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Course Criteria
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3.00 Credits
Case study-based approach to issues of instructional planning, instructional delivery, analysis of student performance, and teacher reflection and response. Incorporates the "Planning, Instructing, Reflecting, Responding model" adopted by Fredonia's Professional Education Unit.
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3.00 Credits
Orientation to major philosophical outlooks and problems in contemporary education.
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3.00 Credits
The course provides an historical overview of methods and approaches to teaching English as a Second Language. Approaches and strategies may include grammar-translation approach, the Silent Way, the Audio-lingual Method, Total Physical Response, Jazz Chants, and the Natural Approach as well as Cooperative Learning, Multiple Intelligences, Whole Language, and psycho-sociolinguistic approaches. The course provides an opportunity for students to develop curriculum units, applying curriculum theory to various content areas. Students will apply ESL methods and materials to curriculum units and develop instructional strategies that exemplify "best practices" in the field. Students will employ innovative and technological strategies. English language development (ELD) lesson and unit planning as well as assessment of these are presented.
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3.00 Credits
Analysis of the school in relation to other socializing influences. Examines cultural change and its effect upon education; the school in relation to specific problems of changing American communities; and research on teaching as an occupation.
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3.00 Credits
The course provides an overview of multiple literacies associated with adolescents, including the theory and research base. It examines young adult literature from the perspectives of critical literacy and censorship, and it explores media literacy and technology, with a special emphasis on computers and writing. The course also develops means for assisting struggling adolescent readers, especially those from diverse cultural and linguistic backgrounds.
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3.00 Credits
The course takes a transcultural/global approach to the promotion of literacy. Focusing on juvenile and children's literature - as well as on literature applicable to adolescents - the course exposes course participants to world literature. Within an in-depth global exploration of culture and values, students will glean intercultural awareness, stretching literacy beyond U.S. national borders. Using sound instructional practice and theory, participants will read novels written by international child protagonists. Participants will generate annotated bibliographies that will enrich classroom libraries and promote literacy at the elementary, middle, and high school levels.
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3.00 Credits
Addresses identification, definition, and analysis of problems and issues facing education today; current criticisms of public schools; responsibilities of the schools; questions of curriculum development; and how well schools are teaching basic skills.
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3.00 Credits
The course explores Sheltered/Scaffolded English as a Second Language Instruction. This translates as workplace know-how and student-learning that is clearly delivered. Students benefiting from this format will have content broken down into manageable learning units and instructors will learn how to communicate these more simply. Ultimately, both the instructor and the learner will communicate effectively and sustainable learning will ensue. Participants in the course will learn how to deliver instruction and how to create instructional materials using this model. The ultimate goal of the course is to explore the different content areas in both school and the workplace to be able to translate instruction into meaningful learning. Cognitive-Academic Language Learning Approaches (CALLA) and other content-area Specially Designed Academic Instruction in English (SDAIE) lessons will be covered. The SIOP model will be emphasized. Assessment of learning in the second language content-area is presented.
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3.00 Credits
Focuses on development and implementation of educational programs for optimum growth of gifted/talented students, inclusive of curriculum content; organization of special schools and classes; teaching materials and methods; and the evaluation and administrative adjustments.
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3.00 Credits
Study of secondary curriculum, inclusive of new mandates; emerging practices; varied viewpoints; relevant research; programs; and the roles of classroom teacher and school administrator in curriculum development.
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