UNIVERSITY of

Introduction to Curriculum & Pedagogy in Urban Schools

By the end of this course, teacher candidates will be able to:

1. Comprehend historical, philosophical, and theoretical foundations of curriculum, teaching, learning, and

schooling.

2. Identify and articulate the multiple and varied roles and responsibilities of a teacher.

3. Develop an understanding of how societal, individual, institutional and pedagogical factors influence

educational equity and how lack of this understanding creates an unequal experience across racial,

cultural, ability, gender and language groups.

4. Develop a personal philosophy of teaching and becoming/being a teacher.

5. Develop “observation literacy” skills in order to observe, describe, and analyze examples of teaching and

learning in practice (using high quality teaching videos).

Contexts for Educational Equity, Access and Agency

Objectives Upon completion of this course candidates will be prepared to:

• Practice an introduced model of reflection to examine how one’s own beliefs interact with the wide range of characteristics of all classroom students.​

• Identify strategies to mediate the social and academic learning environment to acknowledge and address the diversity (including race, ability, learning differences, gender, disposition etc.) that students bring, and inequity they face in the classroom.

• Identify strategies to help students learn to actively advocate for equity for self, peers, and students to promote opportunity and access.

• Compare and contrast traditional and authentic methods of assessment and the information they are able to gather.

• Address the range of racial, cultural, ability, language, and social needs of students that need to be considered when planning pedagogy.

• Generate the kinds of questions to be asked and considerations to be made when planning instruction that meets the learning needs of all children.

• Demonstrate strategies to develop academic language when describing the learning environment, characteristics of students, developing instructional plans.

EDUC672 Integrated Language Development Across the Curriculum

Candidates will:

● Demonstrate an understanding of the role of language across the curriculum

● Demonstrate the ability to plan Designated and Integrated English language development lessons

● Demonstrate familiarity with various theories and instructional methodologies in first and second

language acquisition.

● Demonstrate familiarity with past and current methods for teaching academic language

● Identify the major types of bilingual programs, their strengths and weaknesses.

● Demonstrate awareness of local and national legal, political and socio-cultural issues related to

the education of English learners.

● Demonstrate an understanding of instructional methods and strategies that support diverse

English Learners across the curriculum; including knowledge of SDAIE, ALD and ELD in theory

and in practice.

● Identify ways of differentiating support for English learners at different levels of English

language proficiency.

● Demonstrate the ability to recognize language needs and determine on-going support for English

learners across the curriculum.