The segments below provide just-in-time access to content and information covered in the Education Core at Winthrop University. The content is intended for use by teacher candidates, university faculty/staff, and school partners. It is organized by Core course with references to the Initial Teacher Preparation Unit Standards.
Through deliberate sequencing, concepts and skills are found throughout the Education Core versus in singular courses. Such reinforcement leads to skill acquisition through three stages: fluency (use of skill without error), maintenance (maintain use of skill over time), and generalization (apply skill in various contexts).
©Please note the content presented is under copyright by the authors. Contact Lindsay Yearta at yeartal@winthrop.edu for information on use. For key terms and concepts applied throughout Education Core, visit Common Terminology!
EDCO 101/EDCO 600
Warmth and Control
(Unit Standard 5)
EDCO 200/EDCO 601
Overview:
Module
Design
Development:
--Physical Development
(Unit Standard 5)
--Cognitive
and Language Development (Unit Standard 5)
--Social
Emotional Development (Unit Standard 5)
Context of Poverty:
--Poverty
Effect on Development (Unit Standard 1)
--Focus
on Assets (Unit Standard 1 and 5)
--Context
of Poverty (Unit Standard 1)
EDCO 220/PHED 590/EDCO 605
Overview:
Universal Design for Learning (Unit Standard 3 and 4)
Ethics and Grading (Unit Standard 4)
Three
Assessment Purposes (Diagnostic, Formative, Summative) (Unit
Standard 4)
Reliability and Validity
(Unit Standard 4)
Standardized Assessments:
National Assessment of
Educational Progress (NAEP) (Unit Standard 4)
Measures of Academic
Progress (MAP) (Unit Standard 4)
Designing Assessments:
Teacher-Made
Assessments (Unit Standard 4)
Creating Rubrics (Unit Standard 4)
EDCO 201/EDCO 610
Co-Teaching
Models
Language Acquisition
(Unit Standard 1)
Laws and Legislation (Unit Standard 1)
ACCESS Overview (Unit
Standard 1)
WIDA Overview (Unit
Standard 1)
WIDA Can-Do Philosophy
(Unit Standard 1 and 5)
Principles for EL Instruction (Unit
Standard 1)
EDCO 202/SPED 292/EDCO 610
Overview:
Co-Teaching
Models
Differentiating Instruction for Gifted Learners and Students
with Disabilities
Five Principles
Exceptional Learners:
--Legal
Foundations of Special Education (Unit Standard 1)
--Attention
Deficit Hyperactivity Disorder (Unit Standard 1)
--Autism
Spectrum Disorders (Unit Standard 1)
--Emotional
and Behavior Disorders (Unit Standard 1)
--Intellectual
Disabillities (Unit Standard 1)
--Learning
Disabilities (Unit Standard 1)
--Speech
and Language Impairments (Unit Standard 1)
Gifted Learners:
--History
and Foundations (Unit Standard 1)
Differentiation and Support:
--Task
Analysis (Unit Standard 1 and 5)
--Self-Monitoring
(Unit Standard 1 and 5)
--Systematic
Instruction (Unit Standard 1 and 5)
--Visual
Supports (Unit Standard 1 and 5)
Positive Behavioral Interventions and
Supports:
--Overview
(Unit Standard 2)
--Positive
Reinforcement (Unit
Standard 2)
--Social
Problem Solving (Unit Standard 2)
Research-Based Practices (Unit Standard
2)
--Behavior and Social Skills
----Check
in, Check Out
----Peer
Support Strategies
----Priming
----Social
Narratives
----Video
Modeling
--General
Teaching Strategies (not content specific)
----Classwide
Peer Tutoring
----Differential
Reinforcement
----Discrete
Trials
----Extinction
----Explicit
Instruction
----Graphic
Organizers
----High
Probabilty Instructional Sequences
----Picture
Exchange Communication System
----Peer
Mediated Instruction and Intervention
----Positive
Reinforcement
----Prompting
and Fading
----Self
Management
----Shaping
----Task
Analysis Chaining
----Time Delay
----Visual
Supports
--Literacy
Strategies
----Cover
Copy, Compare Copy
----Explicit
Vocabulary Instruction
----Instructional
Conversations and Literature Logs
----PALS
Literacy
----Partner
Reading
----Phonological
Awareness Training
----Reciprocal
Teaching
----Repeated
Readings
----Self-Regulated
Strategy Development
--Math
Strategies
----Cover,
Copy, Compare
----Concrete
- Representational - Abstract
----PALS
Math
----Schema-Based
Instruction
----Taped
Problems
--Teaching
Frameworks
----Differentiated
Instruction
----Project-Based
Learning
----Universal
Design for Learning
EDCO 305/EDCO 602
Rationale for Technology Integration:
Overivew
--Schramm's
Communication Model (Unit Standard 3)
--Gagne's
Nine Events of Instruction (Unit Standard 3)
--Universal
Design for Learning (Unit Standard 3)
--Summary
Planning for Technology
Integration: Overview
--Before,
During, and After Technology Integration (Unit Standard 3)
--Classroom
Management in a Technology Environment
--Digital Citizenship
EDCO 350/SPED 585/EDCO 660
--Introduction
--What
is Positive Classroom Management?
--Student
Learning and Behavioral Characteristics
Looking for information on guidelines for the Early Field Experience? Use the Early Field Handbook to find information on processes and procedures.
What is "Universal Design for Learning"? How do I know the difference between "reflection" and "analysis"? Explore the Education Core Terms and Concepts page for these answers and more!
Visit our Partnership Network sites for information on our field placement settings.