Bachelor of Arts in Elementary Education

This course is a survey of significant works of American literature spanning at least three literary periods. The course is designed to provide a chronological frame of reference for the more detailed study of American literary movements, periods, authors, and types.

This course emphasizes the reading and examination of all types of printed and audio-visual materials, a study of the history and development of children's literature, its value to the communication process, and the criteria for selection and utilization of books and closely related materials suited to the needs and tastes of elementary school children including exceptional children.

In this course, students will survey the principal historical developments in the United States from colonial times to the end of Reconstruction in 1877.

This course is intended for prospective elementary school teachers. The course provides elements of the mathematical content knowledge needed to understand and teach mathematics in elementary school. The course covers problem solving; the development of the numbers systems and operations; fractions, decimals and percent; the use of various manipulatives in teaching elementary mathematics; probability; statistics. It primarily focuses on geometry. Prerequisites: MA115 and MA151.

This course is an introduction to the field and methods of geography, the characteristics, distribution and interactions of physical and cultural geographic elements. The elements include climate, vegetation, soils, topography, settlement and population, transportation and trade, industry and land use.

This course assists the perspective teacher in Evaluating personal qualifications in the light Of criteria for successful classroom teaching and Helps the student make a well-informed decision for or against a career in teaching. In addition To the classroom assignments, nine hours of Classroom observation in elementary, middle and High school is required to pass this course. Student will work individually to write Reflections on their observations and present a 10-minute presentation on one of the episodes.

This course covers the lifespan of human growth and development with special emphasis on the formative years of the child and the role of parents, caregivers and teachers. Through online and/or on-site observations, developmental patterns are studied in the physical, cognitive, social and emotional domains. Prerequisite: PY-101.

This teaching methods course emphasizes the psychological and theoretical basis for using instructional media and technology in education. Students produce various instructional media and demonstrate the use of the newer technologies such as telecommunications, assistive technology, computers, and multimedia as educational tools.

This course offers an analysis of the complex factors involved in learning, individual differences, motivation for learning, individual differences in learning, leadership, and socio-cultural factors as they affect the education of children and youth. Prerequisite: PY101, ED201.

Teachers who work with young children need the most effective ways to address problems. In this course students will learn different problem-solving techniques that help children learn to accept responsibility and communicate with each other.

This course is designed for special and general education teachers at both elementary and secondary level. It covers basic knowledge and skills necessary for teaching students with disabilities in order to be involved in and progress within the least restrictive environment. Emphasis is placed on the placement of students primarily within the general education setting unless it is determined that placement in this setting with supplementary aids and services has proven to be unsatisfactory. Special emphasis is also given to multicultural populations and settings, including those with culturally and linguistically diverse backgrounds, and the social environment. Prerequisites: Admission to SOE.

This course covers the fundamental principles and practices of classroom assessment and evaluation. Effective decision making and professional judgement, using assessment data is critical to the assessment process. Norm-referenced and criterion- referenced assessment instruments, crafting teacher-made assessment tools, using technology and effective formative and summative classroom assessment are major topics. Students are required to complete service learning hours as part of course requirements. Prerequisites: ED110, ED300, MA151.

This is a study of techniques of classroom management, learning objectives, writing lesson and unit plans, and matching teaching strategies with learning styles. Prerequisites: ED-110, ED-192 or equivalent, ED-201, 300 or consent of instructor.

This course gives students a working knowledge of the fundamentals of teaching music, arts, and drama. The abilities to keenly observe and perceive in order to create personal expressions that can serve as mortar for all learning are encouraged. Prerequisites: Any 100-200 level courses in Art Theater Music & ED-350 or concurrent enrollment

This course covers objectives, methods, materials and philosophy of the elementary social studies program. Prerequisites: Any 100 or 200 level PS, GE, HI, AN, SO, BA/EC or LN course and ED-350 or concurrent enrollment. .

This course strives to develop an attitude of research and inquiry among students who are in teacher preparation as well as demonstrating methods to accomplish a similar goal with children. Prerequisites: Any 100 or 200 level BI, CH, NS or PH courses and ED350.

This course stresses an understanding of the phases of language arts development and the selection and use of educational approaches to enhance this development. Both ED-355 and ED-357 to be taken concurrently. Prerequisites: EN-111 and ED-350 or concurrent enrollment. Corequisite: ED-357.

This course covers objectives, methods and materials for teaching mathematics in the elementary schools. Experience in planning and teaching mathematics lessons on several levels within the elementary level is required. Prerequisites: MA-110 and ED-350 or concurrent enrollment.

