2000

Lesson planning, classroom management, co-operative learning, questioning, assessment, reading, writing, and note taking in social studies are emphasized. Students study the secondary school curriculum, uses of technology, differentiated instruction for students with special needs, and the needs of English language learners.

Designed for teachers of advanced placement courses in secondary schools. Examination of relevant source materials and examples of historical scholarship.

The purpose of this course is to prepare pre-service teachers to increase their knowledge of American History, to demonstrate best practices in the teaching of American history at the secondary level, to improve teacher's use of primary sources and to integrate the arts in the teaching of American History. This course explores American history, beginning with the settlement of the Puritans and ending with contemporary American society. The underlying framework for the course is to foster teaching American history in ways that will both engage and excite students as well as expand social studies teachers' knowledge of American history. Effective instructional strategies for teaching American history will be examined and developed. Students will examine New York State standards for American History as well as the standards for our specialty interest association, the National Council for Social Studies.

Examination of selected social studies projects and application of their methods and materials to students' present teaching situations.

Prerequisites

This course is designed to help teachers better understand the types of mathematical misconceptions students may have developed by the time they reach middle and high school. It will identify a variety of research-based strategies for developing a better understanding of the mathematical procedures and concepts related to those misconceptions. In addition, students will learn to differentiate instruction to help all learners meet and exceed appropriate New York State Learning Standards.

The course provides mathematics teachers the theory and tools they need to differentiate mathematics instruction to help all learners meet and exceed appropriate mathematics learning standards. Integrating current research and theory on instructional strategies, and curriculum and assessment, the course examines the issues of literacy, bilingualism and differentiated instruction, and provides support to teachers to build on the strengths of diverse learners and develop mathematically. Specifically, the course addresses literacy (academic reading and writing, and developing argumentation) and aspects specific to emergent bilingual students in the context of secondary mathematics. The course also addresses mathematical misconceptions and challenges commonly encountered in secondary classrooms and helps teachers gain knowledge and skills to make mathematics accessible to students at varying levels of development. Includes 30 hours of fieldwork