Cazenovia College 2012-2013 Academic Catalog

and informal assessment techniques
designed for use with children from
infancy through age 8. Students will
also examine how and why assessment
is linked to curricular planning and
interventions for young children in
diverse and inclusive settings. Critical
issues and ethical considerations in the
uses of assessment with young children
will also be explored. This course is
offered within the context of the
professional semester. (Offered fall
term) Prerequisites: ED 131, ED 217,
ED 320; Co-requisites: ED 411/412,
ED 450, ED 488
ED 388 Student Teaching:
Primary Level
6 credits (CS)
Student teaching at the primary level is
designed to provide candidates
opportunities to apply their knowledge,
understanding, and skills in a way that
has a positive impact on student
learning. The student teaching
component of the program provides
the candidate with an increased
responsibility for curriculum
development and implementation,
assessment of student learning,
classroom management, collaboration
with other professionals, work with
parents, and all aspects of the
classroom routine. Students will spend
a total of seven weeks in an inclusive
primary public school classroom
engaged in supervised student teaching.
Students will spend approximately 40
hours weekly on site, which includes a
weekly seminar to support their
continued growth in effectively
teaching to the New York State
Student Learning Standards. (Offered
spring term) Prerequisites: Permission
of Program Faculty, ED 131, ED 217,
ED 320; Co-requisites: ED 312, ED
325, ED 350
187
ED 411 Curriculum and Methods for
Pre-Kindergarten and Kindergarten
4 credits
This course will provide 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 early childhood
classrooms at the pre-kindergarten and
kindergarten levels. The New York
State Learning Standards, and the
content standards developed by the
National Council for the Social Studies,
the International Reading Association,
the Council for Exceptional Children,
the National Association for the
Education of Young Children, and
other appropriate groups will be
incorporated into integrated thematic
units. These materials will be
supplemented with appropriate texts
and other resources. Students will learn
how to plan and implement
developmentally appropriate
curriculum, 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 a prekindergarten
or kindergarten
classroom. 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 fall term)