Summer, 2005
MEd, Early Childhood; MA elective, meets multicultural requirement
T&L 815 Teachers & Teaching: The Changing Context in Equity, Diversity & Exceptionality
This course is designed to promote teachers’ 1) examination of their own attitudes, assumptions, and expectations that affect teaching; 2) study of issues and principles underlying public laws and regulations impacting the education of students with disabilities; 3) exploration of how differing perspectives on racism, classism, sexism, and able-ism influence the behaviors of others and how others perceive them as teachers; 4) study of “authentic” cases about the demands of various learning environments; 5) learning the process of solving problems through seeking solutions to open-ended concerns; and 6) integration of knowledge and skills for examining various case studies about teaching.
Autumn, 2005
MEd. Required Mathematics Education Course, Early Childhood
T&L 708 Teaching Mathematics Grades PreK-3
Objectives of this class are for each participant to develop an informed, research-based understanding of: what the issues are around the mathematical content when teaching in a constructivist learning environment from age 3 to grade 3; what the role is of “mathematical voice” in a constructivist, liberatory mathematics pedagogy in early childhood; and the potential of the NCTM Principles and Standards 2000 and The ODE Academic Content Standards for Mathematics for supporting constructivism, voice and diversity. This course’s content focuses on CGI in the primary grades, the number and operations standards of both ODE and NCTM, the mathematical processes, and Pre-K concepts and Standards that are foundational for the primary grades.
Winter, 2006
M.Ed. Required Mathematics Education Course, Early Childhood
T&L 713 Teaching Mathematics Grades PreK-3, Part II
Objectives of this class are for each participant to develop an informed, research-based understanding of: what the issues are around the mathematical content when teaching in a constructivist learning environment in the middle grades; what the role is of “mathematical voice” in a constructivist, liberatory mathematics pedagogy in early childhood; and the potential of the NCTM Principles and Standards 2000 and The ODE Academic Content Standards for Mathematics for supporting constructivism, voice and diversity. This course’s content focuses takes the CGI/problem-based perspective into preparation to teach the additional maths of the Standards, and a return to the mathematical processes.