Cazenovia College 2012-2013 Academic Catalog

egard to teaching and learning.
Additionally, it will set the foundational
stage in the framework of becoming a
dynamic teacher. This course will have
a minimal field placement of 15 hours
during the semester. (Offered fall term,
to be taken sophomore year)
ED 217 The Learning of
Mathematics
3 credits (AS)
In this course we will review and do
research beginning with the texts from
the National Council for Teachers of
Mathematics to investigate how young
students in diverse settings and from
diverse backgrounds learn math. We
will base discussions and assignments
on two texts by the National Council of
the Teachers of Mathematics (NCTM)
and journal articles that explore current
theory in mathematics education.
Students in this course will also
investigate the different methods for
communicating and teaching about
math, translating learning theories and
reflection on how students learn into
an effective set of practices that can be
applied in a PK-12 school setting.
Finally, students will explore their own
dispositions and understandings of
mathematical content in an effort to
become reflective teachers of
mathematics.
ED 312 Inclusive Primary
Curriculum and Methods
4 credits (CS)
This course provides future teachers
with a blending of theory, teaching
strategies and practices, content
materials, curricular themes, and related
processes for developing
comprehensive plans for teaching
children in inclusive elementary
classrooms in grades 1-3. The New
York State Learning Standards, and the
content standards developed by the
185
National Council of Teachers of
Mathematics, the National Council of
Teachers of Science, the National
Council for the Social Studies, the
International Reading Association, the
Council for Exceptional Children, and
other appropriate groups will be
incorporated into integrated thematic
units. These materials will be
supplemented with appropriate texts
and other resource materials. Students
will learn how to accommodate diverse
learners, utilize child-centered
instructional methods, promote
technological and content area literacy,
assess student performance, and
establish a learning environment that
supports inquiry.
Field Component: In preparation for
student teaching, students will be
required to participate in an inclusive
classroom at the primary level. Students
will actively participate in all aspects of
the classroom to which they are
assigned, and will directly assist the
classroom teacher(s) in designing/
planning, implementing, and evaluating
curriculum. Students will gradually
assume responsibility for the tasks
involved in teaching and classroom
management. (Offered spring term)
Prerequisites: ED 111, ED 131, ED
217, ED 320; Co-requisites: ED 325,
ED 350, ED 388
ED 320 Emergent Literacy
3 credits (CS)
This course prepares students to
recognize the complexities of literacy in
the emergent stages of language
development in children. Additionally,
students will examine the processes of
language and connect that to classroom
practice with regard to decision making
of and planning for children who are
beginning the process of reading and
recognizing print. An exploration of