||TED632 - Content Area Curriculum
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: This course provides teacher candidates with the knowledge and skills required to design effective subject-specific short and long-term planning needed to assist G7-12 diverse learners in achieving state-adopted standards. Emphasis is placed on student learning and evidence. Four-hours of work in a G7-12 classroom are required.
|Course Learning Outcomes:
- Design a variety of G7-12 content area standards-based, learner outcomes and assessment products engaging and supporting G7-12 pupils in developmentally appropriate learning. (MCA 1)
- Analyze, revise, and align curricular elements and provide a rationale for your curricular decisions. (MCA 1)
- Use G7-12 student learning information to design differentiated learning for the whole class and the five pupils. (MCA 2)
- Analyze a series of case studies focused onandamp;#8212;a) P12 standardized assessments, b) formative assessment, c) summative assessment, d) student learning evidence during instruction, and e) evidence of student learning used for planning the next day. (MCA 2)
- Use G7-12 student learning information to design a Unit Plan in a designated G7-12 content area for whole class and five focus pupils. (MCA 3)
- Use feedback from two educators in your academic content area to revise and reflect the Unit Plan. (MCA 3)
- Use G7-12 student learning information to design and analyze one learning plan for the whole class and five focus pupils. (MCA 4)
- Teach a designed learning in a G7-12 content area classroom, collect student learning data, and analyze the data in a reflective approach. (MCA 4)
|Specified Program Learning Outcomes:
- Analyze the application of educational research, evidence-based practices, and academic writing.
- Apply effective case management, communication and collaborative practices with parents, professionals and other stake holders, in order to facilitate access to the core curriculum for students with mild/moderate disabilities and diverse learners
- Apply effective communication and collaborative practices with parents, professionals and other stake holders, including those needed to participate in person/family centered planning, and case management.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild moderate disabilities and diverse learners.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities.
- Apply skill in the assessment of students with disabilities, including students with Moderate/Severe disabilities.
- Apply the ability to develop, implement and evaluate evidence-based curriculum and instruction that includes assistive technology that provides access to the core standards for students with mild moderate disabilities and diverse learners, including students with autism spectrum disorder
- Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrurm disorders and diverse learners.
- Apply the knowledge and skills needed to participate effectively in a school wide behavior support process and to provide behavioral, social, and environmental supports as well as create healthy learning environments for the safety and learning of students with mild/moderate disabilities and diverse learners.
- Apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities (EDSP 12 & 14; M/S 4).
- Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
- Apply the knowledge and skills to develop and implement effective curriculum and instruction for students with disabilities, including using educational and assistive technology.
- Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities. (EDSP 9).
- Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences (EDSP 7 & 8; M/S 7).
- Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences.
- Apply the use of a variety of standardized and non-standardized assessment techniques and communicate results to all stakeholders in order to make appropriate educational decisions for students with mild/moderate disabilities and diverse learners.
- Apply understanding and practice of cultural-historical perspectives, educational theories and models, legal and ethical practices, and technological innovations for instructing ASL-English Bilingual Multicultural learners including those with special needs.
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
- Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
- Integrate concepts and differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues
- Integrate knowledge and abilities in assessing all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in being a legal, ethical, and professional educator for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in designing and implementing developmentally appropriate and challenging learning experiences that respect cognitive, linguistic, social, emotional, and physical differences.
- Integrate knowledge and abilities in designing and using multiple methods of assessment that learners use to monitor their own growth and decision-making as well as guide the teacher is instructional planning
- Integrate knowledge and abilities in designing/planning learning experiences for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in engaging/supporting all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in establishing and maintaining inclusive learning environments enabling all learners to meet high standards while recognizing individual and cultural differences.
- Integrate knowledge and abilities in establishing and maintaining learning environments that support individual and collaborative learning, and encourage positive social interaction, active engagement in learning, and self-motivation.
- Integrate knowledge and abilities in making subject matter comprehensible for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in ongoing professional learning by using evidence to evaluate the influences of professional practices, choices, and actions on learners, families, other professionals, and the community.
- Integrate knowledge and abilities in using a variety of instructional strategies to encourage learners to develop deep understanding of content areas and build skills to apply knowledge in meaningful ways.
- Integrate knowledge of learners and the community context in planning instruction that supports every student in meeting rigorous learning goals of content areas.
- Integrate the discipline(s)’ central concepts, tools of inquiry, and structures to create learning experiences accessible and meaningful for learners in mastering the content.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures