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Wednesday October 8, 2008

EDSE Courses

EDSE 435 | EDSE 436 | EDSE 457

EDSE 435: United States Secondary Schools: Intercultural Education

Overview | Catalog Description | Course Objectives | Enrollment

OVERVIEW

EDSE 435 is primarily for students in the Single Subject Credential Program.  Its principal aim is to provide students with foundational knowledge (historical, philosophical, sociological, and political), grounded in contemporary society and schools, upon which to build a teaching career.  As an approved CLAD Certificate course (Domain 3), it also serves credentialed secondary teachers seeking a CLAD Certificate.

This course is a requirement in the Single Subject Credential Program.  The course addresses a number of Commission on Teacher Credentialing Program Standards, in particular Standard 2 ( Development of Professional Perspectives), Standard 3 (Orientation to Human Development and Equity), Standard 5 (Preparation for Multicultural Education), Standard 10 (Readiness for Diverse Responsibilities), and Standard 19 (Capacity to Teach Diverse Learners).  The course builds on EDSS 300, during which many of the course topics are introduced, and points toward revisiting the topics in other program courses.  The ten hour field work component is designed to bring preservice students into contact with the diverse students who comprise 21st century classrooms around structured activities related to the principal course topics.

CATALOG DESCRIPTION

Prerequisite: Admission to the Single Subject Credential Program, or permission of the Single Subject Credential Program University Coordinator.  Critical reflection on issues and questions of equal opportunity and multicultural education in a pluralistic society; philosophy, history, and sociology of education; the curriculum and student population in United States and California secondary schools; current issues and trends in education.  Ten (10) hour field work requirement. Traditional grading only.

COURSE OBJECTIVES

In EDSE 435, students will . . .

  1. Demonstrate knowledge of the historical phases, intellectual traditions, philosophical orientations, and sociological critiques of public secondary education;
  2. Demonstrate knowledge of various legal, social, political, and economic perspectives on the role of education and schools in society;
  3. Demonstrate an understanding of the dynamics of cross-cultural contact and interaction, including an understanding of culture and various perspectives on culture, an understanding of the impact of migration and immigration on secondary schools in the United States and California, and an understanding of pedagogical approaches to first and second language development, dialect variation, and standard English;
  4. Demonstrate an understanding of diversity in educational contexts, including how race, culture, class, ethnicity, gender, language, exceptionality, religion, age, and sexual orientation impact teaching and learning;
  5. Examine and evaluate personal attitudes toward persons from various distinguishable groups, including cultural and ethnic populations, socioeconomic classes, ability groups, gender, and others;
  6. Examine culturally inclusive instruction, including strategies for teaching and learning about diverse cultures and experiences, classroom organization and interactions for English Language Learners, and the roles of families and community resources;
  7. Develop a theoretical understanding of Multicultural Education, including its genesis, rationale, models, advocates, critics, etc.
  8. Develop a philosophy of education that is theoretical, viable, and personal;
  9. Reflect critically upon traditional and contemporary roles and functions of the secondary teacher, especially the teacher's role in regard to equity and access issues;
  10. Develop an understanding of ways to motivate and involve all students in learning.

ENROLLMENT

The course is offered in multiple sections in the Fall, Spring, and Summer terms.

Enrollment is restricted to Single Subject Program students (or by special permission of the University Coordinator).  Students must show the instructor a Single Subject Credential Program Admit Card or a Special Admit Card signed by the University Coordinator in order to stay in the class.

EDSE 436:  Curriculum, Instruction, Assessment And Classroom Management

Overview | Catalog Description | Course Objectives | Enrollment

OVERVIEW

The purpose of EDSE 436 is to provide students with broad knowledge of:  (1) adolescent development, learning theory, and learning style as they relate to instructional planning; (2) curriculum sources, design, and development; (3) a variety of instructional strategies and teaching methods with applicability across disciplines; (4) multiple means of assessment, including standardized testing, teacher-created test materials, and performance assessment; and (5) strategies for managing classrooms and creating a learning environment conducive to learning for all students.

The course builds on knowledge of curriculum, instruction, assessment, and classroom management first encountered at an introductory level in EDSS 300 and points toward revisiting these topics in the context of subject specificity in EDSS 450:  Curriculum and Methods in the Content Area, as well as during the practicum experience in EDSS 472:  Student Teaching.  The fifteen hour field work component is designed to bring preservice students into contact with the diversity of students who comprise 21st century classrooms around structured activities related to the principal course topics.

