Children come to school as unique learners who negotiate the world within complex and ever-shifting intersectionalities of race, class, gender, and ability. This course prepares teacher candidates to conceptualize human diversity as a resource (rather than a liability) and to facilitate caring classroom communities within which all learners are viewed as valuable. Participants will acquire in-depth understanding of techniques that nurture the development of an interdependent learning community based upon trust, mutual respect, and acceptance. Issues specific to classroom dynamics and access are considered in the instance of physical setting, curriculum, and teaching strategies as each relates to building community in the classroom. In addition, community building in the larger school context (including strategies for initiating and sustaining school change) will be addressed as well as transition issues that bridge to the outside community (community-based inclusion). Attention will be given to language arts, mathematics, science, social studies, and technology as appropriate and consistent with the N.Y. State Learning Standards.
3hr./ wk.
This course is the first in a two-part sequence designed to assist participants to make informed choices about how to structure classroom routines and rituals that maximize opportunities for teaching reading and writing in an integrated fashion. Various frameworks for lesson planning to complement the IEP will be introduced as well as exceptionality specific assessment instruments. Course content will address the essential components of reading, including: phonemic awareness, phonics, fluency and expressiveness, vocabulary, and comprehension. In conjunction with reading skills, methodologies of writing through a process approach will also be introduced (i.e., pre-writing, organization, writing a primary draft, multiple revisions, and final editing).
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the first in a two-part sequence designed to assist participants to make informed choices about how to structure classroom routines and rituals that maximize opportunities for teaching reading and writing in an integrated fashion. Various frameworks for lesson planning to complement the IEP will be introduced as well as exceptionality specific assessment instruments. Course content will address the essential components of reading, including: phonemic awareness, phonics, fluency and expressiveness, vocabulary, and comprehension. In conjunction with reading skills, methodologies of writing through a process approach will also be introduced (i.e., pre-writing, organization, writing a primary draft, multiple revisions, and final editing). Matriculation in students with disabilities program required.
Includes 15 hours of fieldwork. 3hr./wk.
This course (part II) is designed to extend the literacy components introduced in part I. Extended experiences will focus on maintaining a classroom structure that supports a reading-rich context in conjunction with writing-worthy opportunities for use in a variety of educational contexts. The course will feature strategies to teach habits of good readers, such as: activating schema, visualizing, questioning, determining importance, making inferences, monitoring for meaning, and synthesizing. In conjunction with explicit reading skills (part I), methodologies of writing will also be taught, focusing on the process of writing through: pre-writing, organization, writing a primary draft, multiple revisions, and final editing. The art of individual conferencing with students will be featured at length.
EDUC 3600K (except for those in the Advanced Certificate Program Students with Disabilities 7-12).
Includes 15 hours of fieldwork. 3 hr./wk.
This course (part II) is designed to extend the literacy components introduced in part I. Extended experiences will focus on maintaining a classroom structure that supports a reading-rich context in conjunction with writing-worthy opportunities for use in a variety of educational contexts. The course will feature strategies to teach habits of good readers, such as: activating schema, visualizing, questioning, determining importance, making inferences, monitoring for meaning, and synthesizing. In conjunction with explicit reading skills (part I), methodologies of writing will also be taught, focusing on the process of writing through: pre-writing, organization, writing a primary draft, multiple revisions, and final editing. The art of individual conferencing with students will be featured at length.
EDUC 3601K(except for those in the Advanced Certificate Program Students with Disabilities 7-12). Matriculation in students with disabilities program required.
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the first in a two-part sequence designed to foster creative approaches to assessing all children in a variety of educational settings, including students with disabilities. Participants will focus on understanding differences as a basis for planning; utilizing multiple forms of intelligence; and using a variety of assessments in an ongoing manner to design lesson plans that are more likely to address a learner’s specific needs. Content specialists will inform the course activities in the areas of language arts, mathematics, science, social studies, and technology (teaching modules) as per the Part 100 Regulation of the Commissioner of Education and the New York State Standards. Participants will utilize content modules and apply their acquired knowledge of assessment to the content areas studied. Regulatory requirements (Part 100 and Part 200 Rules and Regulations of the NYS Commissioner of Education) that focus on curriculum content, due process, assessment, programs and services are correlated to each of the topics covered during this course.
