Experimental

Experimental

Co-Op Ed Experience in EDFN

Examines the role of the secondary teacher, issues encountered in the classroom and classroom interactions. Includes field experiences. Offered in fall, spring. Prereq: EDFN 211, 241. Admission to advanced professional studies. Must be taken simultaneously with professional bloc. Professional bloc field experience includes approximately 150 hours in schools.

Students are offered opportunities to explore research-based strategies for effectively teaching in inclusive multilingual settings. Instructional best practices will be presented as they relate to differentiating instruction for the plethora of diverse needs in modern-day classrooms. There will be a strong focus on exploring and reflecting on methods that are aimed at helping students gain proficiency in reading and writing as a means of accessing and interacting with the curriculum. Assessment will be explored, as it offers critical insights for informed and targeted decision-making. Admission to advanced professional studies. Taken with professional bloc. Professional bloc field experience includes approximately 150 hours in schools.

Experimental

Co-Op Ed Experience in EDFN

Consideration of the goals of social studies in secondary schools; materials, instructional methods and strategies; recent developments; and field experiences. Offered in fall, spring. Prereq: EDFN 211, 241. Admission to Advanced Professional Studies. Taken with professional bloc. Professional bloc field experience includes approximately 150 hours in schools.

Current initiatives in science education; state standards in science/technology and environment/ecology, creativity, effective demonstrations, lab work and short/long-range planning. Opportunities for realistic teaching and field experiences. Offered only in fall. Prereq: EDFN 211, 241. Admission to Advanced Professional Studies. Taken with professional bloc. Professional bloc field experience includes approximately 150 hours in schools.

This course, taken in conjunction with Student Teaching, is for all secondary content and preK-12 BSE and PK-12 Special Education programs. This course will provide teacher candidates with the ability to develop and apply their knowledge, skills, and dispositions in accommodating instruction for English Language Learners and students with disabilities. Candidates will design, implement, and assess intervention plans and differentiated instruction techniques according to established federal mandates and state standards. Candidates will demonstrate sensitivity and competence in adapting lesson plans, addressing literacy in content area courses, modifying assessments, helping students acquire academic language, contribute to multidisciplinary teams and co-teach.

Experimental

Examines the role of the secondary teacher, issues encountered in the classroom and classroom interactions. Open only to post-baccalaureate students who are employed as full-time teachers but have not completed certification. Offfered in summer. Prereq: EDFN 211 or EDFN 590, and EDFN 241 or EDFN 545. Admission to advanced professional studies.

This course offers participants opportunities to explore research-based strategies for effectively teaching in inclusive multilingual settings. Instructional best practices will be presented as they relate to differentiating instruction for the plethora of diverse needs in modern day classrooms. There will be a strong focus on exploring and reflecting on methods that are aimed at helping students gain proficiency in reading and writing as a means of accessing and interacting with the curriculum. Assessment will be explored as it offers critical insights for informed and targeted decision-making.

This capstone course will provide candidates the opportunity to conduct practitioner research in order to more deeply understand the relationship between inclusive practices and student engagement and achievement. Candidates will create a research study on inclusive educational practice in their own classroom including a review of literature and the collection and analysis of classroom data. Candidates will demonstrate an awareness of the systems of power that lead to discrimination such as ableism within education. Candidates will demonstrate how the outcomes of practitioner inquiry have influenced their classroom practices.