Undergraduate+Program

**ELEMENTARY EDUCATION K-6** UNDERGRADUATE Program [[|Link to Original File]] **// Introduction //** The Department of Teaching and Learning at Peabody College of Vanderbilt University’s vision of the beginning teacher consists of educating professionals who are able to: (1) promote equitable learning opportunities; (2) transform curriculum to address students’ individual needs; (3) create learning communities that foster professionally productive relationships among students, professional colleagues, students' families, and the larger community; (4) design learning environments to maximize conditions for learning; (5) think critically about educational environments and to be ethically responsible decision makers; and (6) access necessary resources to foster and to support their professional learning. In accordance with this vision, and guided by the Tennessee Teacher Licensure Standards, the elementary education (K-6) preparation program seeks to enable teacher candidates to develop the necessary content and pedagogical knowledge as well as the personal dispositions necessary to be successful beginning teachers and to meet the academic and developmental needs of all students. In so doing, we have developed a comprehensive program of study that integrates the standards in the **general education core, professional education,** and in a **major** consisting of courses offered primarily by faculty from arts and sciences disciplines. The **major** includes in-depth study of one or more fields (including fields related to how children learn in the context of their environment), providing candidates the opportunity to demonstrate the integration of knowledge across the disciplines, and promoting understandings about the processes of inquiry and research. In the **general education and professional education** core, our program is structured to emphasize nine main recurring themes that inform and shape the content of our courses:
 * The Department of Teaching and Learning of Peabody College of Vanderbilt University **

Theme 1: Understand the subject matter to be taught. Theme 2: Understand how students learn and develop. Theme 3: Create learning experiences that promote students understanding through the use of a variety of appropriate tasks and pedagogical strategies, incorporating knowledge of classroom organization and management. Theme 4: Monitor and assess student understanding using a variety of strategies. Theme 5: Planfully engage in the process of teaching. Theme 6: Reflect upon and critique one’s own practice/development of a practice. Theme 7: Understand the role of curriculum can critique curricula materials. Theme 8: Understand, appreciate and celebrate individual and cultural diversity. Theme 9: Appropriately incorporate uses of technology. In addition to the core courses, we provide **field experiences** and **clinical practice** (enhanced student teaching or internship) that are well designed and sequenced to provide opportunities for candidates to apply their knowledge, skills and dispositions in a variety of settings appropriate to the content and level of the program. **Field experiences** are ongoing school-based opportunities in which candidates may observe, assist, tutor, instruct or conduct applied research. Candidates study and practice in a variety of settings that include students of diverse backgrounds and learning needs. **Clinical practice** provides candidates with experiences that allow for full immersion in the school-based community allowing candidates to demonstrate competence in the professional role for which they are preparing. Our teacher candidates have internship or student teaching experiences in both early grades (K-3) and intermediate grades (4-6).

Thus, the courses in the elementary education core, the courses in the major, combined with the field experiences and clinical practice, provide our students with ample opportunities to understand the inter-relationships between theory and practice, to gain increasingly sophisticated understandings of content to be taught and to recognize the distinct epistemologies among the subject matter disciplines. In addition, the strong emphasis on the nine guiding themes for our program allows our teacher candidates to understand and envision their students’ developmental learning trajectories, and to effectively plan learning experiences that support each of their students’ progress along their educational journeys.

In order to simultaneously meet the Tennessee Teacher Licensure Standards, the rigorous requirements of the Department of Teaching and Learning at the Peabody College at Vanderbilt University, as well as the specific goals of our Elementary Education Program (please, see attached Matrix), all of the teacher candidates take the following core elementary education classes and field experiences:

