Graduates of this master’s in elementary education degree are capable of creating engaging classroom environments that support elementary and middle grade students and are able to analyze and solve current problems through research and practice.Cognitive language learning strategies for those who do not desire to obtain a teacher license, visit our master of education in elementary education (does not lead to initial teacher licensure) program.Cognitive language learning strategies the benefits of a master’s degree in elementary education

Students earning a master’s degree in elementary education from grand canyon university are making an investment in their future.Cognitive language learning strategies according to the bureau of labor statistics, elementary and middle school jobs are growing at a rate of seven to eight percent each year. This med in elementary education program helps working professionals make a career change into a field with big opportunities.Cognitive language learning strategies

Working students can earn this degree online. The online masters in elementary education degree program at GCU ensures that anyone with a passion for education can take the steps to becoming an elementary or middle school teacher.Cognitive language learning strategies with our master of elementary education degree, students with jobs, families or care-taking responsibilities can find balance between work, life and school.Cognitive language learning strategies

• development, learning and motivation - candidates design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each learner to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas.(intasc 1, 2)

cognitive language learning strategies

• design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social emotional, and physical development of children and young adolescents that supports the role of language and culture in learning, and readiness for learning across performance areas. [ACEI 1.0; intasc 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2, MC3, MC5]

cognitive language learning strategies

• create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation. [ACEI 1.0; intasc 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3]

cognitive language learning strategies

• identify techniques to establish a learning environment that maintains learners’ attention by actively engaging students in managing resources of time and space, and fostering respectful ways of communication and safe interactions through the inclusion of expectations, values, and routines. [ACEI 1.0; intasc 3(k), 3(d), 3(e), 3(f), 3(i), 3(l), 3(q); MC1, MC2]

cognitive language learning strategies

• incorporate english language arts concepts on reading, language and child development to design, deliver and evaluate instruction on reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas. [ACEI 2.1; intasc 4(b), 4(d); ISTE-T 1a; MC1, MC2]

cognitive language learning strategies

• use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. [ACEI 2.4; intasc 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5]

cognitive language learning strategies

• use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development for students’ individual needs and employ technological resources to engage students and support assessment practices. [ACEI 4.0; intasc 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE-T 2d, 3d; MC1, MC2, MC5]

cognitive language learning strategies

• professionalism - candidates engage in ongoing professional learning and use evidence to continually evaluate and improve their practice, as well as seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (intasc 9, 10)

cognitive language learning strategies

• continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally and align practices with laws related to educational equity. [ACEI 5.1; intasc 9(a), 9(b), 9(c), 9(d), 9(e), 9(j), 9(k); ISTE-T 4b, 4d, 5a, 5c; MC2, MC3, MC5]

cognitive language learning strategies

• establish and maintain positive collaborative relationships with families, school colleagues, other professionals, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children. [ACEI 5.2; intasc 1(c), 1(k), 1(j), 10(a), 10(b), 10(d), 10(e), 10(f), 10(i), 10(j), 10(k), 10(n), 10(o), 10(q), 10(r); ISTE-T 3b, 3c, 5b, 5d; MC1, MC5]