This course is designed to prepare elementary classroom teachers to teach Health and Physical Education in the elementary schools. Health and Physical Education concepts and skills that are contained in the professional association standards as well as the standards of teaching from the GPSS Teacher Standards and the conceptual framework adopted by the UOG school of Education are integral components. Prerequisite: AL-185 or HS200 and ED-350

This course provides a field experience with the first upper division in the Elementary Education Program. Prerequisites: ED350; Effective Teaching in the Elementary Multicultural Classroom; consent of instructor.

Note: Prior to Student Teaching/Internship all teacher candidates must take the following Praxis tests and pass with a score as set by the Guam Commission for Educator's Certification (GCEC): . Praxis II Content Knowledge/Subject Assessment and . Praxis II Principles of Learning and Teaching: K-6, or Praxis II Principles of Learning and Teaching: 7-12 General description for all ED492: The student is assigned to a cooperating teacher in an appropriate classroom. Regular observation, counseling and evaluation are provided by the School of Education faculty. Individual counseling and group seminars are required. (Grading System: Letter Grade System). General Prerequisites: Overall GPA of at least a 2.7 GPA in the teaching area; completion of all education courses. Senior standing and no general education courses can be taken concurrently without special permission from their program chairperson and field experience coordinator; application must be completed by announced deadline. Special Prerequisites: Secondary - Completion of all professional and related area course requirements. Student is also required to be present at the assigned school the entire school day and is encouraged to follow the Department of Education calendar. Special Education: Students must complete student teaching experiences in both elementary and secondary special education settings (split semester). Elementary, Early Childhood, Special Education and Secondary: Completion of all professional and related area course requirements. Students are advised to follow the Guam Public School System calendar.

This course explores the foundational principles and practices for fostering language and literacy development in young children, emphasizing the integration of listening, speaking, reading, and writing. Students will learn to create and implement developmentally appropriate, inclusive, and culturally responsive language arts curricula tailored to diverse learners, including children with developmental delays or disabilities. The course addresses the role of families, communities, and technology in supporting language development and literacy skills. Through evidence-based strategies and practical applications, students will be equipped to assess, plan, and deliver engaging, literacy-rich learning experiences that promote overall cognitive, social, and emotional growth.

This course prepares future educators to support the holistic development of young children by addressing their social, emotional, physical, creative, and cognitive needs. Through an emphasis on developmentally appropriate practices, students will explore research-based methods for fostering a nurturing and inclusive learning environment. The course integrates cultural responsiveness, family engagement, and collaboration as essential components in early childhood education, ensuring that diverse linguistic and cultural backgrounds are respected and celebrated.

This course introduces students to the essential role of creativity and artistic expression in early childhood education. This course emphasizes the importance of play, sensory experiences, and exploration in fostering children's cognitive, emotional, and social development. Students will explore research-based practices for integrating creative arts into early childhood curricula, focusing on diverse artistic mediums, play-based learning, and emergent curriculum approaches. Through hands-on experiences, reflective practice, and the creation of a comprehensive arts portfolio, students will develop strategies to design meaningful, culturally responsive, and developmentally appropriate art activities for young children.

Teachers who work with young children need the most effective ways to address problems. In this course students will learn different problem-solving techniques that help children learn to accept responsibility and communicate with each other.

This course explores the critical role of family-school collaboration in promoting children's academic success and holistic development, particularly within multicultural and multilingual contexts like Guam. It emphasizes the importance of building strong, respectful, and culturally responsive relationships with families to support student learning. The course provides students with strategies to engage families effectively, focusing on creating inclusive partnerships that honor diverse cultural backgrounds. Students will learn to communicate and collaborate with families as partners in education, enhancing their capacity to support children's social, emotional, and cognitive growth. Through practical activities and reflection, future educators will develop the skills needed to create supportive learning environments that foster family involvement, contributing to student success and well-being.

This course examines bilingualism/biculturalism and includes the sociological, psychological, linguistics, cultural, and educational aspects.

This is the study of the structure of a target language which provides valuable information for second language teachers and teachers in bilingual/bicultural programs. The course may be repeated for credit when different target languages are studied. Prerequisite: Professionally assessed language competency.

The course surveys curriculum selection and evaluation and analyzes various methods of curriculum modification. It focuses on the selection of existing second language materials, adaptation of materials, and development of original materials for use in a second language or bilingual/bicultural classroom. Prerequisite: ED280.

This is an introduction to the large and growing field of second language pedagogy. The primary purpose of the course is to provide current and prospective second language teachers with knowledge of the theoretical bases and research which are related to second language learning. The secondary purpose is to consider the practical application of the theories and research within the second language classroom.

This course deals with understanding the plight of the limited English proficient student in the mainstream classroom, and techniques and strategies for effectively teaching these students. A practicum is included.

This is a methods course, which will provide an in-depth study of children and adolescents with specific learning disabilities. The course will focus on the identification, assessment, placement and delivery of services across all grade levels. It will include the adaptation of content, methodology and delivery of instruction to students with learning disabilities, including those with culturally and linguistically diverse backgrounds and social environment. Prerequisite: ED215 or consent of instructor.

This is an assessment course for determining the present levels of educational performance of student with or without disabilities. The course addresses pre-placement assessments, determination of eligibility for special education programs, assessing daily progress in meeting learning goals and objectives and reevaluation strategies of students with disabilities. It will also address the understanding of psychoeducational reports and determining the instructional implication of such reports. School-wide assessments for both groups and individual's assessment, as will performance- based and authentic assessments will be reviewed. Prerequisite: ED215 or consent of instructor.

This course develops the knowledge and skills necessary for pre-service, in-service and related personnel in the development and implementation of Individualized Education Plans (IEPs) for children and youth with disabilities, including those with culturally linguistically diverse backgrounds and social environment, who are eligible for Special Education services. The development of both long term and short-term goals and objectives within the guidelines of current Special Education legislation is a major focus of the course. Prerequisites: ED215 or consent of instructor.

This course is designed for special and general education teachers at both elementary and secondary level. It covers basic knowledge and skills necessary for teaching students with disabilities in order to be involved in and progress within the least restrictive environment. Emphasis is placed on the placement of students primarily within the general education setting unless it is determined that placement in this setting with supplementary aids and services has proven to be unsatisfactory. Special emphasis is also given to multicultural populations and settings, including those with culturally and linguistically diverse backgrounds, and the social environment. Prerequisites: Admission to SOE.

This course focuses on managing student behavior (with or without disabilities) to improve classroom instruction and increase learning. This course is designed to help teachers to increase on-task behavior on academic tasks and decrease problem behaviors. The primary focus is on prevention and intervention for inappropriate behavior that interferes with teaching and learning. Emphasis is given to procedures for administration and management of the learning situation in the classroom in order to provide a positive learning environment. This course will also address issues related to discipline as specified in the Individuals with Disabilities Act (IDEA). Prerequisite: ED215.

This course is a survey of significant works of American literature spanning at least three literary periods. The course is designed to provide a chronological frame of reference for the more detailed study of American literary movements, periods, authors, and types.

This course emphasizes the reading and examination of all types of printed and audio-visual materials, a study of the history and development of children's literature, its value to the communication process, and the criteria for selection and utilization of books and closely related materials suited to the needs and tastes of elementary school children including exceptional children.

In this course, students will survey the principal historical developments in the United States from colonial times to the end of Reconstruction in 1877.

This course is intended for prospective elementary school teachers. The course provides elements of the mathematical content knowledge needed to understand and teach mathematics in elementary school. The course covers problem solving; the development of the numbers systems and operations; fractions, decimals and percent; the use of various manipulatives in teaching elementary mathematics; probability; statistics. It primarily focuses on geometry. Prerequisites: MA115 and MA151.

This course is an introduction to the field and methods of geography, the characteristics, distribution and interactions of physical and cultural geographic elements. The elements include climate, vegetation, soils, topography, settlement and population, transportation and trade, industry and land use.

This course assists the perspective teacher in Evaluating personal qualifications in the light Of criteria for successful classroom teaching and Helps the student make a well-informed decision for or against a career in teaching. In addition To the classroom assignments, nine hours of Classroom observation in elementary, middle and High school is required to pass this course. Student will work individually to write Reflections on their observations and present a 10-minute presentation on one of the episodes.

This course covers the lifespan of human growth and development with special emphasis on the formative years of the child and the role of parents, caregivers and teachers. Through online and/or on-site observations, developmental patterns are studied in the physical, cognitive, social and emotional domains. Prerequisite: PY-101.

This teaching methods course emphasizes the psychological and theoretical basis for using instructional media and technology in education. Students produce various instructional media and demonstrate the use of the newer technologies such as telecommunications, assistive technology, computers, and multimedia as educational tools.

This course offers an analysis of the complex factors involved in learning, individual differences, motivation for learning, individual differences in learning, leadership, and socio-cultural factors as they affect the education of children and youth. Prerequisite: PY101, ED201.

Teachers who work with young children need the most effective ways to address problems. In this course students will learn different problem-solving techniques that help children learn to accept responsibility and communicate with each other.

This course is designed for special and general education teachers at both elementary and secondary level. It covers basic knowledge and skills necessary for teaching students with disabilities in order to be involved in and progress within the least restrictive environment. Emphasis is placed on the placement of students primarily within the general education setting unless it is determined that placement in this setting with supplementary aids and services has proven to be unsatisfactory. Special emphasis is also given to multicultural populations and settings, including those with culturally and linguistically diverse backgrounds, and the social environment. Prerequisites: Admission to SOE.

This course covers the fundamental principles and practices of classroom assessment and evaluation. Effective decision making and professional judgement, using assessment data is critical to the assessment process. Norm-referenced and criterion- referenced assessment instruments, crafting teacher-made assessment tools, using technology and effective formative and summative classroom assessment are major topics. Students are required to complete service learning hours as part of course requirements. Prerequisites: ED110, ED300, MA151.

This course is designed to help students understand the impact of different theories and philosophies of early learning and development on assessment, curriculum, instruction, and intervention decisions. Students will learn how to apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities, and other direct and indirect contextual features that support or constrain children's development and learning. These contextual factors as well as social, cultural, and linguistic diversity will be considered when learning how to facilitate meaningful learning experiences and individualize intervention and instruction across contexts. Insructors consent required.

This course is designed to help students plan and implement intentional, systematic, evidence based, responsive interactions, interventions, and instruction to support all children's learning and development across all developmental and content domains in partnership with families and other professionals. Students will learn to facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Students will use data-based decision making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation. Instructors consent required.

This course is designed to help students apply models, skills, and processes of teaming when collaborating and communicating with families and professionals, using culturally and linguistically responsive and affirming practices. In partnership with families and other professionals, candidates will develop and implement individualized plans and plan for successful transitions that occur across the age span. Students will learn how to use a variety of collaborative strategies while working with and supporting other adults. Instructors consent required.

This course examines the critical role of family-centered practices and collaborative partnerships in supporting children's development, learning, and holistic well-being. Emphasizing family systems theory and family capacity-building, students will develop skills to engage families as partners in education, fostering competence and confidence in advocating for their children. The course highlights culturally responsive approaches within multicultural and multilingual contexts, focusing on creating inclusive, respectful relationships with families to promote academic success and social-emotional growth. Through practical activities and reflection, students will explore strategies to build on families' strengths, address their goals, and support their active involvement in creating supportive learning environments. Instructor Consent required.

This course focuses on building foundational mathematical concepts and fluency in early childhood education. Students will explore strategies for fostering number sense, problem-solving, and mathematical reasoning in children from birth through age 8. The course emphasizes research-based practices, the integration of manipulatives and technology, and the alignment of teaching methods with national and state standards. Additionally, students will examine and apply intervention strategies to support children with diverse learning needs, ensuring equitable access to mathematical understanding and development. Instructors consent required.

This course is designed to help students plan and implement intentional, systematic, evidence based, responsive interactions, interventions, and instruction to support all children's learning and development across all developmental and content domains in partnership with families and other professionals. Students will learn to facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Students will use data-based decision-making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation. Instructors consent required.

This course is designed to help students gain knowledge and understanding of the purposes of assessment in relation to ethical and legal considerations. Students will learn how to choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program. Using evidence-based practices, students will develop or select as well as administer informal measures and select and administer formal measures in partnership with families and other professionals. Students will learn to analyze, interpret, document, and share assessment information using a strength-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting. Instructor consent required

This course provides a field experience with the first upper division in the Elementary Education Program. Prerequisites: ED350; Effective Teaching in the Elementary Multicultural Classroom; consent of instructor.

Note: Prior to Student Teaching/Internship all teacher candidates must take the following Praxis tests and pass with a score as set by the Guam Commission for Educator's Certification (GCEC): . Praxis II Content Knowledge/Subject Assessment and . Praxis II Principles of Learning and Teaching: K-6, or Praxis II Principles of Learning and Teaching: 7-12 General description for all ED492: The student is assigned to a cooperating teacher in an appropriate classroom. Regular observation, counseling and evaluation are provided by the School of Education faculty. Individual counseling and group seminars are required. (Grading System: Letter Grade System). General Prerequisites: Overall GPA of at least a 2.7 GPA in the teaching area; completion of all education courses. Senior standing and no general education courses can be taken concurrently without special permission from their program chairperson and field experience coordinator; application must be completed by announced deadline. Special Prerequisites: Secondary - Completion of all professional and related area course requirements. Student is also required to be present at the assigned school the entire school day and is encouraged to follow the Department of Education calendar. Special Education: Students must complete student teaching experiences in both elementary and secondary special education settings (split semester). Elementary, Early Childhood, Special Education and Secondary: Completion of all professional and related area course requirements. Students are advised to follow the Guam Public School System calendar.