EDUC 1020 - Society, the School, and the Teacher. EDUC 2040 - Introduction to Classroom Technologies. EDUC 2215 - Theory and Methods of Reading Instruction in Elementary Schools. EDUC 2217 - Language Arts in Elementary Schools. EDUC 2270 - Managing Instructional Settings. EDUC 2430 - Addressing Problems in Literacy Learning. MTED 2200 - Mathematics for Elementary Teachers. SCED 2200 - Science for Elementary Teachers MTED 2250 - Teaching Mathematics in Elementary Schools. SCED 2250 - Teaching Science in Elementary Schools. SSED 2210 - Teaching Social Studies in Elementary Schools. HMED 2250- Introduction to Art Education

//Field Experiences//

EDUC 2210 - Practicum in Elementary Education. EDUC 2216 - Practicum in Teaching Elementary Reading and Language Arts. EDUC 2250 - Practicum in Elementary Sciences. EDUC 2290 - Student Teaching Seminar: Elementary. EDUC 2701 - Student Teaching in the Elementary School.

Course descriptions

 * EDUC 1020 -** **Society, the School, and the Teacher.** Introduces the relationship between society’s goals and those of the school. Studies the community setting and the school, the social, political, and instructional organization of a school, and the roles and values of a teacher. Field experience. [3]


 * EDUC 2040 -** **Introduction to Classroom Technologies.** An introduction to various technologies used in classrooms with emphasis on microcomputer-based systems. Meets licensure requirements for preservice teachers. [1]


 * EDUC 2215 -** **Theory and Methods of Reading Instruction in Elementary Schools.** Examines approaches, strategies, and methods for teaching reading in elementary classrooms. Discusses underlying concepts and theories pertaining to literacy instruction and relates these to classroom practice. Although grounded in the philosophy that reading and writing are not discrete entities, the course focuses on reading. Corequisite: EDUC 2217 and EDUC 2216. [3]


 * EDUC 2217 -** **Language Arts in Elementary Schools.** The nature of language development in the elementary school years, and principles and practices for teaching the English language arts. Corequisite: EDUC 2215 and EDUC 2216. [3]


 * EDUC 2270 -** **Managing Instructional Settings.** Examines several planning and management philosophies and a variety of practices for use with early childhood and/or elementary school students. [2]


 * EDUC 2430 -** **Addressing Problems in Literacy Learning.** An analysis of multiple factors contributing to literacy problems students experience, and philosophies and principles of instructional practice designed to individualize instruction and support literacy development. Provides teaching experience within a school setting. Prerequisite: EDUC 2115, 2215, or equivalent. [3]


 * MTED 2200 -** **Mathematics for Elementary Teachers.** This course is for students seeking elementary school licensure with an emphasis on grades two through six. This course will cover issues of both content and pedagogy that are relevant to these grades. Not recommended for freshmen. This course is prerequisite to MTED 2250. [3]


 * SCED 2200 - Science for Elementary Teachers.** This course is designed to examine the relationship between science, technology, and society. Emphasis will be on relating science concepts to real world applications, to societal influences and the changing nature of science. The role of inquiry in science will be examined and experienced. A knowledge of introductory earth, biological, and physical science is presumed and will be utilized to present a view of science as an integrated discipline. This course is a prerequisite to SCED 2250. [3]


 * MTED 2250 - Teaching Mathematics in Elementary Schools.** This course is the second in a sequence of courses designed for those students seeking elementary licensure with an emphasis on grades two through six. This course deals with issues of both content and pedagogy that are relevant to these grades. Corequisite: SCED 2250 and one credit of EDUC 2250. Prerequisite: MTED 2200. [2]


 * SCED 2250 -** **Teaching Science in Elementary Schools.** Study of the nature of science, discovery (inquiry) teaching and learning, curriculum approaches, goals and standards, trends, instructional and assessment strategies, and resources and materials for teaching science in grades K-8, with emphasis on grades 2-6. Corequisite: MTED 2250 and EDUC 2250. [2]


 * SSED 2210 -** **Teaching Social Studies in Elementary Schools**. Study of conceptual structure of social studies curricula with emphasis on curricular objectives, instructional approaches, teaching materials, and evaluative strategies focusing on teaching social studies in grades K-8, with emphasis on grades 2-6. Corequisite: EDUC 2210. [2]

