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Course Criteria
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1.00 Credits
Designed for students teaching at both the middle and secondary levels. Focuses on literary issues affecting learning across all curriculum areas, as well as the particular reading-writing and discourse issues that affect learning in different disciplines.
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1.00 Credits
Challenges the theory that there is one best way of understanding that students must learn according to that one way, and that their capacity to learn ought to be judged accordingly. Explores many adequate pathways for developing knowledge and emphasizes that teachers who acknowledge and support different pathways help make learning more accessible for students. This premise and its implications for teaching, curriculum, assessment, the formation of learning communities for diverse groups of students, and the role of the teacher in enabling students to actively construct knowledge are explored.
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1.00 Credits
Introduces students to central and evolving understandings of human development and their implications for learning and pre-K through 12 schooling. Particular emphasis will be given to cognitive and sociocultural theories of learning and development.
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2.00 Credits
Involves at least 300 hours of teachinglearning experience at a professional-development school. Students will be supervised by education and/or partner school teachers.
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1.00 Credits
This Way of Knowing course is designed to support the development of pedagogy and assessment practices aligned with the distinctive habits of learning in History, critical content, questions, core curriculum standards, and the academic needs of students.
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1.00 Credits
This Way of Knowing course is designed to support the development of pedagogy and assessment practices aligned with the distinctive habits of learning in the Humanities, critical content questions, core curriculum standards, and the academic needs of students.
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1.00 Credits
Basing our approach on the way scientists themselves learn about nature, this course explores science learning through experiment and theory. Our students are often simultaneously cast as both learner and teacher, in which roles they investigate a variety of science curricula and experience different classroom learning environments. Through discussions, readings and hands-on science lessons, they confront science content, science pedagogy, and the real-world constraints of state curriculum frameworks, professional standards and high-stakes testing. Observations in Worcester Public School classrooms provide a rich resource for testing the ideas against the everyday realities.
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1.00 Credits
This Way of Knowing course is designed to support the development of pedagogy and assessment practices aligned with the distinctive habits of learning in Mathematics, critical content questions, core curriculum standards, and the academic needs of students.
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2.00 Credits
Involves at least 300 hours of teaching/learning experience at a professional-development school. Students will be supervised by education and/or partner school teachers.
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1.00 Credits
Urgency for the societal need to promote a sustainability transition is increasing as risks associated with climate change, biodiversity loss, deforestation, and other types of environmental degradation are increasingly threatening human well-being in complex ways. This course explores both the theory and practice of sustainability and sustainable development by examining the role of the university in promoting a sustainability transition. The role of universities in society involves more than providing formal course instruction for enrolled students; universities are also critical places of discovery and innovation, centers for political discourse, and catalysts for political action. This course focuses on sustainability at the university because institutions of higher education have unique potential to catalyze and/or accelerate a sustainability transition. In addition, the focus on the university provides a lens for examining how institutions with complex structures make a myriad of decisions with environmental consequences, a context for considering the broad role of education in sustainable development, and a framework and perspective with direct and personal connections for students to consider the challenges of promoting sustainability. In addition to reading and writing about theoretical perspectives on sustainability, social change, organizational change, and the role of the university in promoting a transition to a more sustainable society, students engage directly with the practical challenges associated with promoting sustainability through team projects focused on the Clark University campus and the Worcester community.
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