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Course Criteria
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3.00 Credits
A study of selected interpretations of human behavior for the educator. Primary focus on student behavior and the organization of physical arrangements, grouping practices, and ethical issues. Data collection procedures for the classroom setting are also discussed. (Spring, Summer & Fall).
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3.00 Credits
Direction, assistance, and critical evaluation relating to the design, implementation, and presentation stages of the student research/thesis project. (Summer & Fall). Prerequisites: EDU513.
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3.00 Credits
This course will cover a variety of legal, social, and ethical issues involved in utilizing technology in schools. Topics to be covered include: the concept of ethics, codes of ethics, ethical standards, child cyber-safety in schools, network security, Acceptable User Policies (AUPs), cyber-safety, and the curriculum, equitable access to technology resources, copyright, intellectual property, and digital plagiarism. The course is appropriate for all professional school personnel, as well as pre-professionals studying for a credential or certification.
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3.00 Credits
Examination of the New York State Social Studies curriculum. Focuses on recent curricular developments in the Social Studies, including methods, resources, content and materials with a special emphasis on inquiry processes. (Spring, Summer & Fall). Prerequisite: EDU505 for MST students
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3.00 Credits
This course is designed to give students an understanding of cultural diversity and the issues related to it that they may face in their classrooms. Gender, ethnicity, race, sexual orientation, religious differences, geographical culture (rural/urban, etc.) language, and other areas of diversity will be addressed. The candidates will address the challenges and benefits of diversity in education and develop ways to use such diversity to enhance the learning experiences of their students. The students will learn methods, such as the use of translation software (this does not have to be purchased) as a communication tool, for working with language diverse students and their families to build bridges when language is a barrier. As a result of this course, candidates will be able to identify different types of diversity and their relationships to successful student outcomes, understand the effect on learning of stereotyping and ethnocentrism, communicate cross-culturally and develop learning plans to allow successful learning for diverse student groups.
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3.00 Credits
Experiential problem-solving techniques and alternative teaching/learning exercises as demonstrated through the theater games process. Focus on strategies for group development, curricular needs, increasing students' creativity, and transforming concrete experience into abstract knowledge, including strategies for students with special needs. (Summer).
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3.00 Credits
Focus upon the general processes of learning and cognition, the application of psychological theory to classroom teaching, and models of instruction. Students design, teach, reflect, and refine a model lesson in their subject area of certification. (Spring, Summer & Fall).
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3.00 Credits
Application and integration of technology into pedagogical practices. Includes extensive hands-on with computers; software and website evaluation; demonstration and proficiency with a variety of hardware and software; technology-infused lesson development and implementation; and website development. (Winter, Spring, Summer, & Fall).
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3.00 Credits
The course will explore the theory and practice of online learning through the discussion of different learning theories as they apply to distance learning. The student will explore such theories as constructivism, engagement theory and collaborative learning and how they are used in distance education. The class will also familiarize the student with course delivery systems focusing on the use of the Internet in education. (Spring, Summer & Fall).
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3.00 Credits
Teachers must find ways to create learning environments that support the needs of all students in the increasingly diverse classrooms of our schools. Differentiated instruction allows teachers to develop meaningful learning experiences for students at varying readiness levels and with different learning styles and interests. This course will examine the characteristics of a differentiated classroom and explore ways to create differentiated instructional learning units. Candidates will explore such topics as analyzing the learning needs of their students, planning and developing differentiated lessons that meet multiple learning needs, creating effective assessments for differentiated instructional units and managing a differentiated classroom.
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