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Education Minor

SSH PEAK

This minor is a prerequisite for admission to the fifth-year internship and Master of Arts in Teaching programs that lead to state certification as an elementary or secondary teacher. (Minor requirements are already included in the Interdisciplinary Studies for Elementary Precertification major.)

Candidates planning to teach at the secondary level must complete the Education minor, a major that is approved as a first teaching field, and a 20-credit second teaching field that meets the endorsement requirements of the Idaho State Department of Education. In instances where the first and second teaching fields are in the same PEAK (e.g., chemistry and biology, math and physics, art and theatre, kinesiology and health), students will need to work closely with their advisor to ensure that their course of study sufficiently crosses all  PEAKs.

21 credits (Total does not include prerequisite courses)

Minor Requirements

EDU-202Introduction to Teaching

3 credits
EDU-301Foundations of Schooling

3 credits
EDU-305Literacy in Content Areas

3 credits
EDU-430Teaching in a Diverse Society

3 credits
EDU-441Curriculum and Instruction

3 credits
EDU-442Teaching Exceptional Children

3 credits
PSY-221Educational Psychology

3 credits
 

Outcomes

 

Upon successful completion of this major, students will be able to:


1) Understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implement developmentally appropriate and challenging learning experiences (Standard 1, ICTS);
2) Understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues (Standard 5, ICTS);
3) Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context (Standard 7, ICTS);
4) Understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways (Standard 8, ICTS); and
5) Understand schools as organizations within a historical, cultural, political, and social context and know how to work with others across the system to support learners (Standard 10, ICTS; Indicator a).