Writing Instruction and Assessment (LIT 535)
SUNY Cortland, School of Education
Candidates will explore instruction, assessments and research trends regarding writing. This course provides strategies to differentiate and scaffold writing instruction to accommodate the learning needs of diverse students.
 
Teaching Elementary School Reading and Language Arts II (LIT 372)
SUNY Cortland, School of Education
The course is the second in a sequence of methods classes that demonstrate an integrated approach to teaching reading, writing, speaking and listening in elementary school.
 
Children's and Young Adult Literature (LIT 560)
SUNY Cortland, School of Education
This course focuses on using children’s and young adult literature in the classroom to center cultural, linguistic, and ethnic diversity, and to promote the skills and motivation to read for knowledge, pleasure, Corbitt — CV — 8 personal growth, and civic understandings. Candidates will explore the depth and breadth of contemporary children’s and young adult literature and how this literature can be used to support literacy learners.
 
Secondary and Middle School English Methods (EDUC 6302)

Boston College, Lynch School of Education and Human Development

Language and literacies are foundational tools that shape how we encounter, understand, and interact with the world around us. As current and prospective language arts teachers, we will discuss how to facilitate instruction that celebrates and fosters a wide array of literacy practices. Recognizing that our instruction is always value-laden, we will critically engage in discussions about justice, inclusion, and access as they pertain to curriculum, pedagogy, and assessment. Integral to this process will be the critique and unlearning of traditional schooling methods that have perpetuated what Gloria Ladson-Billings (2006) calls the “educational debt.” Moving beyond tradition and canon, we will have many opportunities to innovate and plan for classroom spaces that center the joy and genius of our diverse learners and communities.
 
Teaching Reading (EDUC 2104)

Boston College, Lynch School of Education and Human Development

This course offers pre-service teachers skills for teaching reading to elementary and middle-grade children. Students will learn about reading through historical, political, theoretical, and practical perspectives. They will gain familiarity with how children learn to read by partaking in observations, assessments, and instruction with linguistically and culturally diverse learners at their practicum sites.
 
Teaching Writing (EDUC 7473)

Boston College, Lynch School of Education and Human Development

This undergraduate/graduate methods course is designed in the tradition of the National Writing Project’s summer institute. We take a “Teacher As Writer” stance and engage in sustaining writing practices that we plan to replicate in our classrooms. Reading a combination of empirical and practitioner articles, students discuss how to honor children’s prior knowledge and cultural practices in their writing instruction.
 
Action Research 1, 2, & 3 (EDUC 7310, EDUC 7311, EDUC 7312)

Boston College, Lynch School of Education and Human Development

This year-long series of courses addresses the foundational principles of action research, including positionality, educator reflection, and the stages of research implementation. Across the program, students design a study, implement their plan, analyze its results, and present their findings.
 
Designing Learning Environments in a Social and Digital World (EDUC 7308)

Boston College, Lynch School of Education and Human Development

Building on critical sociocultural theories of learning, this course explores how technologies and communities convene in formal and informal learning environments. Through a series of multimodal and praxis-oriented projects, students discuss and reflect on their own classroom spaces.
 
Classroom Discourse as a Teaching and Learning Tool in Diverse Classrooms (LS 690)

Boston University, Wheelock College of Education and Human Development

This course examines the role of discourse as a central component of teaching and learning. Participants examine the types of instructional contexts, pedagogical approaches, and teacher talk moves that support productive instructional interactions and deepen students’ conceptual understanding about academic content.