The course is designed to enable Adolescence/Special Education teacher candidates to develop knowledge and skills in the development of curriculum and instruction using principles of Universal Design for Learning. Theory and research-based models and strategies for teaching learners within a differentiated learning environment will be a strong focus of the course. Candidates will write lessons in their content major across a variety of grade levels dependent upon setting. A major outcome of the course is to develop a foundational awareness of the complexity of planning, delivering, and assessing instruction within the classroom as professionals work together to meet state and national curriculum standards across content areas. Models of differentiated instruction for diverse learners, including but not limited to accelerated learners, ELL, and learners with disabilities will be addressed. The field component of the course is integrated into all assignments. Students must obtain fingerprint clearance prior to beginning field experiences. Open only to ASPIRE students. Prerequisite: SIE 146. A 25-hour field experience in required outside of class. Fall.
Hybrid course; fingerprinting required. ASPIRE students only; 25 hrs field exp. outside of class.
Undergraduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face following the noted class schedule.
The course is designed to enable Adolescence Education teacher candidates to develop knowledge and skills in the development of curriculum and instruction using principles of Universal Design for Learning. Theory and research-based instructional models and strategies for teaching learners within a differentiated learning environment will be a strong focus of the course. Candidates will write lessons in their content major across a variety of grade levels. A major outcome of the course is to develop a foundational awareness of the complexity of planning, delivering, and assessing instruction within the classroom as professionals work together to meet state and national curriculum standards across content areas. Models of differentiated instruction for diverse learners, including but not limited to accelerated learners, ELL, and learners with disabilities will be addressed. The field component of the course is integrated into all assignments. Students must obtain fingerprint clearance prior to beginning field experiences. Open only to Adolescence Education and SIE majors at Saint Rose. A 15-hour field experience is required outside of class. Fall.
Hybrid course: Asynchronous and in-person meetings. 15 Field Hours required outside of class meetings. Cross-listed with SIE 515-X1.