| Pre-professional
Block (6 credits) |
| TAL 201 Teaching: Imagine the Possibilities |
3 credits |
| TAL 301 Observing and Describing Children |
3 credits |
| |
| Children,
Language and Society Block: Upper Junior (10 credits) |
| TAL 350 The Developing Child, |
4 credits |
| TAL 351 Language & Literacy I, |
3 credits |
| TAL 352 Sociology & Education, |
3 credits |
| TAL 359.1 Integrated Field Experiences
I: Childhood |
(0 credits) |
| TAL 399 Preparing for the NYSTCE, if required |
(0 credits) |
| |
| Teaching
and Learning Block: Lower Senior (12 credits) |
| TAL 401 Language & Literacy II |
3 credits |
| TAL 402 Social Studies: Teaching and Learning
in Childhood |
3 credits |
| TAL 403 Math/Technology: Teaching and
Learning in Childhood |
3 credits |
| TAL 404 Science/Technology: Teaching and
Learning in Childhood |
3 credits |
| TAL 409.1 Integrated Field Experience
II: Childhood |
0 credits |
| |
| Assessment,
Curriculum, and Strategies Block: Upper Senior (15 credits) |
| TAL 803 Perspectives on Disability |
3 credits |
| TAL 822 Assessment and Special Education |
3 credits |
| TAL 851 Curriculum Theory and Practice
in Special Education |
3 credits |
| TAL 852 Strategies for Teaching Learners
with Diverse Needs |
4 credits |
| TAL 850 Field Internship in Inclusive
Elementary Clsrm |
2 credits |
| |
| Literacy,
Positive Approaches, & Collaboration Block: Yr. Five,
1st sem. (12 cr.) |
| TAL 880 Classroom Inquiry II |
3 credits |
| TAL 871 Introduction to Reading Difficulties |
3 credits |
| TAL 854 Positive Approaches to Challenging
Behaviors |
3 credits |
| TAL 853 Collaboration & Consultation:
Family, School & Community |
3 credits |
| |
| Graduate
Level: Capstone and Student Teaching Block: Yr. Five, 2nd
sem. (5 credits) |
| TAL 973 Capstone Seminar in Special Education |
2 credits |
| TAL 884A Student Teaching:Childhood Special
Education |
3 credit |
| |
| Optional
Extension in Middle Childhood (7-9) (6 additional credits) |
| TAL 400 The Developing Adolescent
|
| TAL 408 Middle School Curriculum |
| |
| Optional
Extension in Bilingual Education (12 additional credits) |
| TAL 804 Fundamentals of Linguistics |
3 credits |
| TAL 823 Bilingualism & Bilingual/Multicultural
Education |
3 credits |
| TAL 862 ESL Curriculum & Methodology:
Teaching Literacy K-12 |
3 credits |
| TAL 866 Native Language Teaching in the
Bilingual Classroom, |
3 credits |
Course Description
Teaching
and Learning 201 Teaching
Imagine the Possibilities
Offered every semester An introduction for the preprofessional
student to the possibilities and processes of professional life
in diverse inclusive urban schools through initial exploration
of school contexts, learning processes, roles of teachers, and
the self as a prospective teacher. Guided school visits, reflective
writings, and seminal readings enable students to examine the
field of education from historical, sociological and philosophical
perspectives. Selected Teaching and Learning faculty discuss such
current trends as multiculturalism and the inclusion of students
with disabilities. For all students considering teaching as a
career choice. Fifteen hours of fieldwork are required. Three
credits. back
Teaching
and Learning 250 Development Psychology
An introductory study of the physical, cognitive, language,
social, emotional, and moral development of children, adolescents
and adults from birth through the lifespan. The relationship between
learning and development and the factors that may hinder or enhance
these processes are explored. Throughout the course, attention
is given to ways in which race, culture, ethnicity, language,
class, gender, sexual orientation, and disability play a role
in development and in the teaching and learning process. 3 credits.
