*609, plus LTED*612 or LTED*625 and one elective.

Prerequisites & Notes
Open only to Literacy Specialists students in the Grades 5-12 program and students in the Birth-Grade 6 program who are working for a second certification. Prerequisites: Take LTED*600, LTED*609, plus LTED*612 or LTED*625 and one elective. Typical term cycle: Fall, Summer, and Spring. Typical yearly cycle: all years.

Credits: 3

Print this Page