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Course Criteria
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3.00 Credits
This course, which is largely "hands on" in nature, integrates the three major components of effective classroom pedagogy; namely, 1) effective instructional strategies, 2) effective behavior management strategies, and 3) effective curriculum design strategies. It answers the design questions posed in the titles of each of the chapters in the required text, which will be processed in class as well as in reading and written assignments. The course includes ten (10) hours of field work, the nature of which will be explained in class.
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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 Secondary Education: Social Studies, English, Biology, Social Studies, Mathematics, etc. This course will be offered to students enrolled in the master’s program leading to NYS initial/professional certification in Secondary education.
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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. By the end of the class students should be able to identify learner-centered curricular goals for Jewish and secular educational domains, design a sequence of experiences that will result in the successful implementation of these goals, and devise a range of assessments that will allow the teacher to determine the extent to which the desired learning is, and has been, taking place. Throughout the course we will give special consideration to how the principles of curriculum design and student assessment can be instantiated in Jewish and secular educational contexts, particularly at the secondary level.
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3.00 Credits
A focus on schools adopting research validated practices, data-based decision making, team-based problem solving, an instructional design analysis of teaching social and academic skills, and a continuum of instructional and behavioral support to meet the needs of each individual student. Taken concurrently with EDU 7501: Seminar in Student Teaching Grades 7-9 and EDU 7502: Student Teaching Grades 10-12.
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3.00 Credits
This course is for those students in a secondary education program leading to initial/professional 7-12 certifications in Hebrew. It is designed to examine research and the effects of educational theories upon the objectives, curriculum design and delivery approaches of inclusive language classrooms. This course deals specifically with the epistemological nature of Languages other than English, and with ideas, strategies, and techniques for teaching languages at the appropriate license level. Undertaken within a social constructivist framework, the course explores how curriculum can be adapted to meet the needs of students who have different learning styles and needs through the use of assistive technology. Students demonstrate their ability to implement the curriculum in a language classroom through a variety of assessments that include constructing a thematic based unit based on national and state standards. In addition all Languages other than English Teachers will develop an understanding of the theories of professional organizations that have shaped the teaching of languages.
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3.00 Credits
The 60 hour practica in secondary education serves as the capstone penultimate expression of that which students have learned in their coursework and in actual teaching, integrating theory, research, and practice. The course requires that students serve as head teacher, assistant teacher, or intern in a formal educational setting. Students participate in weekly cohort conferences with their supervisor. These meetings provide a forum for connecting theory to practice and include analysis of ongoing professional experiences and discussion.
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3.00 Credits
This is the capstone course requirement in which each student will be placed and supervised in a student teaching school site for a total of 20 days in grades 7-9. Taken concurrently with EDU 7502: Student Teaching Grades 10-12 and EDU 7150: Positive Behavior Support at the Secondary Level.
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3.00 Credits
This is the capstone course requirement in which each student will be placed and supervised in a student teaching school site for a total of 20 days in grades 10-12. Taken concurrently with EDU 7501: Student Teaching Grades 7-9 and EDU 7150: Positive Behavior Support at the Secondary Level.
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0.00 Credits
(1 credit charge).
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3.00 Credits
Curriculum evaluation: school-wide curriculum development processes, including involvement of stakeholders; development of a school-wide curriculum utilizing available resources and materials within a recognized framework of teaching and learning.
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