300

This course is an overview of standards-based Common Core curriculum development and an analysis of the methodology of effective teaching strategies for the education of diverse learners. Students discuss methods of individualizing instruction and maximizing collaboration. An application of learning processes will be addressed via lesson and unit planning (thematic learning experience units) across the curriculum. Students explore techniques in motivation, communication, and classroom management to encourage and sustain interest, cooperation, and learning achievement. Collaboration with colleagues and parents as partners in the learning process are discussed. Additional Requirements: 20 hours field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

Taught in Spanish

In this course, educators explore frameworks, materials, and strategies that help them plan curricula for classroom contexts where two languages are used as the medium of instruction (bilingual classrooms).  The specific focus of the course is to build practical understandings of how to utilize Spanish language and bilingual texts in instruction using culturally relevant approaches. Practitioners apply their understandings of bilingual education theory to organizing and designing multicultural units of study that includes bilingual/Spanish-language and culturally relevant pedagogical materials.

This course examines the structure and form of the English language, as well as the normal development of language for monolingual and multilingual speakers from diverse ethnicities. Theories of linguists and their research of the cognitive-linguistic-communicative process are introduced and an application of language study within the field of education is addressed. Students explore the role of phonology, morphology, semantics, syntax, and pragmatics in language and literacy development. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course analyzes effective literacy instruction for diverse students at all levels including English language learners and students with special needs. Techniques for constructive assessment in reading, remediation, and enrichment are also addressed. This course also examines the teaching of reading and writing through the content areas. Critical thinking and reasoning skills are developed through exploration of primary and content area materials. Academic strategies and resources that engender success across the curriculum are evaluated. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course investigates the creative teaching of curriculum content and approaches in mathematics and science in early childhood. Specific methods and materials for teaching mathematics and science are explored along with contemporary instructional practices for diverse learners, including computer applications and other instructional technology. An overview of appropriate strategies for Englinsh Language Learners and Students with Disabilities are explored. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course examines the creative teaching of curriculum content and approaches in social studies in early childhood. Specific methods and materials for teaching social studies are explored along with contemporary instructional practices for diverse learners. The New York State learning standards for social studies along with the standards for health, physical education, family and consumer sciences, and career and occupational studies are addressed. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course explores effective teaching strategies and learning processes in the inclusive classroom of general education students, English Language Learners, gifted and/or students with disabilities. The course provides methods of individualizing instruction, cooperative learning, classroom management, behavior management applications, diversified instructional strategies, and lesson planning in order to stimulate and sustain pupil interest, cooperation, and achievement in an inclusive learning environment. Successful strategies for collaborating with other educators and parents are also addressed.

Taught in English

This course provides an introduction to how bilingual learners are assessed and evaluated within the school system and at the classroom level.  Educators examine and critique regulations and standards for bilingual learners, as well as become familiarized with methods for assessing students' progress in multiple areas of home and new language development.  Practitioners create a functional “tool kit” of holistic bilingual assessments, and implement one or more of them in a bilingual classroom.

Additional Requirements:  25 hours of field experience.*

This course focuses on the research-based theories of first and second language acquisition, and provides practical strategies for diversified instructional delivery for Early Childhood English Language Learners. The English as a Second Language Learning Standards, various instructional approaches and their application are addressed thoroughly. A section of this course reviews program models and assessment and placement of emergent bilinguals and bilingual gifted or students with disabilities. Multicultural issues that impact instruction of diverse learners and the classroom-learning environment are investigated. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

Taught in English

This course provides an overview of the historical, political, and legal foundations of bilingual education in the United States and internationally, and multicultural perspectives in education.  Educators examine theories of bilingual education and the development of different bilingual program models, as well as the psycholinguistic and sociolinguistic perspectives that have shaped them.  This course addresses the developmental and educational needs of emergent bilingual students, including those with special needs.

Additional Requirements:  25 hours of supervised field experience.*

This course presents practical instructional techniques useful for developing literacy within diverse learners in general education and special education classrooms. Assessment tools to measure literacy levels of diverse pupils are addressed. The course also reviews the causes of literacy problems and the testing resources and procedures useful for evaluating the factors in literacy challenges. Specific techniques and strategies, useful for developing literacy skills in a variety of skills areas for diverse learners, are presented. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

Taught in English

This course provides an introduction to methods and research in teaching literacy skills to all emergent bilingual students.  Practitioners review theories that have shaped our understanding of second/other language learning, and how this applies to the specific challenges faced by children who are developing literacy in English.  Practitioners also explore pedagogical practices for implementing literacy instruction for emergent bilingual students within a variety of program settings.

This course investigates the creative teaching of the arts in early childhood education. Specific methods and materials for teaching the arts are explored along with contemporary instructional practices for diverse learners. The New York State Arts Learning Standards are explored. Additional Requirements: 20 hours of field experience. Fieldwork includes observation and/or teaching individuals or small groups of pupils in a school setting.

This course gives students an opportunity to process, analyze, and critique their field experience requirement for the early childhood program pedagogical courses. Each is an overview course that provides students with the opportunity to exercise their understanding of the academic field through structured discussions and written assignments and to observe classroom theory in actual school settings. Observations are divided among grades N, Day Care, Pre-K, K, 1st & 2nd in general and special needs education settings.

This course gives students an opportunity to process, analyze, and critique their field experience requirement for the early childhood program pedagogical courses. Each is an overview course that provides students with the opportunity to exercise their understanding of the academic field through structured discussions and written assignments and to observe classroom theory in actual school settings. Observations are divided among grades N, Day Care, Pre-K, K, 1st & 2nd in general and special needs education settings.

This course gives students an opportunity to process, analyze, and critique their field experience requirement for the early childhood program pedagogical courses. Each is an overview course that provides students with the opportunity to exercise their understanding of the academic field through structured discussions and written assignments and to observe classroom theory in actual school settings. Observations are divided among grades N, Day Care, Pre-K, K, 1st & 2nd in general and special needs education settings.