Field Experiences

 * EDUC 2210 -** **Practicum in Elementary Education.** Field experiences in a variety of school, grade level, and instructional settings, designed to integrate and apply teaching skills developed in the elementary social studies methods course. Corequisite: SSED 2210. [1]


 * EDUC 2216 -** **Practicum in Teaching Elementary Reading and Language Arts.** Field experiences in a variety of elementary classroom settings designed to provide practical experience and reflection on the teaching of reading and the language arts. Corequisite: EDUC 2215 and EDUC 2217. [1]


 * EDUC 2250 -** **Practicum in Elementary Sciences.** Field experiences providing students an opportunity to integrate and apply teaching skills developed in the elementary mathematics and science methods courses. Students are placed in a local elementary school classroom and are given opportunities to engage in classroom observations, curriculum planning and implementation, and guided reflective practice. Corequisite: MTED 2250 and SCED 2250 [1]


 * EDUC 2290 -** S**tudent Teaching Seminar: Elementary.** Seminar to accompany EDUC 2701. [3]

=ELEMENTARY K-6 MATRIX=
 * EDUC 2701 -** **Student Teaching in the Elementary School.** Observation and teaching experience in elementary schools. Undergraduate credit only. Prerequisite: admission to student teaching. [9]

Course Number(s) Courses in this column segment meet each of the English Language Arts standards: EDUC 2215: Theory and Methods of Reading Instruction in Elementary Schools