The course addresses a number of Commission on Teacher Credentialing Program Standards, in particular:  Standard 2 (Development of Professional Perspectives), Standard 3 (Orientation to Human Development and Equity), Standard 5 (Preparation for Multicultural Education), Standard 7 (Field Experience Prior to Student Teaching), Standard 10 (Readiness for Diverse Responsibilities), Standard 11 Student Rapport and Classroom Environment), Standard 12 (Curricular and Instructional Planning Skills), Standard 13 (Divers and Appropriate Teaching), Standard 14 (Student Motivation, Involvement, and Conduct), Standard 16 (Student Diagnosis, Achievement, and Evaluation), and Standard 19 (Capacity to Teach Diverse Students).

CATALOG DESCRIPTION

Prerequisite:  Admission to the Single Subject Credential Program, or permission of the Single Subject Credential Program University Coordinator.  A course in systematic instruction that explores theories of learning, curriculum design and development, assessment and evaluation of student progress, classroom management and discipline, and problems of the adolescent within a multicultural setting.  Three hours lecture.  Fifteen (15) hours of structured field work in content areas in the schools.  Traditional grading only.

COURSE OBJECTIVES

Through assigned readings, class meetings, field experiences, and course assignments, students will demonstrate a knowledge of:

  1. Theories of adolescent development, learning, and learning style in relation to
    1. planning an inclusive instructional program,
    2. classroom management, and
    3. assessment of student performance;
  2. Culturally responsive pedagogy that sustains an equitable and engaging learning environment and creates classroom settings sensitive to differences of heritage and language background, ethnicity, gender, socio-economic status, ability, and special needs;
  3. Theoretical approaches to planning curriculum, determining instructional strategies, and developing assessment measures;
  4. The theory and practice of classroom management in diverse learning environments;
  5. The interrelatedness of curriculum design, instructional strategies, assessment of student performance, and classroom management;
  6. Conflict resolution skills for teachers and students.

ENROLLMENT

The course is offered in multiple sections in the Fall, Spring, and Summer terms.

Enrollment is restricted to Single Subject Program students (or by special permission of the University Coordinator).  Students must show the instructor a Single Subject Credential Program Admit Card or a Special Admit Card signed by the University Coordinator in order to stay in the class.

EDSE 457:  READING AND WRITING IN THE SECONDARY SCHOOL

Overview | Catalog Description | Course Objectives | Enrollment

OVERVIEW

EDSE 457 is primarily for students in the Single Subject Credential Program.  With permission from the University Coordinator of the Single Subject Credential Program, the course is also open to out-of-state credential holders who must take a reading course to obtain their California credential.  The principal aim of the course is to provide students with foundational knowledge of reading and writing in the content areas in secondary school settings.

The course addresses several Commission on Teacher Credentialing Program Standards, in particular Standard 4b (Single Subject Reading, Writing and Related Language Instruction in English), but also Standard 2 (Development of Professional Perspectives), Standard 5 (Preparation for Multicultural Education), Standard 7 (Field Experiences Prior to Student Teaching), Standard 13 (Diverse and Appropriate Teaching), Standard 14 (Student Motivation, Involvement, & Conduct), Standard 16 (Student Diagnosis, Achievement, and Evaluation), and Standard 19 (Capacity to Teach Diverse Students).

CATALOG DESCRIPTION

Prerequisite:  Admission to the Single Subject Credential Program, or by permission of the Single Subject Credential Program University Coordinator.  Emphasis on assessment and instruction of individuals and groups; textbook selection and evaluation; vocabulary development; comprehension strategies; content area reading and study skills; writing instruction; application of decoding skills to new and technical vocabulary and spelling patterns; transfer of primary language reading skills into English language skills; English usage in a variety of formal and informal settings; and the special reading needs of less prepared, English language, and of accelerated learners.  Includes individual/tutorial instruction of an adolescent and issues of diversity and equity.  At least fifteen hours (15) of field experience are required.  Traditional grading only.

COURSE OBJECTIVES

Upon completion of the course, in each of the categories below, the student will be able to:

