Learning Targets

• Students understand the expectations for this class.

• Students can consider how children’s and adolescent literature shape children’s understanding of the world and, conversely, how their lives are shaped by the texts they read. 

• Students can articulate the purposes that literature serves across children’s and adolescents’ lives and how it enables them to interpret their worlds.

• Students can engage with texts to develop supported meaningful readings.

• Students can identify the cultural, historical, and intellectual influences on a text .

• Students can explore children’s and adolescent literacy development through text.

• Students can analyze texts of a variety of types, distinguishing the various philosophical, historical, and/or literary elements.

• Students can construct the many dimensions of youth culture through reading key topics in children’s and adolescent literature.

• Students can define the multiple genres of literature for children and adolescents, including digital format.

Global Outcomes

• Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally.

• Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions.

Real World Learning

• Students understand what a college level course entails and what they need to do to be successful.

• Students can apply the following ideas in the classroom setting through an educator lens.

• Students can analyze a wide range of children’s literature using multiple lenses in order to deepen knowledge, appreciation, and critical thinking.

• Students can respond critically, analytically, and aesthetically to children’s and adolescent literature.

• Students can articulate the strengths and benefits of literature for youth.

Learning Targets

• Students can identify the cultural, historical, and intellectual influences on a text.

• Students can recognize various ethical situations and ideas, and distinguish viable ethical positions from simple opinions or self-interest.

• Students can examine the transformation of children’s and adolescent literature over the last century, including the impact of digital devices.

• Students can identify, select, discuss, and analyze a broad range of children’s and adolescent literature representing a variety of time periods, diverse cultures, and authors.

• Students can use new literacies such as digital resources and media in conjunction with children’s and adolescent literature.

Global Outcomes

• Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally.

• Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions.

Real World Learning

• Students can apply the following ideas in the classroom setting through an educator lens:

  • they can analyze a wide range of children’s literature using multiple lenses in order to deepen knowledge, appreciation, and critical thinking

  • they can respond critically, analytically, and aesthetically to children’s and adolescent literature.

  • they can select a range of literature for children and adolescents that represents multiple viewpoints on a topic and multiple genres of literature

Learning Targets

• Students can show professionalism as an educator in their placement classroom

• Students understand the requirements in the Syllabus and the Time Log

• Students seek to understand themselves from a cultural perspective to better understand others

• Students understand Bronfenbrenner’s Ecological Systems Theory and how it applies to being a teacher

• Students recognize the value of community engagement within schools

• Students can explain how current events within a larger and smaller community influence our schools and students

• Students can analyze a case study through the lens of ecological systems

• Students can write an APA formatted paper

• Students can show their understanding of ecological systems through a photo story of themselves

Global Outcomes

• Collaboration: Students build from diverse perspectives and assets when working together toward a common goal

• Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally

Real World Learning

• Students can engage in a deep examination of the ecological context of themselves

• Students can develop an awareness of the community’s ecological system/context

• Students understand how organizations engage and support the academic and social development of youth

• Students can develop dispositions of a community-grounded educator

• Students can develop and demonstrate an asset-based approach to working within a community

Learning Targets

• Students can ask questions of problems outside of schools that affect students inside schools

• Students can reflect on their field experience and develop a legacy project in appreciation

• Students can develop an inquiry question that is important to their development as a teacher

• Students can create a legacy project to leave in their field experience classroom

• Students can evaluate their field experience

• Students can practice their Inquiry Project presentation and give feedback to a peer

• Students can present their Inquiry Project presentation to others and show others their thought process

Global Outcomes

• Collaboration: Students build from diverse perspectives and assets when working together toward a common goal

• Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally

• Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions

• Creativity: Students explore their curiosities and passions in order to produce innovative-imaginative products

• Perseverance: Students strive to take on challenges knowing they have the capacity to grow

Real World Learning

• Students understand how organizations engage and support the academic and social development of youth

• Students can inquire into the ways in which students function outside of school context

• Students can develop an organizational understanding of mission/vision/philosophy/work/etc. of a local community agency

• Students can develop dispositions of a community grounded educator

Learning Targets

• Students can show professionalism as an educator in their placement classroom

• Students understand the requirements in the Syllabus and the Time Log

• Students seek to understand themselves from a cultural perspective to better understand others

Global Outcomes

• Collaboration: Students build from diverse perspectives and assets when working together toward a common goal

• Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally

Real World Learning

• Students can develop dispositions of an effective educator

• Students can develop and demonstrate an asset-based approach to working within a community

• Students understand how organizations engage and support the academic and social development of students

Learning Targets

• Students can show professionalism as an educator in their placement classroom

• Students can reflect on their field experience for the first quarter

• Students can evaluate their field experience

Global Outcomes

• Collaboration: Students build from diverse perspectives and assets when working together toward a common goal

• Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally

Learning Targets

• Students understand the expectations for this class

• Students can explain their ‘why’ for taking this class

• Students can evaluate the different perceptions of people with disabilities, including their own

• Students can explain what disabilities are, how related services in Special Education support students, and identify program models that support students with disabilities

• Students can explain Special Education policies including IDEA and Section 504

• Students understand the IEP process

• Students can explain what culturally and linguistically diverse means

• Students can discuss why there are disproportionate numbers of CLD students in Special Education and Gifted Education

• Students can discuss the evolution of the parent-professional partnerships

• Students can outline ways for establishing effective partnerships with families

• Students can explain what makes a technology an assistive technology for students with disabilities

• Students can identify the key elements of intellectual disabilities

• Students can summarize what learning disabilities and ADD/ADHD are and effective instructional approaches for students with learning disabilities or ADD/ADHD

• Students can explain what emotional and behavior disorders are and what behavioral interventions can be used to support students with these disorders

Global Outcomes

• Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally

Real World Learning

• Students will be able to answer, "What do I know and believe about myself, my students, their families, and their communities within the larger social context?"