EDUC 2217: Language Arts in Elementary Schools

EDUC 2430: Addressing Problems in Literacy Learning

|| Field Experience(s) The practicum in this column segment addresses each of the English Language Arts standards: EDUC 2216: Practicum in Teaching Elementary Reading and Language Arts || Other Experience(s) || Knowledge and skills ** Content Area Standards ** ** ENGLISH LANGUAGE ARTS ** Candidates know, understand, and use appropriate practices for promoting and developing beginning literacy skills, for integrating reading instruction across all subject matter areas, and for enabling all children to become proficient and motivated readers. // Supporting Explanation // Candidates know what is necessary for all children to learn to read, and they implement a balanced reading program. Teacher candidates understand that children learn to read within the context of every subject and that explicit instruction in reading is needed throughout the elementary and middle grades. For additional information, please refer to Tennessee Reading Standards To Be Integrated Into Licensure Standards, PreK-4, K-8 and 5-8 (2001). Candidates know, understand, and use the writing process for communication, expression, and reflection in all subject areas, for a variety of purposes, in a range of modes, and for multiple audiences. // Supporting Explanation // Candidates demonstrate a broad understanding of the uses of writing to communicate, to promote the dissemination of information, to generate, develop, and refine ideas, and to express individual voice. 2.1 Candidates understand and apply knowledge of the writing process. 2.2 Candidates know the state writing curriculum standards and incorporate that knowledge into their instruction. 2.3 Candidates write frequently for multiple purposes and in practical, occupational, personal, and academic modes. 2.4 Candidates evaluate written products and assess students' progress both holistically and through the analysis of discrete elements. 2.5 Candidates recognize the relationship between the development of motor skills and the development of handwriting. 2.6 Candidates acknowledge and respect the effect of cultural diversity and linguistic differences in the writing of students whose first language is not English. 2.7 Candidates understand the interactive relationship of the language arts. 2.8 Candidates promote the integrating of literacy skills across all subject areas. Candidates know and understand basic English usage, mechanics, spelling, grammar, and sentence structure as tools to facilitate the writing process. // Supporting Explanation // Candidates understand and use the rules and conventions governing the structure and syntax of language as prerequisites to effective communication and as markers of literacy. 3.1 Candidates recognize that effective instruction in the elements of language is integrated with and applied to the writing process. 3.2 Candidates demonstrate understanding of the parts of speech and their functions in sentences. 3.3 Candidates apply the standard rules of capitalization and punctuation, as well as legible handwriting, in written communication. 3.4 Candidates display knowledge of the emerging stages of accurate spelling, including temporary spelling, and of phonemic awareness and structural analysis of words. 3.5 Candidates translate the knowledge of structure and mechanics into proofreading and editing of written language in all disciplines. 3.6 Candidates construct simple, compound, and complex sentences, using correct word order, subject-verb agreement, and correctly placed modifiers. 3.7 Candidates model effective oral and written communication skills. 3.8 Candidates design instruction appropriate to students of diverse backgrounds. 3.9 Candidates support the continuous English language development through content area instruction for students whose first language is not English. || Courses in this column segment meet each of the Mathematics standards: MTED 2200: Mathematics for Elementary Teachers MTED 2250: Teaching Mathematics in Elementary Schools ||  The practicum in this column segment addresses each of the Mathematics standards: EDUC 2250: Practicum in Elementary Sciences || || ** MATHEMATICS ** Candidates demonstrate an understanding of effective instructional strategies that integrate mathematics content and processes. // Supporting Explanation // Candidates develop the mathematical processes of problem solving, reasoning, communication, connections, and representation and plan effective instructional activities to develop these processes in students. In addition, they integrate appropriate reading strategies and appropriate technologies into their instructional practices to support conceptual and process development. 1.1 Candidates use problem solving to build new mathematical knowledge, to solve problems in a variety of contexts and to reflect on solutions. 1.2 Candidates make and investigate mathematical conjectures and use logical thought in reflecting, explaining, and justifying strategies and solutions. 1.3 Candidates use appropriately and accurately the vocabulary and symbols of mathematics to express and justify mathematical concepts and strategies. 1.4 Candidates demonstrate an understanding of how mathematical concepts are related and how they are connected to other disciplines and the real world. 1.5 Candidates use a variety of manipulatives and other models to represent mathematical concepts, operations and relations. Candidates work flexibly with rational numbers to solve problems and create learning experiences that develop student comprehension of mathematical concepts, operations and relations necessary for number and operation sense. // Supporting Explanation // Candidates have both conceptual understanding of number and operation sense and the ability to apply those concepts and procedures in problem-solving situations. They also demonstrate knowledge of effective instructional practices necessary for developing proficiency with number and operations in students. 2.1 Candidates represent numbers, number relationships, and number systems verbally, symbolically and graphically. 2.2 Candidates model operations and explain how they relate to one another. 2.3 Candidates carry out computational procedures flexibly, accurately, efficiently and appropriately. 2.4 Candidates apply number and operation sense to represent and solve problems and to justify or explain reasonable estimates. Candidates know, understand, and use algebraic concepts and create learning experiences that develop algebraic thinking in students. // Supporting Explanation // Candidates can generalize patterns as they represent and analyze quantitative relationships and change in a variety of contexts and problems-solving situations. They also demonstrate knowledge of effective instructional practices necessary for fostering algebraic proficiency in students. 3.1 Candidates extend and generalize patterns to describe relations and functions. 3.2 Candidates represent and analyze mathematical situations and structures using algebraic symbols. 3.3 Candidates use mathematical models to represent and describe quantitative relationships. 3.4 Candidates analyze, represent, and describe change in a variety of contexts and problems using graphs, tables and equations. Candidates know, understand and use geometric concepts and create learning experiences that develop geometric concepts and spatial reasoning in students. // Supporting Explanation // Candidates have an understanding of geometric concepts and relationships and can apply them in problem solving situations. They also demonstrate knowledge of effective instructional practices necessary for developing geometric proficiency in students. 4.1 Candidates analyze and describe characteristics and properties of two- and three-dimensional geometric figures. 4.2 Candidates specify locations and explain spatial relationships using coordinate geometry and other representational systems. 4.3 Candidates apply transformations and use symmetry to analyze mathematical situations. 4.4 Candidates use visualization, spatial reasoning and geometric modeling to solve problems. Candidates know, understand and use measurement and create learning opportunities that teach students to apply the units and processes of measurement in mathematical and real-world problems. // Supporting Explanation // Candidates use a variety of tools, techniques and formulas to determine and estimate both metric and customary measurements in mathematical and real-world problems related to their instructional responsibilities. 5.1 Candidates select and use appropriate tools and units to measure time, angles, length, perimeter, area, capacity, volume and weight. 5.2 Candidates use and justify a variety of strategies, techniques and formulas to determine and estimate measurements. Candidates know, understand and use data analysis and probability concepts and design instructional activities to teach students to understand and apply basic statistical and probability concepts. // Supporting Explanation // Candidates apply basic statistical and probability concepts in order to organize and analyze data and to make predictions and conjectures. 6.1 Candidates formulate questions that can be addressed with data and collect, organize and display relevant data to answer questions. 6.2 Candidates select and use appropriate statistical methods to analyze data. 6.3 Candidates make and evaluate inferences and predictions that are based on data. 6.4 Candidates apply basic concepts of probability in problem-solving situations. || Courses in this column segment meet each of the Science standards: SCED 2250: Teaching Science in Elementary Schools SCED 2200: Science for Elementary Teachers
 * Standard 1: Reading **
 * Standard 2: Writing **
 * Standard 3: Elements of Language **
 * Standard 1: Mathematical Processes **
 * Standard 2: Number and Operations **
 * Standard 3: Algebra **
 * Standard 4: Geometry **
 * Standard 5: Measurement **
 * Standard 6: Data Analysis and Probability **