  1. Meet the Needs of the Individual Student:
    1. Provide instruction to all students, including English language learners, speakers of non-mainstream English, and students with special needs.
    2. Design instruction which is characterized by a sensitivity to the culture and language of students.
    3. Design instruction which is based on students' developmental, linguistic, function, and age-appropriate needs.
  2. Comprehension
    1. Demonstrate knowledge of how proficient readers read.
    2. Demonstrate knowledge of the relationship between prior knowledge and comprehension.
    3. Demonstrate knowledge of the different needs of remedial and developmental readers and related teaching implications.
    4. Demonstrate knowledge of the different needs of struggling readers and related teaching implications.
    5. Demonstrate knowledge of reading fluency and its impact on comprehension.
    6. Plan instruction in comprehension strategies that involves modeling and explanation, guided practice, independent practice, and application in authentic reading situations.
    7. Teach strategies for self-monitoring of comprehension (e.g., clarifying, predicting, questioning, summarizing, etc.).
    8. Teach students effective strategies for comprehending content area reading (e.g., three level reading guides, graphic organizers, ReQuest, etc.).
    9. Select appropriate and motivating materials and methods for comprehension instruction
    10. Plan lessons with pre-, post- and during reading strategies.
  3. Vocabulary Development:
    1. Demonstrate knowledge of the relationship between comprehension and vocabulary, including the impact of independent reading and personal experiences.
    2. Use a variety of instructional approaches, materials, and activities to teach vocabulary before, during, and after reading (e.g., classification, word sorts, concept cards, VSS, etc.).
    3. Teach morphemic analysis, including prefixes, suffixes, base words, root words, and word origins.
    4. Teach students how to use reference materials to develop vocabulary.
    5. Use appropriate criteria for selecting vocabulary words for study.
  4. Spelling:
    1. Implement spelling activities systematically, including using decoding strategies, morphemic analysis, and spelling patterns.
    2. Identify and teach technical content vocabulary and its meaning in context.
  5. Writing:
    1. Apply knowledge of text structure to writing instruction.
    2. Apply what they know about writing to content area reading and writing.
    3. Develop a writing rubric appropriate for content area activities.
    4. Develop content area writing instruction to enhance
      1. content area learning, and
      2. content area writing skills
  6. Relationships Among Reading, Writing, and Oral Language:
    1. Demonstrate knowledge of the process of first- and second-language development and their relationship to reading.
    2. Demonstrate knowledge of how students can transfer reading competencies from one language to another.
    3. Demonstrate knowledge of ways in which learning to speak and learning to read are different.
    4. Provide daily oral language opportunities throughout the curriculum to enhance students' development as readers (e.g., small group work, large group discussions).
  7. Diagnosis of Reading Development:
    1. Demonstrate knowledge of well-designed and non-biased resources for assessment.
    2. Demonstrate knowledge of when and how various informal and formal assessments should be used and when interventions, including referral to special education, occur.
    3. Select, use, and analyze results of various performance-based assessments.
    4. Organize and access assessment data.
    5. Identify students' independent, instructional, and frustration reading levels with respect to accuracy, fluency, and comprehension.
    6. Use assessment data to plan appropriate instruction for all students whether they are working with a teacher, in small groups, or independently.
  8. Evaluation of Instructional Materials:
    1. Use checklists for evaluating instructional materials.
    2. Articulate the role of readability, cloze tests, standardized tests, and student interest in evaluating instructional materials.
    3. Explain the process of evaluating textbooks (group process skills).
    4. Explain various text approaches
      1. Single text.
      2. Multiple text.
      3. Inquiry model.
  9. English Language Learners and English Language Development:
    1. Develop English language by developing Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).
    2. Develop instruction to provide equal access for all students through Specially Designed Academic Instruction in English (SDAIE).
    3. Explain approaches to teaching the ELL.
    4. Apply sheltered approaches (SDAIE) to teaching content subjects.
  10. Study Skills:
    1. Teach selecting and generating main ideas.
    2. Teach noting, relating, and recalling significant details.
    3. Teach scanning and skimming.
    4. Teach following printed directions.
    5. Use SQ3R.
    6. Make graphic representations.
    7. Teach underlining.
    8. Teach notetaking.
    9. Explain the use of retellings.
    10. Teach summarization techniques.
    11. Teach outlining.
    12. Teach rereading.
    13. Prepare instruction for flexible reading.
    14. Prepare instruction for adjusting reading rate.
    15. Prepare instruction for adjusting reading purpose.
  11. School-wide Reading and Writing:
    1. Discuss implementation of school-wide reading and writing programs such as Success for All, Sustained Silent Reading, Reading/Writing Across the Curriculum.
    2. Explain middle school demonstration programs.
    3. Demonstrate knowledge of library resources.
  12. Lifelong Reading:
    1. Discuss developmental Reading.
    2. Explain Adult Basic Education.
    3. Develop plans for Workplace Literacy.
    4. Demonstrate knowledge of Document Literacy.
  13. Technology:
    1. Select computer software and hardware for personal computers.
    2. Demonstrate knowledge of basic vocabulary associated with technology.
    3. Use the Internet.

ENROLLMENT

The course is offered in multiple sections in the Fall, Spring, and Summer terms.
Enrollment is restricted to Single Subject Program students (or by special permission of the University Coordinator).  Students must show the instructor a Single Subject Credential Program Admit Card or a Special Admit Card signed by the University Coordinator in order to stay in the class.

Last update: 3/16/06
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