Prospective Students

Teach science or math lessons in a local elementary school classroom in the first course!


Meet Jonathan Mevs, senior, computer science major

Photo:  Alumna Yimei Cai, Physiology and Neurobiology major, graduated May, 2015; Completed the Master's Certification at UMD in 2017.

Photo:  Alumna Yimei Cai, Physiology and Neurobiology major, graduated May, 2015; Completed the Master's Certification at UMD in 2017.

Registering for our courses is just a few clicks away! TLPL101 is the first course in our series, which is a 1-credit introduction to inquiry based learning. Successful completion of this course with a B or higher grants you a $150 scholarship. The scholarship opportunity is also available in TLPL102, a 2-credit second course that builds on skills learned and the second in our series.

TLPL 101 (1 CR)/TLPL 102 (2 CR) COMBINED SATISFIES SCHOLARSHIP IN PRACTICE GENERAL EDUCATION REQUIREMENT

The program has various entry points for first-time and transfer students. Some upper level course may be combined within a semester for those looking to expedite their educational track.

"I overheard a student talking to another student saying, “I’m starting to like science now.”  I left the classroom today feeling like I did something that could influence some of these students for the rest of their lives."
Chris Knocke, Biochemistry, class of 2015; Completed the Master's Certification program at UMD in 2017

Learn from the Best

Photo: left to right, Master Teachers Sarah Henson-Darko, science, Anita Sanyal, science, and Catherine VanNetta, mathematics

Photo: left to right, Master Teachers Sarah Henson-Darko, science, Anita Sanyal, science, and Catherine VanNetta, mathematics

Beginning with your first course, you will work with our diverse and knowledgable faculty & staff that include:

  • Master Teachers, assist you in the planning, design and execution of your lessons throughout the program.
  • Collaborating Teachers, our partners in the local, elementary, middle and high-schools who guide you in tailoring lessons for a diverse classroom.
  • CMNS & COE Faculty, instruct the STEM focused courses to improve your content and teaching knowledge base.

You will receive advising from your content major and an advisor in the College of Education to ensure the best and most accurate academic path for you.

 

Pamela Tarectecan, biology major, UTeach National Conference, May 2016

Pamela Tarectecan, biology major, UTeach National Conference, May 2016

opportunity to present at national conferences

TLPL 101 - This course encourages undergraduates to think deeply about what it means to learn and teach science and mathematics.  The main goals are to begin to understandthe teaching profession, the complexity of the classroom, and start to develop teaching practices that are responsive to student ideas.  Assignments include analyzing student work and teaching inquiry-based science or mathematics lessons in local elementary schools.

TLPL 102 - This course extends ideas from TLPL 101.  Course assignments and field work experiences in local middle schools challenge undergraduates to engage deeply with a science of mathematics topic in a cycle authentic to the teaching profession.  Assignments include interviewing a student, teaching a lesson, analyzing student work, and conducting a follow-up discussion with middle school students.

 

 

 

 

 

Introductory

courses

CourseWORK

Knowing & Learning –  Construct models of knowing and learning to guide classroom practice. You will use the clinical interview method to make sense of someone's reasoning about a topic in mathematics or science.

Project-Based Instruction – Discuss and critique the merits of project-based instruction (PBI) in terms of student's cognitive development, equity, and motivation. You reflect on applications of educational theory as it relates to classroom practice in the area of project based instruction.  This course includes a field experience with local high school students.

Perspectives in (Science or Math) –  Describe the historical development of aspects of science and mathematics relevant to future teachers.Students will also describe several analytic frameworks for understanding the history of science and mathematics.

Research Methods – Create your own experiments to answer scientific questions. Design experiments to reduce systematic and random errors and use statistics to interpret the results.

Functions & Modeling – Demonstrate a depth of content knowledge with regard to important secondary mathematics topics such as parametric relations, polar relations, matrices, exponential and logarithmic functions, vectors, and complex numbers.

Classroom Interactions – Observe, analyze, and discuss how students' knowledge and skills can be built using a variety of instructional strategies (including direct instruction, inquiry teaching, and use of small groups), focusing on what each model requires of teachers.  This course includes a field experience with local high school students.

Apprentice Teaching – Design instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessments.  This course includes a field experience with local high school students.


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