The Teacher Work Sample
Learning Strategies for a Globalizing World: Harmonizing Diversity while Gaining Knowledge for Action, Achievement, and Fulfillment
In this course students explore various learning strategies and how different strategies connect to one another. Students who have come from other countries discuss leaning strategies they have used in their home countries and how they relate to the new ones they have been introduced to in the U.S. American students explore college level learning strategies. Topics include: fundamentals of learning, active listening and note taking, efficient study reading, goal setting and time management, getting the most out of Maharishi Science of Consciousness elements, preparing for and taking exams, preparing presentations, internet research, and writing a research paper. The research paper is taught in different stages in order to develop critical thinking skills required for graduate level courses. (4 credits)
Stability and Change in American Education: Understanding the Fulfillment of the American Educational System
This course explores the history of American Education, its traditions and its efforts to reform and improve. Students also learn about Consciousness-Based Education as a part of this reform effort. They study research on educational innovations with promise for improving school performance. Other topics include school law, structure of American education, major legislative initiatives, understanding educational research. (4 credits)
Consciousness-Based Curriculum Design: Planning for Achievement and Fulfillment
Students learn to plan a unit of instruction using the approach of “backward design,” in the context of Consciousness-Based Education. The primary tools of CBE learned are the Unified Field Chart, the main point chart, and the course overview chart. The course also introduces the fundamental principles and methods for creating classroom assessments. (4 credits) prerequisite: ED 520
Theory and Practice of Consciousness-Based Education
This course is the foundational course for all standard and intern programs of the Education Department. It examines the fundamental goals, principles, and practices of Consciousness-Based education as developed by Maharishi Mahesh Yogi. As part of this introduction, it also covers the basic principles of the Science of Creative Intelligence and Maharishi’s Principles of Ideal Teaching. (2 credits)
Educational Assessment and Evaluation: Charting the Growth of Self-Referral Consciousness
This course examines the theory, research, and best practice associated with classroom assessment, grading, and standardized testing in formal educational settings. Students learn both the conceptual underpinnings of these areas of education and they develop within their own areas of expertise three different types of classroom assessments. Students may develop these assessments for elementary, secondary, or non-traditional teaching situations. Other topics include formative and summative assessment; reliability and validity as criteria of good assessment instruments; knowledge, reasoning, product, attitudes, and performance as four targets of assessment; selected response, essay, performance, and personal communication types of assessment; and daily, weekly, and monthly cycles of assessment. (4 credits)
Neurophysiology of Learning and Development in Children: How Pure Intelligence Comes to Know Itself through the Child’s Developing Nervous System
This course studies the implications of theories of human development and learning for education. The first part of the course looks at theories of both cognitive and affective development and deals with topics such as factors influencing development, endpoints of development, and the nature of intelligence. Students will study the work of Piaget, Vygotsky, Erikson, Kohlberg, Gardner, and Maharishi. The second part of the course focuses on both cognitive and behavioral views of learning. Topics include classical and operant conditioning, social learning, information processing, problem solving, creativity, and constructivism. (4 credits)
Teaching with Learner Differences in Mind: Honoring Diversity within the Unity of Creation
This course investigates the various learning characteristics of students with disabilities as well as gifted students, and accommodations and modifications elementary and secondary school teachers can use to develop the full range of learning abilities. The course also considers the relationship between the individual and society, and between individual cultures in a pluralistic society. Topics include identifying the exceptional student, creating least restrictive environments, preparing the individual education plan, differentiation, identifying and preventing bias, understanding cultural sub-groups and multi-cultural education.
Mastering Classroom Management: Gaining Leadership in the Classroom through the Authority of the Total Potential of Natural Law
Students learn the basic principles of leadership and classroom management from Maharishi’s Principles of Ideal Teaching and the social science literature. They practice specific time-honored techniques and they practice developing the judgment of a leader through numerous case studies. Topics include —understanding student needs, motivation, building relationships in the classroom, dealing with minor disruptions and chronic misbehavior, and problem-solving with students (2 credits).
Methods of Teaching in Secondary School: Creating Courses Which Connect Every Part of Knowledge to the Whole of Knowledge and the Whole to the Self
This course builds on the general teaching methods course and requires that students investigate the theory behind teaching in their subject. They also study the planning, teaching, and assessment strategies that are appropriate to their intended teaching area. Students spend a good portion of their time observing and assisting in a secondary school classroom. They prepare and teach one or more lessons and do a mini-work sample in which they plan, teach and evaluate a lesson. Specific topics include national standards, scope and sequence in their subject, student knowledge of their subject, main concepts of the discipline, reading across the curriculum, data-based instructional decision making, and research on new trends or methods of instruction. The course is co-taught by University and school faculty (4 credits)
Foundations of Professional Success: Established in Being, Teach
This course is a capstone course for the Intern Teaching Program which requires teacher interns to reflect on their first year of teaching, make strategic improvements and prepare for their second year of teaching. Candidates learn the skills of website design and create two websites for courses they will be teaching in the next academic year. These websites include syllabi, classroom guidelines, evaluation plans, and resources for their planned courses. This course is offered in a distance format.
Students who are gaining a secondary teaching license design, teach and evaluate a unit of curriculum during student teaching. This final course is an opportunity to analyze that instructional design and reflect on future professional growth. The work sample analysis is presented to departmental faculty and students. (2 credits)
Capstone Course for School Improvement
Students work with an advisor to plan and execute a final project, which may be focused on library research on a particular educational innovation in greater depth, or on the design of an educational program or institution applying a set of educational innovations. Each final project is presented to the community in a multi-media presentation at the end of the course. (8 credits)
Intern Teaching Seminar: Promoting Balance of Life in the Midst of Dynamic Activity
This course is offered concurrently with the intern’s first year of professional teaching. As candidates encounter challenges in their classrooms, they participate in regular conference phone discussions and online mentoring to address these challenges. They meet regularly with school mentors and visiting supervisors from the University, and they keep an ongoing journal which documents their discoveries and adjustments. This course is offered in a distance format. (4 credits)
Practicum in Teaching
This course is an application of the knowledge of teaching gained during the Master of Arts program in a full time position with a cooperating school. Students submit regular reports of their progress, as does the cooperating school. The course and the reports are oriented toward the achievement of the Iowa Professional Teaching Standards.
Technology in the Service of Learning: Doing Less and Accomplishing More with Technology
More and more schools are investing in technology with the hope of improving student learning. This course investigates the most promising classroom uses of technology and the strategies for applying it effectively. The course is primarily for practicing teachers and helps them better achieve their objectives with the wise use of computer-assisted instruction, Internet projects, productivity tools for teachers, and student multimedia assignments. (2-4 credits)