back
Teaching
and Learning 301 Observing and Describing
Children
Prerequisite: Teaching and Learning 201 Offered every semester
An introduction to a holistic method of observing and reflecting
on children. Throughout the semester, students observe a child
in home, school and community settings; this descriptive review
process has as its philosophical foundation the premise that children
construct knowledge and make meaning of their world. Students
learn a descriptive vocabulary and the skills necessary to write
a full and balanced portrayal of a learner that becomes fundamental
to their teaching practice. Twenty-five hours of fieldwork are
required. Three credits. back
Teaching
and Learning 350 The Developing Child
Prerequisite: Teaching and Learning 301 or 302 Corequisites: Teaching
and Learning 351, 359.1 for Childhood; Teaching and Learning 401
or 359.2 for Middle Childhood and Adolescence Offered every semester
An introductory examination of the process of change from birth
to preadolescence in children from diverse backgrounds with a
range of abilities. Theories of development and learning and ways
in which they inform child rearing and educational practices are
studied. The relationship between learning and development and
the factors that may hinder or enhance these processes are explored.
Throughout the course, attention is given to ways in which race,
culture, ethnicity, language, class, gender, sexual orientation,
and disability play a role in development and in the teaching
and learning process. Students have fieldwork experience with
children in different settings. Four credits. back
Teaching
and Learning 352 Sociology and Education
Prerequisite: Teaching and Learning 301 or 302 Offered every semester
A field-based course in which students use the results of sociological
research to inform their observation and analysis of schools and
society. Emphasis is placed on such variables as parental involvement
and home environment, race/ ethnicity, and social class as well
as school-related variables, including grouping and teaching practices,
teacher attributes and expectations, class and school size, and
curriculum. Students make an observational study in a classroom
setting that addresses a problem of significance. Fifteen hours
of structured fieldwork are required. Three credits. back
Teaching
and Learning 359.1 Integrated Field Experience
I: Childhood Prerequisite:
Teaching and Learning 301 or 302 Corequisites: Teaching and Learning
350, 351 Offered every semester An integrated field experience
that focuses on the development of children and their language
and literacy development. Thirty hours. Pass/Fail only. Non credit.
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Teaching
and Learning 399 Preparing for the NYSTCE
Special Fee: $200.00 Prerequisites: Admission to the professional
stage; Teaching and Learning 201, 301 or 302 Offered every semester
A course that enhances studentsŐ ability to read critically and
write serious essays, while deepening the liberal arts and sciences
knowledge base required for the Liberal Arts Skills Test (LAST).
Successful test-taking strategies. Required of all students who
have not passed the LAST. Forty-five hours. Pass/Fail only. Non-credit.
back
Teaching
and Learning 406 health Education for Teachers
Corequisites: For Secondary Education majors, Teaching and Learning
460, 461, 411-416 Offered every Spring A study of critical issues
in health for teachers, including methods and materials for teaching
about substance abuse, nutrition, fitness, stress management and
sex education. Emphasis is placed on the role of critical thinking
in making personal choices about health issues. State-mandated
training in child abuse identification and reporting, fire safety,
and abduction prevention is also provided. One credit.
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Teaching
and Learning 465 Student Teaching in Art
Education (Formerly Teaching and Learning 149.1)
Prerequisites: Art 146, 147 Corequisite: Teaching and Learning
466 Offered every semester A student teaching semester that prepares
reflective art teachers who work to create excellent classrooms
and schools for all urban students. Students participate in every
aspect of practice, including planning, implementation and assessment
of curriculum and instruction. They immerse themselves in the
life of a school, recording and thinking about the purposes, complexities
and consequences of what they do as teachers in order to learn
from their experiences. Students are supervised by a University
faculty member and a cooperating teacher in the participating
school. Schools and classrooms are chosen with special attention
to art creativity and diversity. Student teaching is full time,
five days a week for 15 weeks. Students have two placements: half
of their time is spent in a pre-kindergarten through grade 6 setting,
the other half in a grade 7 through 12 setting. Six credits. back
Teaching
and Learning 466 Student Teaching Seminar
in Art Education Corequisite: Teaching and Learning
465 Offered every semester A student teaching seminar that gives
students an opportunity to look closely and critically at their
work in classrooms. Through reflective conversations and reading
and writing assignments about their teaching practice, they come
to understand how to create meaningful relationships with children
in the classroom community and to use the arts in education. Students
explore the impact of diversity, including race, culture, ethnicity,
language, class, gender, sexual orientation and disability within
the school culture and the creation and meaning of art. Two credits.
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