Sep 26, 2022  
2021-2022 Cal State East Bay Catalog 
    
2021-2022 Cal State East Bay Catalog [ARCHIVED CATALOG]

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TED 502 - Inclusive Teaching Practices in a Multiple Subject Classroom


Units: 3
Theory, content, and methods of teaching emergent bilinguals/English Learners in the elementary classroom; Principles of equity and diversity for emergent bilinguals, English learners and all students.

Prerequisites: Admission to Multiple Subject Credential Program.
Equivalent Quarter Course: TED 5355.
Possible Instructional Methods: Entirely On-ground, or Entirely Online, or Hybrid.
Grading: A-F grading only.
Student Learning Outcomes - Upon successful completion of this course students will be able to:
  1. Foundations for successful English learner achievement.
  2. Linguistic development, first and second language acquisition, language transfer, and how home language literacy connects to second language development.
  3. Managing and organizing a classroom with first- and second-language learners.
  4. The use of materials, methods and strategies for English language development that meet state-adopted reading/language arts standards and content standards in each discipline, leading to the rapid acquisition of listening, speaking, reading and writing skills in English comparable to those of their grade level peers.
  5. How to apply appropriate pedagogical practices that provide access to the core curriculum and lead to high achievement for all students 
  6. How to apply pedagogical practices that foster high expectations for academic performance from all participants in all contexts 
  7. How to recognize students’ specific learning needs, place students in appropriate contexts for learning, assist students to have access to needed resources for learning.
  8. The importance of students’ family backgrounds and experiences.
  9. Demonstrate understanding of the differences among and evidence related to various approaches (e.g., UDL vs modification alone; UDL vs differentiated, differentiated vs. large group; developmental/academic vs. functional skills; academic intervention vs. adaptation alone) to the instruction of diverse students.
  10. Demonstrate how progress monitoring is essential to student success.
  11. Review and analyze curricula, instructional strategies, activities, and materials that are appropriate for students with mild to moderate disabilities, including the use of web based applications and content area software.
  12. Discuss the IEP process including the development of academic goals, transition skills and evidence to demonstrate progress.




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