Teacher Leaders in training examine the theoretical base underlying the processes of reading and writing. We will explore and extend our own personal models of reading and writing processes and ground this theory, building in close observations of young children reading and writing.
The course prepares teacher leaders for multiple and complex roles. Teacher leaders learn how to deliver initial training courses and ongoing professional support for Reading Recovery teachers. A key aspect of the teacher leader's role is to provide the yearlong course of initial training for Reading Recovery teachers. In order to prepare teacher leaders for this role, attention is given to research, theory and practice relating to adult learners.
The course prepares teacher leaders for multiple and complex roles. Teacher leaders learn how to deliver initial training courses and ongoing professional support for Reading Recovery teachers. A key aspect of the teacher leader's role is to provide the yearlong course of initial training for Reading Recovery teachers. In order to prepare teacher leaders for this role, attention is given to research, theory and practice relating to adult learners.
Through campus and school-based experiences, students will learn how to engage young people in learning social studies and how to make decisions about planning instruction and develop assessment based on a sound kowledge base for applying content, materials, and methods (including educational technology) appropriate for high school students. May be repeated to a maximum of three credits. Lecture, 1-3 hours; laboratory, 3-6 hours per week.
Through campus and school-based experiences, students will learn how to engage young people in learning English and how to make decisions about planning instruction and develop assessment based on a sound knowledge base for applying content, materials, and methods (including educational technology) appropriate for high school students. May be repeated to a maximum of three credits. Lecture, 1-3 hours; laboratory, 3-6 hours per week.
This course emphasizes the use of several key interactive technologies for problem solving - problem solving that occurs on several levels: (1) instructional problem solving (using technology to support various kinds of learning outcomes for students), (2) content problem solving (using games/software/websites to learn to solve the problems that reflect the principles and core concepts in your discipline, (3) assessment problem solving (using technologies to support authentic challenging assessments that support evaluation of what students know and are able to do).
This course emphasizes the use of several key interactive technologies for problem solving - problem solving that occurs on several levels: (1) instructional problem solving (using technology to support various kinds of learning outcomes for students), (2) content problem solving (using games/software/websites to learn to solve the problems that reflect the principles and core concepts in your discipline, (3) assessment problem solving (using technologies to support authentic challenging assessments that support evaluation of what students know and are able to do).
This course emphasizes the use of several key interactive technologies for problem solving - problem solving that occurs on several levels: (1) instructional problem solving (using technology to support various kinds of learning outcomes for students), (2) content problem solving (using games/software/websites to learn to solve the problems that reflect the principles and core concepts in your discipline, (3) assessment problem solving (using technologies to support authentic challenging assessments that support evaluation of what students know and are able to do).
The professional development of becoming teachers involves in-depth understanding of social contexts and identities (e.g., race, gender, class, sexuality, ability, etc.), power systems (e.g., white supremacy, whiteness, patriarchy, capitalism, hetero-aggression, able-bodiedness, etc.), and complex social and educational foundations, philosophies, and theories (e.g., Critical Race Theory, Critical Whiteness Studies, Queer Theory, DisCrit, Black Feminism, etc.) that are not often easy to talk about in public, let alone learn about academically and professionally.
A mixed methodology conceptual framework is used to examine various approaches for designing, implementing, and analyzing practitioner data generated in a variety of instructional settings. Topics include epistemological, methodological, and ethical issues involved in action research, classroom discourse analyses, and mixed methods curriculum inquiry.
