Nov 27, 2022  
2021-2022 Cal State East Bay Catalog 
    
2021-2022 Cal State East Bay Catalog [ARCHIVED CATALOG]

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TED 523 - Inclusive Teaching Practices in a Single Subject Classroom A


Units: 3
Principles, policies, and practices that address the English language and subject matter learning needs of English learners. Development of effective patterns, strategies, materials to assist prospective teachers to work with the broad range of identified, gifted and at-risk students.

Prerequisites: Admission to Single Subject Credential Program.
Equivalent Quarter Course: TED 5326.
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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