• Students will be able to answer, "How do I act on these beliefs to create inclusive and responsive learning opportunities and transform inequities?"

Learning Targets

• Students can reflect on observations they've made in a Special Education classroom

• Students can discuss what Autism Spectrum Disorder (ASD) is and isn’t

• Students can outline supports for students with ASD

• Students can describe what giftedness is

• Students can identify service delivery options for students who are gifted and talented

• Students can think critically about the stereotypes presented in the mass media about people with disabilities

• Students can explain the roles and responsibilities of the different teachers who support students who are visually impaired

• Students can explain what a speech/language and hearing impairment is

• Students can outline educational supports for students with speech/language or hearing impairments

• Students can list the conditions associated with physical and health disabilities

• Students can explain the educational supports for students with physical or health disabilities

• Students can explain the basics of Special Education

• Students can reflect on their own learning throughout this course

• Students can apply what they have learned in this course to ask a focused question of interest

Global OutcomesStudents

• Compassion & Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally

Real World Learning

• Students will be able to answer, "What do I know and believe about myself, my students, their families, and their communities within the larger social context?"

• Students will be able to answer, "How do I act on these beliefs to create inclusive and responsive learning opportunities and transform inequities?"

Learning Targets

• Students understand the expectations for this class.

• Students can describe human development across the life-span; including prenatal, infancy, early & middle childhood, adolescence, early and middle adulthood, and late adulthood.

• Students can demonstrate knowledge and understanding of the major developmental theories related to human growth and development.

• Students can describe development as an ongoing process, or set of processes, involving both continuity and change, by giving examples of social, cognitive and personality development.

• Students can apply what I’ve learned about prenatal development to impacts on lifespan development. 

• Students can describe human development across infancy and toddlerhood.

• Students can analyze different developmental events using the four major theoretical perspectives: cognitive, behavioral, humanistic, and psychodynamic.

• Students can demonstrate knowledge and understanding of the major developmental theories related to human growth and development and apply theory to practical concerns of counselors and educators.

• Students can demonstrate an understanding of the varieties of cultural experience and the influence of such experience upon human development.

Global Outcomes

• Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in my own community and globally.

Real World Learning

• Students understand what a college level course entails and what I need to do to be successful.

• Students can apply theory to practical concerns of counselors, educators, or in a field I’m interested in pursuing. 

• Students can analyze the holistic nature of development in systems.

• Students can recognize, apply, and synthesize developmental concepts in a variety of situations.

• Students can evaluate and critique developmental theories from a cross-cultural and multicultural perspective.

• Students can describe how research contributes to our knowledge of development.

   

Learning Targets

• Students can describe development as an ongoing process, or set of processes, involving both continuity and change, by giving examples of social, cognitive and personality development.

• Students can explain how research methodologies are used in the study of human development.

• Students will demonstrate an understanding of the varieties of cultural experience and the influence of such experience upon human development.

• Students will evaluate and critique developmental theories from a cross-cultural and multicultural perspective.

• Students can recognize, apply, and synthesize developmental concepts in a variety of situations.

• Students can analyze different developmental events using the four major theoretical perspectives: cognitive, behavioral, humanistic, and psychodynamic. 

• Students can describe human development across the life-span; including prenatal, infancy, early & middle childhood, adolescence, early and middle adulthood, and late adulthood.

• Students can demonstrate knowledge and understanding of the major developmental theories related to human growth and development.

Global Outcomes

• Compassion and Global Awareness: I seek to understand, value and advocate for, and engage with others in my own community and globally.

Real World Learning

• Students can describe how research contributes to our knowledge of development.

• Students can analyze the holistic nature of development in systems.

• Students can use what I know about the holistic nature of development in systems and how that connects to my future career path.

• Students can apply theory to practical concerns of counselors, educators, or in a field I’m interested in pursuing. 

Learning Targets

• Students understand the expectations for this class.

• Students understand and can apply the principles of Universal Design for Learning (UDL).

• Students can explain and integrate UDL principles to Special Education.

• Students understand how UDL principles are a benefit to all students. 

• Students can connect and analyze theoretical perspectives and UDL.

• Students can deepen their understanding of assistive technology practices and the use of digital resources to enhance learning for all students. 

• Students can understand how to meet the needs of diverse learners. 

• Students understand and can explain the value of family and community partnerships in a UDL classroom.

Global Outcomes

• Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions.

  Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally.

Real World Learning

• Students can connect the foundations of UDL to my own experiences in classrooms, as a student and/or as a field experience candidate.

   

Learning Targets

• Students can apply knowledge of the UDL framework to reflective practitioner practices including using standards and differentiation.

• Students can identify the affordances and constraints of various curricular goals, materials, methods, and assessments.

• Students can integrate UDL principles to the foundations of both MTSS and PBIS within an MTSS framework.

• Students understand the relationship of UDL and teaching literacy.

• Students can apply the principles of UDL to teaching literacy.

• Students understand the relationship of UDL and teaching math.

• Students can apply the principles of UDL to teaching math.

• Students understand the relationship of UDL and teaching science and social studies.

• Students can apply the principles of UDL to teaching science and social studies.

• Students can apply knowledge of the UDL framework to reflective practitioner practices, such as lesson planning in various subject areas, according to the UDL guidelines.

Global Outcomes

• Critical Thinking and Problem Solving: Students ask challenging questions, analyze complex information, and find solutions.

• Compassion and Global Awareness: Students seek to understand, value and advocate for, and engage with others in their own community and globally.

Real World Learning

• Students can connect the foundations of UDL to their own experiences in classrooms, as a student and/or as a field experience candidate.