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Course Criteria
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3.00 Credits
This course will familiarize the student with the theoretical foundations of curriculum design and student assessment, along with the practical skills necessary to develop a coherent curriculum and varied assessments. It will focus on identifying learner-centered curricular goals for a Jewish educational domain, designing experiences that will successfully implement these goals, and devising a range of assessments to determine the extent to which the desired learning is taking place. Pre-requisite: EDU 5120: Models of Teaching.
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3.00 Credits
This course will address best practices on integrating technology into the curriculum and classroom. The course will assist students in developing a working knowledge of educational technology standards and pedagogy, proficiency with fundamental technology tools, and the ability to apply them to the classroom. Students will have opportunity to evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning, access resources to help address instructional challenges, and evaluate the validity of those resources to meet student learning needs.
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0.00 - 3.00 Credits
This course focuses on the teaching of Torah She Ba'al Peh on the secondary level. It will include: an historical overview of the role and nature of Torah She Ba'al Peh studies; the place it has within the curriculum; an examination of the structure of the Midrash, Halakha, Mishna and Talmud; strategies for the teaching of texts and sugyot; contemporary Yeshiva approaches to Torah She Ba'al Peh studies; use of technology; chevruta learning; engaging the student; creative thinking and analysis; motivational techniques; logical thinking; teaching the challenged and areas often neglected.
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0.00 - 3.00 Credits
No course description available.
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3.00 Credits
This course will examine student thinking and learning through the perspectives of cognitive and learning science. It will include an introduction to cognitive science focusing on representations used to model student knowledge and thinking, and how these can be used to describe student learning over the short- and long-term. Finally, we will focus on how these representations of knowledge and learning can enhance teaching practice in classroom settings.
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3.00 Credits
This course will focus on understanding models for serving diverse learners in Childhood 1-6 special education and inclusion settings, with particular attention to the challenges in Jewish schools. It will review: learning, behavioral, medical and emotional phenomena; techniques for assessment and remediation of issues that compromise students' success; understanding the demands of Jewish studies curricula and how it can best be offered to meet the needs of these diverse learners.
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3.00 Credits
This course will examine the processes and problems involving the personal development and attitudinal changes of youth in American society. Topics will include “at-risk” behavior, media (television, internet) exposure, and relationships between learning and behavior. Through the use of current and classic psychological literature, the class will explore the challenges and struggles that our youth encounter on an ongoing basis. They will explore the impact that cyber-bullying and other technology-based bullying has on the psycho-emotional behavior of their students. Advanced graduate students will develop the tools necessary in this ever-developing technological society to empower their students emotionally to respond to technological bullying. This course is offered in the secondary education program leading to NYS initial/professional certification.
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3.00 Credits
This course will explore the structure and processes by which second languages are acquired and developed, applying linguistics, developmental and cognitive psychology and anthropology to the teaching of second languages. Discussions of approaches and issues in second language acquisition will be covered. The course will include various acquisition models as well as the role of culture in language learning. The goal will be to integrate the current research in second language acquisition in the school age child in each of the topics into good instructional practices. Instructional strategies will be modeled and debriefed throughout the course.
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0.00 - 3.00 Credits
No course description available.
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3.00 Credits
Differentiated Instruction (DI) is a framework of thinking about and learning with all students by matching learner to learning through proactive planning, multiple approaches (more qualitative than quantitative in nature) to content, process, product, and environment, and a blend of whole-class, group and independent learning. This course will focus on the knowledge, understanding, and skill related to DI, including planning for and managing classrooms with diverse students (classroom management techniques). We will concentrate on the process of instruction and assessment and methods for using the classroom environment effectively and efficiently. Special focus will be applying DI to the Content Areas in Childhood Education: Social Studies, Language Arts, Art, Music, Science, Mathematics, etc. This course will be offered to students enrolled in the master’s program leading to NYS professional certification in childhood education.
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