||  The practicum in this column segment addresses each of the Science standards: EDUC 2250: Practicum in Elementary Sciences || ||  ** SCIENCE ** Candidates demonstrate understanding of science and technology in daily life through the use of inquiry-based, open-ended and materials-based investigation, incorporating habits of mind and pedagogical techniques required to deliver effectively the content in a safe environment. // Supporting Explanation // Candidates know, understand and use strategies and pedagogy to enhance science instruction for all students. 1.1 Candidates engage in multiple levels of inquiry that incorporate designing investigations; observing, predicting, interpreting and analyzing data; and providing evidence to communicate results. 1.2 Candidates demonstrate understanding and apply the unifying concepts of science such as scale and model, form and function, organization, interaction, change and conservation. 1.3 Candidates select and use a variety of scientific instruments for measurement and observation including computers, calculators and probeware. 1.4 Candidates demonstrate the interrelationships among the various science disciplines, literacy, mathematics and social sciences by integrated teaching practice. 1.5 Candidates demonstrate an understanding of assessment as ongoing and continuous and use a variety of assessment techniques that indicate what students know, understand and are able to do. 1.6 Candidates foster the creation of a classroom culture that supports higher levels of questioning, collaborative learning, real world connections and sensemaking. 1.7 Candidates plan lessons and units that incorporate a learning cycle—engagement, exploration, explanation, extension and evaluation—and safe management of materials. Candidates know, understand and use the central concepts of life science. // Supporting Explanation // Candidates have a solid knowledge base in the major concepts, issues and processes related to cells, diversity of life, interdependence among living things and the environment, inheritance, flow of matter and energy in nature, and biological change. 2.1 Candidates demonstrate knowledge and understanding of cells as the basic unit of structure and function in living things. 2.2 Candidates demonstrate understanding that organisms are interdependent and dependent on resources provided by the physical environment. 2.3 Candidates exhibit understanding that the sun is the source of energy, captured by green plants in photosynthesis and released during cellular respiration. 2.4 Candidates demonstrate understanding that living things are related across generations by hereditary information transmitted from parent to offspring in the form of DNA, genes and chromosomes. 2.5 Candidates convey their understanding that living things display an enormous amount of variation, yet have many fundamental characteristics in common. 2.6 Candidates demonstrate knowledge of the process of natural selection and the nature of biological change over time. Candidates know, understand and use the central concepts of earth/space science. // Supporting Explanation // Candidates have a solid base of knowledge of the earth’s resources, features, cycles and place in the universe. 3.1 Candidate demonstrate understanding that the universe is comprised of many galaxies, each made of solar systems, and that movement of objects in space is governed by the force of gravity. Candidates convey to students that motion determines seasons, time increments and phase changes of natural satellites, such as the moon. 3.2 Candidates demonstrate understanding of the water cycle and how it influences global patterns of atmospheric movement resulting in weather and climate. 3.3 Candidates demonstrate understanding that the earth is characterized by many different land and water features that are affected by external and internal forces, such as weathering, erosion, plate tectonics and human activity. 3.4 Candidates demonstrate understanding that the earth is composed of a wealth of useful resources, and that human activities and natural forces affect land, ocean and atmosphere. Candidates know, understand and use the central concepts of physical science. // Supporting Explanation // Candidates demonstrate a solid base of understanding of the major concepts, issues and processes that surround matter—its composition, properties and interactions—and the relationships that exist between force, matter and energy. 4.1 Candidates demonstrate various ways in which force affects motion and that simple machines can be used to make work easier. 4.2 Candidates classify and identify matter by physical and chemical properties. 4.3 Candidates demonstrate comprehension of the law of conservation of mass and that matter exists in pure states and combines to form mixtures and compounds. 4.4 Candidates demonstrate comprehension of the law of conservation of energy and that energy exists in many forms and can be transferred, converted, or conserved, but never lost. || The course in this column segment meets each of the Social Studies standards: SSED 2210: Teaching Social Studies in Elementary Schools || The practicum in this column segment addresses each of the Social Studies standards: EDUC 2210: Practicum in Elementary Education
 * Standard 1: Elements of Effective Science Instruction **
 * Standard 2: Life Science **
 * Standard 3: Earth/Space Science **
 * Standard 4: Physical Science **

