Karen M Gourd
B EDUC 553
Participants develops curriculum, instruction, and assessment based on theories of teaching and learning in science and inclusive of all students. Attention given to content-based use of technology, working across disciplines, teaching ELL's, students with special needs, and co-teaching models. Includes direct work with adolescents.
This is the first of a two-quarter sequence for prospective middle and high school English, Social Studies, and History teachers. The two-quarter sequence is designed to help prospective teachers become thoughtful about the aims, theories, practices, and research on teaching and learning in middle and secondary schools.
Student learning goals
connect a repertoire of methods and instructional strategies to theories and principles relevant to education,
create a unified, interdisciplinary (social studies/language arts) curriculum unit plan,
describe basic issues associated with special education, including the writing of an IEP,
apply basic second language acquisition (SLA) theory when writing modifications for ELLs,
develop fair and accurate assessment tools
use a repertoire of methods and instructional strategies during community-based learning,
General method of instruction
Assigned readings generally will be applied during class meetings. When appropriate, assigned readings will be discussed; however, this is not primarily a discussion-based course. Expect a mixture of lectures, workshop opportunities, and discussion.
Review content from BEDUC 501, 557, 556, and 502.
Class assignments and grading
A. Participation and Dispositions B. Team Writing of IEPs C. Group Exam on Teaching English Language Learners D. Electronic Notebook on Curriculum, Instruction, and Assessment E. Community-Based Learning Project F. Group Interdisciplinary Curriculum Unit Plan G. Philosophy of Teaching and Learning H. Critical Reflection on Learning
Completion of assigned material and assignments and the quality of the final products.