SASE560: Inquiry into Knowledge, Learning and Education (2 hours lecture, 7 hours other)

This course focuses on the development of three distinct, but interconnected, understandings about knowledge, learning, and adolescent identity within urban communities outside of school. Through personal learning autobiographies and hands-on learning activities, students come to understand how and why they learn and how their personal learning histories affect them in different contexts. They also study the lives and learning of urban youth, and explore the urban community. Through reflection they acquire new understandings about the nature of knowledge, the lives of urban youth and communities, and the processes and products of learning. Their understanding of knowledge construction and learning is applied to the teaching and learning of math and science in non-traditional settings. Field trips, internships in community-based organizations, book groups, an online discussion forum and a student study form the core activities of this full-time experience. Previous course CURR 560 effective through Spring 2014. 9 sh.

SASE561: Inquiry into Knowledge, Learning, and Schooling (3 hours lecture, 9 hours other)

This course focuses on assessing and building on students' prior knowledge, strengths, and needs, planning curriculum and instruction, and teaching math or science. Residents learn to use student data to plan differentiated math or science instruction. They explore how students' learning histories affect their classroom achievement and learn about students' lives outside the classroom. They also plan math/science teaching around how students do their best learning, gather data about what student learning looks like through formal and informal assessments, and create action plans for addressing the learning needs of students. These concepts are developed primarily through an apprenticeship with a classroom-based mentor in math or science during which residents co-teach the mentor's full teaching assignment, develop and teach units and lessons, and collaboratively engage in action research with the mentor. Additionally, residents participate in instructional rounds and a weekly half-day seminar and are observed by university education, subject area, and school based faculty. Previous course CURR 561 effective through Spring 2014. 11 sh.

Prerequisites: SASE 560.

SASE562: Inquiry into Teaching and Schooling (1 hour lecture and 10 hours other)

Builds on teacher residents' prior knowledge & experience planning for student learning in math & science. Residents employ pedagogical content knowledge in designing & implementing classroom activities, assessments, & units of study. They learn to evaluate their teaching effectiveness & adjust their instruction based on monitoring learning through formative & summative assessments. Special attention is given to addressing the needs of students with disabilities & English lang learners, & supporting differentiated instruction through the use of educational technologies. The residents engage in math/science curriculum study. They explore how curriculum is developed, why it is selected, & the epistemological theory that informs the curriculum & its implementation. Residents examine the school culture & engage in professional relationships with all members of the school community. Takes place primarily through an apprenticeship with a classroom-based mentor during which residents co-teach the mentor's full teaching assignment, develop & teach units & lessons, & collaboratively engage in action research with the mentor. Additionally, residents participate in instructional rounds & a weekly half-day seminar, & are observed by university education, subject area & school based faculty. Previous course CURR 562 effective through Spring 2014. 11 sh.

Prerequisites: SASE 560, SASE 561.

SASE563: Reflections on Teaching and Learning (1 hour lecture, 2 hours other)

In this course, residents focus on developing themselves as reflective practitioners who take seriously their roles as classroom teachers, lifelong learners, and agents of change for the betterment of public education. Residents explore the structures and history of various educational policies that impact their work in schools. Their knowledge helps them learn to negotiate power and authority inside and outside classrooms and schools. Residents reflect on their math/science teaching and learning beliefs and practices through the preparation and presentation of a digital portfolio. Sample lesson plans, samples of student work, a statement of teaching and learning, and action research project report(s) are some of the artifacts to be included. Students present their portfolios in research roundtables composed of fellow residents, mentor teachers and other school-based colleagues, as well as members of the surrounding community. As residents examine who they have become as teachers over the past year, they think broadly about the context of their teaching and the external societal, historical, political, economic, and social influences that shape their emerging identity as professional teachers. Previous course CURR 563 effective through Spring 2014. 3 sh.

Prerequisites: SASE 560, SASE 561, SASE 562.