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Course Criteria
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0.00 Credits
Lecture This course focuses on the research, history, general characteristics and specific manifestations of dyslexia, ADHD and other specific learning disabilities. Consideration is given to the study of difficulties--in perception, attention, cognition, oral language, reading and writing--that may be present in people with learning disabilities. Such study also provides a forum for students to reflect on and assess the specific nature of their individual learning differences.
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3.00 Credits
Lecture Students in ED1011 get a thorough introduction to the education field through the exploration of core themes in education, such as learning, teaching, and curriculum, and by examining and debating some of the more critical issues facing our contemporary education system. Students are expected to make direct links from their readings and discussions each week by working with a local first/second grade classroom(at the Dummerston School). We will take the bus each week during class to do our field work. After 4 or 5 visits, the Landmark students will work in a small groups to design and lead a class in the first/second grade classroom. The final "exam" consists of students participating in 3 mock teaching job interviews with Landmark administrators.
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3.00 Credits
Lecture ED1011, SS1011, SS1211, SS1311, SS1411, SS Core Trans, EN1011, EN1015, FY1011, FY1001 This course provides an introduction to the research methods employed in conducting and understanding educational research. Students will learn how to interpret research and how to apply research findings to practical situations in education. The main goal of this course is to help students become critical and enthusiastic consumers of educational research. In order to do this, students will survey a range of academic research and explore the processes that create it. Attention will also be paid to how to locate and evaluate educational research for its usefulness to educational practice. The course will culminate with each student developing a "mock" research proposal including the determination of a research problem, a review of pertinent literature, and a plan for data collection and analysis.
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3.00 Credits
Lecture ED1011, SS1011, SS1211, SS1311, SS1411, SS Core Trans, EN1011, EN1015, FY1011, FY1001 This course helps students to gain a broader historical, philosophical, and sociological understanding of issues facing schools and teachers in the United States. It focuses on teaching and schooling in a complex, culturally diverse society - past, present, and future. Students will be expected to visit local schools and public meetings. They will also follow political processes to gain a greater understanding of the issues facing education today.
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3.00 Credits
Lecture ED1011, SS1011, SS1211, SS1311, SS1411, SS Core Trans, EN1011, EN1015, FY1011, FY1001 This experiential course provides students the opportunity to develop a fundamental understanding of the special education field, and current practices in teaching students with special needs. As people with special needs themselves, students in this class will actively practice advocating for themselves and others with disabilities as a part of the class. They will be expected to refine their ability to articulate their learning profile and needs using sophisticated vocabulary drawn from the class and their own inquiry. Students will be expected to engage in two public presentations designed to educate others about disabilities. In addition, each student will be expected to mentor a middle school student with special needs on campus each week as part of the class. Finally, students will choose to focus their final project on pedagogy and practice on one of the following major categories of disability: autism spectrum disorders, emotional or behavioral disorders, mental retardation, physical impairments, deafness, low vision or blindness, or speech or language impairments.
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3.00 Credits
Lecture ED1011, SS1011, SS1211, SS1311, SS1411, SS Core Trans, EN1011, EN1015, FY1011, FY1001 This seminar provides students with an overview of dyslexia, ADHD and specific learning disabilities. Historical perspectives, legal rights, brain studies, social and emotional issues, and research implications are discussed. Students read and analyze current literature in the field and gain further understanding by attending a professional conference and by visiting programs for students with learning disabilities in local schools. Students are also asked to assess and report on their own learning differences in light of the information presented in the course.
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0.00 Credits
Lecture Students in this course will learn to generate writing on a variety of topics as they are introduced to the concept of writing as a multi-stage process. They will practice writing process strategies for generating and organizing, including freewriting, brainstorming, and using Inspiration software. They will learn and apply knowledge of sentence and paragraph structure and the basic rhetorical patterns of narration, description and illustration. They will read a selection of short fiction and non-fiction, use reading logs to develop their active reading skills, and write short responses based on these readings. Vocabulary development and technology skills will also be practiced and reinforced in this course.
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0.00 Credits
Lecture In this course, students will continue to practice and develop the writing skills introduced in EN0111. They will review paragraph structures and begin to write short essays of 5 or more paragraphs. They will be introduced to more complex sentence structures and rhetorical patterns. They will continue to practice their active reading and response writing as they work with longer and more varied reading selections.
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0.00 Credits
Lecture Intended to prepare students for credit-level composition work, this course focuses on independent mastery of writing process strategies and on practicing and integrating patterns of organization in personal and expository essays. Emphasis is also given to sentence expansion and variation and to elements of style.
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0.00 Credits
Lecture This course provides continued practice with the skills necessary to construct multi-paragraph expository essays. In addition to studying sentence, paragraph and essay structures, students are expected to experiment with a wide variety of writing process strategies and to develop integrated and metacognitive approaches to complex writing tasks. Students also study essays as models for their writing and as a focus for developing critical thinking skills.
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