of

supports that promote a non-violent school climate and
enhance learning; integration of social and problem-solving
skill development for students within the regular curriculum;
intervention techniques designed to address a school violence
situation; and how to participate in an effective
school/community referral process for students exhibiting
violent behavior. (Offered spring term)
ED 093 Workshop: Dignity for All Students Act
0 credits (CS)
This six-hour workshop is required for all teacher candidates
in New York State. Successful completion of this course will
meet the certification requirements in §14(5) of Chapter 102
of the Laws of 2012.This workshop will review the Dignity
for All Students Act and will address harassment, bullying
and discrimination in schools. It will present proactive
approaches for creating an affirming educational environment
for all students through addressing school culture and
climate. It will also cover the identification and mitigation of
harassment, bullying and discrimination; and strategies for
effectively addressing problems of exclusion, bias and
aggression in educational settings.
ED 111 Child Development and Observation
4 credits (CS)
This course takes a longitudinal and multifaceted,
multicultural look at children’s physical, psychosocial,
language, racial, gender, cultural and cognitive development
during the formative early childhood years from pre-birth to
age twelve. Students will examine theories and research
about childhood development in multiple contexts and learn
to recognize and understand significant child behavior as well
as significant milestones in their own continuing
development. This course will have a minimal field
placement of 15 hours during the semester. (Offered spring
term)
ED 131 Teaching & Learning in Diverse Communities
4 credits (CS)
This course will examine the various complexities and
diversity of the classroom today. Students will engage in fields
of study which include, but are not limited to the following:
gender, race, ethnicity, special education, family structures
and dynamics, societal influences on education, and
educational law and history. These topics and others will
guide students to challenge their presumptions with regard 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)
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.
(Offered fall term)
ED 312 Inclusive Primary Curriculum and Methods
4 credits (CS)
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
elementary classrooms. The New York State Common Core
Learning Standards and the content standards of the 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 extensive
practicum in an inclusive setting. Students will actively
participate in all aspects of the classroom activities to which
they are assigned and will directly assist the classroom
teacher(s) in designing/planning, implementing, evaluating
curriculum, instruction, and methods used to assess student
learning. Students will gradually assume responsibility for the
tasks involved in teaching and classroom management.
Prerequisites: ED 111, ED 131, ED 217, ED 320. (Offered
spring term)
ED 320 Emergent Literacy
3 credits (CS)
This course will prepare students to recognize the
complexities of literacy in the emergent stages of language
development in children. Additionally, students will examine
the processes of oral and written 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 several
reading and instructional theories (Phonics, Whole Language,
Guided Reading, Basal Readers, Reading Recovery, and
others) will guide students to making informed decisions
through a balanced approach in the teaching of literacy. The
Common Core Learning Standards will be incorporated into
integrated thematic units. This course will have a minimal
field placement of 15 hours during the semester.
Prerequisites: ED 111, ED 131. (Offered spring term)
ED 217 The Learning of Mathematics
3 credits (AS)
In this course we will review and do research to investigate
how young students in diverse settings and from diverse
backgrounds learn mathematics. We will base discussions
and assignments on readings from two textbooks and journal
articles that explore current theory in mathematics education. ED 325 Multicultural Literacy
Students in this course will also investigate the different
3 credits (CS)
methods for communicating and teaching about math,
This course will expand upon what was previously learned in
Emergent Literacy (IECE & IEE) and Introduction to Inclusive
Academic Catalog | Cazenovia College | www.cazenovia.edu 148