Semester:
Fall of every year, Spring of every year, Summer of every year
Credits:
Total Credits: 4 Lecture/Recitation/Discussion Hours: 3 Lab Hours: 4
Prerequisite:
TE 150 and ((TE 250 or CEP 240) and completion of Tier I writing requirement)
Restrictions:
Not open to freshmen or sophomores. Open only to students admitted to the secondary teacher certification program.
Description:
Role of social context and sociocultural background in learning at the secondary level (7-12). Natural and socially constructed differences among learners. Relationship among subject-specific knowledge, teaching and learning that subject, and the institutional and communal context. Multiple literacies.
Semester:
Fall of every year, Spring of every year, Summer of every year
Credits:
Total Credits: 4 Lecture/Recitation/Discussion Hours: 3 Lab Hours: 4
Prerequisite:
TE 150 and (TE 250 and completion of Tier I writing requirement)
Restrictions:
Not open to freshmen or sophomores and open to students in the Secondary Teacher Certification Program (Admitted)..
Description:
Role of social context and sociocultural background in learning at the secondary level (7-12). Natural and socially constructed differences among learners. Relationship among subject-specific knowledge, teaching and learning that subject, and the institutional and communal context. Multiple literacies.
Semester:
Fall of every year, Spring of every year
Credits:
Total Credits: 3 Lecture/Recitation/Discussion Hours: 3
Prerequisite:
(TE 102 and TE 150) and completion of Tier I writing requirement
Recommended Background:
This course should be taken concurrently with a pre-internship clinical experience course in the Secondary Teacher Certification Program. Please see a College of Education adviser for more details.
To be taken with a clinical experience in spring of junior year or fall of senior year
Restrictions:
Not open to freshmen or sophomores.
Description:
Multiple literacies, diverse learners, and subject-specific content at the secondary level (7-12). Equitable and culturally sustaining instructional practices for content-area reading across the disciplines. Differentiating instruction and creating inclusive classrooms for linguistic freedom. Home, school, and community partnerships.