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Course Criteria
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3.00 Credits
Fall (1), Spring (1). Candidates will observe courses in their own content area in middle school and/or high school classrooms. The focus will be on understanding content area standards and effective teaching strategies, including learning to adapt lessons for students with diverse needs. Candidates will familiarize themselves with the issues related to special needs children and the resources that are available for them. Not open to students who have received credit for EDUC 500D. Prerequisite: EDUG 401 and permission from the School of Education. CN only.
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3.00 Credits
Fall (3 credits), Spring (3 credits), May Term (3 credits). Introduction to the field of education; its history, philosophy, socio-cultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives, and current research practices. Field experiences required with observations and reflections. Not open to students who have received credit for EDUC 501. Prerequisite: permission to enroll in Teacher Credential courses from the School of Education.
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3.00 Credits
Fall (3 credits), Spring (3 credits). Introduction to adolescent development, curriculum instructional methods, assessment, and diagnostic strategies pertaining to secondary schools. Focus includes teaching and assessment methodology, including methodologies of English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE). Field experience required. Not open to students who have received credit for EDUC 502. Prerequisite: EDUG 401 and permission from the School of Education.
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3.00 Credits
Fall (3 credits), Spring (3 credits). Elementary math and science teaching strategies and curriculum. Integrates health, physical education, visual arts, and music. Teaching informed by California K-12 content standards and frameworks with a focus on assessment and ELD/SDAIE strategies. Experiences with hands-on, computer-based inquiry lesson development. Field experience required. Not open to students who have received credit for EDUC 503. Prerequisite: EDUG 401 and permission from the School of Education.
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3.00 Credits
Fall (3 credits), Spring (3 credits). Develops understanding of the theoretical frameworks and processes involved in secondary literacy instruction. Fundamentals of language-acquisition theory, including basic concepts in linguistics will be covered. Focuses on content-based literacy instruction. Provides an introduction to systematic, explicit, and meaningfully-applied instruction in reading, writing, and related language skills. Field experience required. Not open to students who have received credit for EDUC 504. Prerequisite: EDUG 401 and permission from the School of Education.
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3.00 Credits
Fall (3 credits), Spring (3 credits). Develops understanding of theoretical frameworks and processes in elementary literacy instruction. Fundamentals of language-acquisition theory, including linguistic concepts will be covered. Focuses on emerging literacy-instruction strategies for English learners and English speakers. Provides an introduction to systematic, explicit, and meaningfully-applied instruction in reading, writing, and related language skills. Field experience required. Not open to students who have received credit for EDUC 505. Prerequisite: EDUG 401 and permission from the School of Education.
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3.00 Credits
Fall (3 credits), Spring (3 credits). Development of methodology and strategies related to curriculum and instructional methods, assessment, and diagnostic strategies, pertaining to the content areas in secondary schools. Focus includes teaching and assessment methodology, including advanced teaching methodology Cognitive Academic Language Learning Approach (CALLA). Field experience required. Not open to students who have received credit for EDUC 506. Prerequisite: EDUG 401 and permission from the School of Education.
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3.00 Credits
Fall (3 credits), Spring (3 credits). Elements of curriculum design, assessment, and classroom management. Emphasis on the integration of language arts, social studies, physical education, performing arts, and health with math and science. Includes content standards, frameworks, and ELD/SDAIE strategies. Field experience required. Not open to students who have received credit for EDUC 507. Prerequisite: EDUG 401 and permission from the School of Education.
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3.00 Credits
Fall (3 credits), and Spring (3 credits). Develops understanding of theoretical frameworks and processes in secondary-literacy instruction. Focuses on literacy development in the content areas. Candidates develop strategies to promote the reading-writing connection. Discussion focuses on explicit strategies and methods for guiding and developing the content-based reading and writing abilities of all students. Field experience required. Not open to students who have received credit for EDUC 508. Prerequisite: EDUG 401 and permission from the School of Education.
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3.00 Credits
Fall (3 credits), Spring (3 credits). Enhances understanding of the theoretical frameworks and processes involved in elementary-literacy instruction. Focuses on effective practices to promote literacy skills among students of diverse cultures, languages, gender, ethnicity, and children with special needs. Introduces elementary curriculum, and addresses early diagnostic and intervention techniques. Not open to students who have received credit for EDUC 509. Prerequisite: EDUG 401 and permission from the School of Education.
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