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the first in a two-part sequence designed to foster creative approaches to assessing all children in a variety of educational settings, including students with disabilities. Participants will focus on understanding differences as a basis for planning; utilizing multiple forms of intelligence; and using a variety of assessments in an ongoing manner to design lesson plans that are more likely to address a learner’s specific needs. Content specialists will inform the course activities in the areas of language arts, mathematics, science, social studies, and technology (teaching modules) as per the Part 100 Regulation of the Commissioner of Education and the New York State Standards. Participants will utilize content modules and apply their acquired knowledge of assessment to the content areas studied. Regulatory requirements (Part 100 and Part 200 Rules and Regulations of the NYS Commissioner of Education) that focus on curriculum content, due process, assessment, programs and services are correlated to each of the topics covered during this course.
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the second part of a two-part sequence that extends the content addressed in Part I, linking multiple forms of assessment with instructional practices. Participants will develop the knowledge and skills needed to plan and implement universal, differentiated, and individualized lessons. Participants will also focus on developing pedagogical flexibility within three broad, interconnected strands: The information to be taught (content specific to: language arts, mathematics, science, social studies, technology), how students engage with that information (process), and the ways in which students demonstrate their knowledge and skills as a result of interacting with information (product). In this course, participants will learn how to design individualized multi-option assignments within varied classroom arrangements and to guide students in making appropriate interest-based choices, using students’ readiness, interests, and individual learning profiles. Content areas are used to engage participants as per the Part 100 Regulation of the Commissioner of Education and the New York State Standards. Extending Part I of the course, participants will elaborate on content-based modules and apply their acquired knowledge of assessment and universal, differentiated, and individualized instructional designs to the content areas studied. In addition, regulatory requirements (Part 100 and Part 200 Rules and Regulations of the NYS Commissioner of Education) that focus on curriculum content, due process, assessment, programs and services are correlated to the topics covered during this course. Prereq: SPED 3800K (except for those in the Advanced Certificate Program, Students with Disabilities, Grades 1-6).
EDUC 3800K(except for those in the Advanced Certificate Program Students with Disabilities 1-6).
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the second part of a two-part sequence that extends the content addressed in Part I, linking multiple forms of assessment with instructional practices. Participants will develop the knowledge and skills needed to plan and implement universal, differentiated, and individualized lessons. Participants will also focus on developing pedagogical flexibility within three broad, interconnected strands: The information to be taught (content specific to: language arts, mathematics, science, social studies, technology), how students engage with that information (process), and the ways in which students demonstrate their knowledge and skills as a result of interacting with information (product). In this course, participants will learn how to design individualized multi-option assignments within varied classroom arrangements and to guide students in making appropriate interest-based choices, using students’ readiness, interests, and individual learning profiles. Content areas are used to engage participants as per the Part 100 Regulation of the Commissioner of Education and the New York State Standards. Extending Part I of the course, participants will elaborate on content-based modules and apply their acquired knowledge of assessment and universal, differentiated, and individualized instructional designs to the content areas studied. In addition, regulatory requirements (Part 100 and Part 200 Rules and Regulations of the NYS Commissioner of Education) that focus on curriculum content, due process, assessment, programs and services are correlated to the topics covered during this course. Prereq: SPED 3801K (except for those in the Advanced Certificate Program, Students with Disabilities, Grades 7-12).
EDUC 3801K(except for those in the Advanced Certificate Program Students with Disabilities 7-12). Matriculation in students with disabilities program required.
Includes 15 hours of fieldwork. 3 hr./wk.