EDUC 251 Human Development (3 units)
The purpose of this course is to introduce candidates to a study of human growth and
development, to explore historical perspectives in education, and to build a philosophy
of teaching and learning. The course will emphasize physical, cognitive, and psychosocial
development. Each developmental area will emphasize the process of socialization in
diverse familial, linguistic, and cultural settings. Specific issues regarding physical
education, health, play, attachment, gender, culture, self concept, specific learning
needs, along with other current issues will be discussed. Using practical and theoretical
objectives, the class will explore the relevance of the developmental process as it
applies in academic and social settings and provide theory-based research approaches
for working with critical areas of development.
EDUC 461 Instructional Design (3 units)
Instructional design and the psychological foundations of teaching and learning are
important components to individuals pursuing a complex understanding of teaching and
learning. The theoretical foundations of learning involve the study of major learning
theories, learner preferences, learner outcomes, the instructional process, individual
differences, and optimal learning environments. Aspects of planning, instructional
strategies, assessment, management, and creating a positive learning environment will
be presented so that candidates can create comprehensive and meaningful instructional
sequences to meet the diverse needs of students. Significant attention is given to
connecting theory and practice through twenty corequisite hours of fieldwork in an
elementary school.
EDUC 462 Educational Foundations (3 units)
This course explores sociological and anthropological perspectives on schooling contexts
and societal phenomena. It also emphasizes the socialization function of schools,
the increasing culturally and linguistically diverse students, intercultural relations,
and educational equity in the classroom. Course topics include the history and philosophy
of education, teachers’ unions, school safety, educational legislation, family and
community involvement and influence, and the place of public schools in mediating
differences. Twenty hours of fieldwork in a secondary school are required for students
pursuing teaching credentials. Meets the Seaver Core Diverse Perspectives Requirement.
EDUC 463 Literacy Theory and Methods—Multiple Subjects (4 units)
This course is an introduction to theoretical foundations and strategies for teaching
English language literacy. Through the integration of literacy coursework and clinical
practice, teacher candidates will learn about materials and practices that support
effective instruction in five key themes of literacy instruction: meaning making,
language development, effective expression, content knowledge, and foundational skills.
Candidates will learn how to plan and implement evidence-based instructional practices
and understand how children develop language and literacy with a focus on multiple,
critical, and disciplinary literacies. They will implement multiple assessment measures
to monitor students' literacy development and plan instruction that meets the unique
needs of all students to advance learning. Concurrent enrollment in
EDUC 463 Literacy Theory and Methods—Multiple Subjects (4 units)
This course is an introduction to theoretical foundations and strategies for teaching
English language literacy. Through the integration of literacy coursework and clinical
practice, teacher candidates will learn about materials and practices that support
effective instruction in five key themes of literacy instruction: meaning making,
language development, effective expression, content knowledge, and foundational skills.
Candidates will learn how to plan and implement evidence-based instructional practices
and understand how children develop language and literacy with a focus on multiple,
critical, and disciplinary literacies. They will implement multiple assessment measures
to monitor students' literacy development and plan instruction that meets the unique
needs of all students to advance learning. Concurrent enrollment in EDUC 501 is required.
Prerequisites: EDUC 461 and EDUC 462.
EDUC 464 Literacy Theory and Methods—Single Subject (4 units)
This course is an introduction to theoretical foundations and strategies for teaching
English language literacy within single subject content areas. Through the integration
of literacy coursework and clinical practice, teacher candidates will learn how to
promote content knowledge by integrating reading, writing, listening, and speaking
in discipline-specific ways. Candidates will learn how to plan and implement evidence-based
practices to advance the learning of all students within five key themes of literacy
instruction: meaning making, language development, effective expression, content knowledge,
and foundational skills. Candidates will use multiple assessment practices to monitor
students’ content-specific literacy development and to inform instructional decision-making.
Concurrent enrollment in EDUC 501 is required. Prerequisites: EDUC 461, EDUC 462.
EDUC 501 Clinical Experience I (0 units)
Candidates are introduced in developmentally-appropriate stages to classroom practice
through structured onsite activities, individual tutoring, and small group instruction.
Concurrent enrollment in EDUC 463 or EDUC 464 is required.
EDUC 465 Teaching Multilingual Learners (4 units)
In this course, candidates will learn evidence-based, practical strategies for promoting
literacy and content area learning for multilingual learners in dual language and
English classrooms. Sessions will focus on issues regarding cultural and linguistic
diversity, historical perspectives, current legislation and policies, language development
theories, classroom organization, teaching strategies, integrated and designated English
language development, and assessment procedures for multilingual learners. Meets the
Seaver Core Cultural Competency requirement.
EDUC 466 Teaching in Inclusive Classrooms (3 units)
The purpose of this course is to equip teacher candidates to teach in a general education
classroom that includes students with a range of cognitive, socioemotional, and physical
abilities. Candidates will learn how to implement Universal Design for Learning and
Multi-Tiered Systems of Support, collaborate with education specialists and students’
parents, understand and participate in the IEP process, provide accommodations and
modifications for students with disabilities, and advocate for students. Candidates
will examine pertinent legislation and court decisions, the history of special education,
and the notion of disability as a social and cultural construct. This course includes
a study of the California Dyslexia Guidelines.
EDUC 510 Multiple Subjects Teaching and Content Area Methods (4 units)
This methodology course addresses the planning and implementation of integrated content-specific
instruction consistent with state adopted content standards and the instructional
needs of all learners for mathematics, science, history and social science, and visual
and performing arts in K-8 classrooms. It provides instruction on direct instruction,
inquiry, modeling, cooperative learning, guided and independent practice, hands-on
experiences, research, and creative experience as well as on classroom management
and organization, classroom procedures, differentiation, diversity, lesson planning,
and assessment. Concurrent enrollment in EDUC 521 is required. Prerequisites: EDUC
461, 462, 463.
EDUC 520 Single Subjects Teaching and Content Area Methods (4 units)
Candidates will explore the unique aspects of secondary education in linguistically
and culturally diverse classrooms. