Teaching Skills & Methodologies

  • Credits: 32
  • Degree:
    Masters of Education with Concentration

Program Description

Teaching Skills & Methodologies is a program for mid-career teachers.

Learning Outcomes

Students gain current, strategic skills and knowledge that can revitalize teachers’ classrooms.  Effectively research, write and submit a professional, master’s project that enhances the students learning for post graduate endeavors.

Careers

Teachers and college faculty will benefit from Teaching Skills and Methodologies. (The program does not lead to licensure.)

Program Chair

Diane Harper
diane.harper@cambridgecollege.edu

Curriculum


Professional Seminar & Project
9 Credits
Credits

EED 800 Independent Learning Project

Professional Seminar III: Education
EED 693 2 credit(s)
The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader. The seminar is a forum for discussion of professional issues in education, such as what it means to be an educator today, and how educators can work in the organizational culture of schools and contribute to social progress. Students integrate their learning from classes, workshops, and experience. Transformed by reflection, readings, and discussion, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.
Professional Seminar II: Education
EED 692 2 credit(s)
The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader. The seminar is a forum for discussion of professional issues in education, such as what it means to be an educator today, and how educators can work in the organizational culture of schools and contribute to social progress. Students integrate their learning from classes, workshops, and experience. Transformed by reflection, readings, and discussion, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.
Professional Seminar I: Education
EED 691 2 credit(s)
The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader. The seminar is a forum for discussion of professional issues in education, such as what it means to be an educator today, and how educators can work in the organizational culture of schools and contribute to social progress. Students integrate their learning from classes, workshops, and experience. Transformed by reflection, readings, and discussion, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.
Education Courses
2
Credits

Choose two 1-credit courses in education: EED 590 or 591.

Skills & Methodologies
12
Credits
Motivation and Teaching: Theoriesand Practices
EED 564 3 credit(s)
The strategies teachers use in many classrooms to reinforce learning are based on the theory, “If you learn this, then I will give you that.” Much of what is taught is reinforced by extrinsic rewards such as praise, kisses and hugs, or gold stars. However, many teachers feel frustrated because they want children to love learning and to see learning as a reward in and of itself. This course will examine current research and theoretical models which can help educators understand how to develop a child’s intrinsic desire to learn by satisfying certain needs we all have within us.
Introduction to Integrative Learning and Learning Styles
EED 615 3 credit(s)
This course introduces a full-spectrum, whole-brain learning and teaching method known as Integrative Learning. This highly effective model of teaching has resulted in enhanced teacher motivation, creativity, positive attitude, improved school climate and organizational transformation in many schools and corporations. Learning styles research is used to assist educators and trainers to design effective teaching strategies for learners with different styles. (1)
Teaching Children with Different Learning Styles
EED 503 3 credit(s)
This course discusses various learning styles of children from infants to teenagers. The course reviews the internal and external environment responsible for the development of learning styles and how we can provide a positive environment to inculcate good habits and learning styles and how to recognize children’s learning styles in order to facilitate learning. Current research and literature are reviewed.
3/Strategies for Teaching Critical Thinking Across the Curriculum
EED 610 3 credit(s)
Critical thinking is approached through a holistic model that stresses creative and analytic strategies. Participants consider cognitive development issues informing the design of instructional materials and methods which promote higher-order thinking. Practical strategies for immediate classroom application are a priority. An open environment promotes collegial exchange that builds on professional experiences while cultivating new skills that engage students in active learning and independent thinking. (3)
Seminar in Current Educational Issues
EED 704 3 credit(s)
Professional licensure course: additional instructional hours and requirements. This course defines some concepts, philosophies, that serve as foundations for structuring schools and learning environments, including: humanistic education, essentialism, perennialism, progressivism, social reconstructivism, and critical theory. The seminar also examines critical practical realities including: change, the economy, technology and science, leisure and work, communications, the human popula­tion, ecology, government and politics, values and lifestyles. Students explore and evaluate school/learning environment structures and teaching strategies, and they make compelling arguments for their professional points of view.
Technology for Linguistically Diverse Classrooms
ESL 625 3 credit(s)
Due to the rapidly changing demographics in our classrooms, teachers face the challenge of working with culturally diverse and multi-level populations at grade levels preK-12. Technology, both low-tech and high-tech, can facilitate the adaptation and differentiation of the core curriculum to assure that English language learners (ELLs), including those with disabilities, gain access to the content material. This course reviews a range of technological techniques that can be integrated into the mainstream, bilingual, SEI (sheltered English instruction) or ESL classroom that will help scaffold and accelerate the ELLs’ learning. Participants will have an opportunity to experiment with these techniques, analyze the use of such techniques, and draw conclusions about the best practices made available by the various technologies. They will also explore the teaching/learning theories that informed the development and use of these technologies in the classroom. The use of various technologies for sheltered instruction will be considered within the framework of general best practices, based on the concepts of UDL (universal design for learning).
Integration of Technology & Computer Applications in the Classroom
EIT 640 3 credit(s)
The use of information technology in the classroom and, in particular, the Internet, as tools for teaching has been growing exponentially since the advent of personal computers in classrooms. The spillover factors of home use for both students and instructors has created many new opportunities for teaching and learning. In this course teachers become familiar with the basic concepts of utilizing and harnessing this technology in their everyday classroom teaching and beyond. Topics include the elements of basic Design 1: HTML, evaluating and designing educational web sites according to UDL principles. Teachers are introduced to high quality freeware/shareware which can be used in graduate projects and in the classroom. .
Classroom Management with Models ofTeaching
ELE 630 3 credit(s)
Participants learn strategies and techniques for managing students in the classroom. Students observe, analyze, and discuss a variety of teaching models including information processing, group investigation, social inquiry, inductive models, non-directive teaching models and problem-solving. Emphasis is on interpersonal relations, arrangement of space, management of time, working with individual students, small group and large group structures and working with content and process. The Massachusetts Frameworks and teacher licensure competencies are taught to fully support teacher/student learning and instruction techniques. An historical approach to elementary education in America is researched in the course. One to two hundred years of teaching/learning techniques, legislation, and philosophies are discussed and paralleled with contemporary educational issues and guidelines for student learning. Pre-practicum hours of directed field-based training required.
Alternative Assessment Strategies Across the Curriculum
EED 710 3 credit(s)
This course enhances educators’ ability to develop a conceptual framework of assessment procedures to improve their teaching techniques for the wide variety of learning styles found in the classroom today. Assessment is an important component of our educational system. However, many educators are now questioning the heavy emphasis on standardized tests and the decreasing attention to the value of classroom assessment. Dissatisfied with the current methods of assessment, and motivated by the desire to improve public education, educators, policy makers, parents, and community members are focusing increased attention on how we go about determining what our students know and can do, from kindergarten through grade 12.
MultiCultural Diversity Issues in the Workplace and Classroom
EED 705 3 credit(s)
This course studies (1) ethnic-cultural history, (2) prejudice, biases and value systems, and (3) the appreciation of diversity in professional skills and personal strengths. Students discuss teaching cultural diversity in various learning environments, and individuals’ power in realizing differences and similarities. Students explore ethnicity, race, gender and class from an historical and contemporary perspectives. The class looks at teaching styles and ways to manage culturally diverse classrooms. The importance of building students’ self-esteem and sensitivity to their varied learning styles are addressed. Students should come prepared with a brief overview of their ethnic/cultural history (e.g., photo albums, letters, journals, and family trees).
Students with Disabilities and Visual Arts
ESP 701 3 credit(s)
This course is for teachers who work with students with special needs. It focuses on how they can use the visual arts as an innovative approach to facilitate their students’ learning and understanding. Teachers explore how the visual arts can accommodate different learning styles by providing alternative entry points in which to learn and understand the required curricula. This approach incorporates the theory of multiple intelligences. Teachers develop an understanding of how the visual arts can help motivate students to learn, foster self-esteem and self-expression, develop motor coordination skills and enhance social skills. This is a hands-on class in which teachers become familiar with a variety of art materials, for example clay, paints, pastels, charcoal, and simple print-making techniques. They also gain a basic understanding of the principles of art history. They learn how to develop lessons and alternative assessment instruments that incorporate the visual arts. A visit to the Fogg Museum is included.
Content Electives
9
Credits

Choose content courses in literature, English, social studies, mathematics, science, health, literacy, English, as a second language.

Admissions

  • Admission Test:

    Passing grade on TOEFL (English language proficiency test) is required for international students.

  • Admissions Office:
    1-800-829-4723
  • Application:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

General Requirements

Official Transcript
Two Completed Recommendation Forms
Current Résumé

Personal Statement

Learn more about General Requirements 

State Requirements

College students are required to comply with state laws regarding individual health insurance and immunization. Compliance requirements currently exist for students in Massachusetts, Virginia and Tennessee. Learn more

International Students – Additional Requirements

International Students will need to complete supplemental documentation when applying. International transcripts must also be translated prior to submission in order to be evaluated for applicability. Learn more about international student requirements.

Transfer Credit Request Form

Only needed if you wish to have prior course work evaluated for transfer credit. Learn more about transferring credits.

 

Tuition

  • Credits:
    32
  • Cost per credit hour:
    $485
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Graduation Fee:
    $110 (charged in last term)

Note: Rates are as of September 2013, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more