|| ||  ** SOCIAL STUDIES ** Candidates use effective instructional strategies that integrate social studies content and knowledge. // Supporting Explanation // Candidates recognize how culture; economics; geography; governance and civics; history; and individuals, groups and interactions impact the various elements of the Tennessee curriculum: local communities, world communities, American history from its beginning to the present, and early world civilizations. Candidates understand and use a variety of instructional strategies to encourage the development of critical thinking, problem solving and performance skills in students. 1.1 Candidates assist students in acquiring information through locating, gathering, observing, comprehending, organizing, and processing information from a variety of primary and secondary sources. 1.2 Candidates use sources that include printed materials, maps, graphic representations, artifacts, physical and human environmental elements and media and technology sources. 1.3 Candidates model the problem solving process involving comprehension, analysis, and data interpretation that lead to a solution or conclusion. 1.4 Candidates use communication to convey ideas through individual expression, group dialogue, cultural communities, and global networks using oral, written, symbolic, visual and technological means. 1.5 Candidates relate an understanding of chronological placement, historical trends, and historical decision-making that is integral to all of the social studies disciplines. 1.6 Candidates analyze historical data to prioritize events, identify bias, recognize perspectives, interpret trends, and predict outcomes. Candidates understand and demonstrate appreciation of the variety of human cultures including the similarities and differences in beliefs, knowledge bases, changes, values and traditions. // Supporting Explanation // 2.1 Candidates explore different elements of societies to help develop their students' appreciation of and respect for the variety of human cultures. 2.2 Candidates recognize the contributions of individuals and people of various ethnic, racial, religious and socioeconomic groups to the development of communities and civilizations. Candidates understand basic economic concepts and recognize the effects of globalization, population growth, technological changes and international competition on production, distribution and consumption of goods and services. // Supporting Explanation // 3.1 Candidates create learning experiences to help students contrast basic needs versus wants and using versus saving money. 3.2 Candidates assist students in understanding economic decision making on a personal and a global level. Candidates use knowledge of geography to explain the web of relationships among people, places, and environments. // Supporting Explanation // 4.1 Candidates integrate the six essential elements of geography in their teaching: the world in spatial terms, places and regions, physical systems, human systems, environment and society, and use of geography. 4.2 Candidates prepare a balanced approach to the teaching of social studies, including both cultural and physical geography. Candidates understand the concepts of governance and civics. // Supporting Explanation // 5.1 Candidates convey the structure and purpose of governance in a democracy in language that is meaningful and appropriate for students. 5.2 Candidates demonstrate an understanding of individual rights and responsibilities, including ethical behaviors, and the role of citizens within their community, nation, and world. Candidates understand the importance of history and its relationship to informed decisions in contemporary life. // Supporting Evidence // 6.1 Candidates understand the place of historical events in the context of past, present, and future. 6.2 Candidates construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. 6.3 Candidates evaluate evidence, including primary sources, to develop comparative and causal analyses. Candidates understand that personal development and identity are shaped by factors including culture, groups, and institutions and highlight the exploration, identification, and analysis of how individuals and groups work independently and cooperatively. // Supporting Explanation // 7.1 Candidates describe the responsibilities that individuals have both to themselves and the group to which they belong. 7.2 Candidates convey how interactions between individuals and groups can influence communities and the individuals therein. 7.3 Candidates assist students in understanding how groups can impact change at the local, state, national, and international levels. || The course in this column segment meets the Arts Education standard: HMED 2250: Introduction to Arts Education || || ||  ** ARTS EDUCATION ** Candidates know, understand, and use basic knowledge and skills in the arts to integrate them with other subject areas and to coordinate with arts specialists to support knowledge and skill development in the arts. // Supporting Explanation // Candidates demonstrate a broad general knowledge of the major concepts in music, visual art, drama, and dance. They further demonstrate knowledge of the developmental processes of these concepts. Candidates understand the role of the arts in differing cultures and draw upon their knowledge of the arts to integrate them into other subject areas. They also use this knowledge to stimulate student creativity and to provide a means for student expression of ideas. Candidates coordinate with arts specialists in meeting the national and state curriculum standards. || EDUC 2290: Student Teaching Seminar: [Includes required component to meet the Health/Wellness standard] || || ||  ** HEALTH/WELLNESS ** Candidates know, understand, and use basic health knowledge and skills to introduce and reinforce learning about healthy lifestyles and how to integrate wellness concepts and practices in all other subject disciplines of the school curriculum. // Supporting Explanation // Candidates demonstrate a broad general understanding of the major concepts of personal health and wellness; proper nutrition; healthy family growth and development; positive emotional, social, and mental health practices; disease prevention and control behaviors; injury prevention and safety practices; responsible use of chemical substances; essential community health practices and services; and consumer decision making and access to health products and services. Candidates facilitate student understanding and practices of health and wellness across all the subject disciplines of the school curriculum. ||
 * Standard 1: Social Studies Processes **
 * Standard 2: Culture **
 * Standard 3: Economics **
 * Standard 4: Geography **
 * Standard 5: Governance and Civics **
 * Standard 6: History **
 * Standard 7: Individuals, Groups, and Interactions **
 * Standard 1 **
 * Standard 1 **

EDUC 2290: Student Teaching Seminar: Elementary [Includes required components to meet the Physical Activity and Physical Education standard] || || ||  ** PHYSICAL ACTIVITY AND PHYSICAL EDUCATION ** Candidates know, understand, and use physical activity to enhance and reinforce learning in all subject areas and coordinate with physical education specialists to support physical fitness knowledge and skill development for children. // Supporting Explanation // Candidates demonstrate understanding of the connection between physical activity and learning. They use physical activity to increase the motivation and success of students. They coordinate with physical education specialists to mutually reinforce the goals in both regular and physical education.
 * Standard 1 **

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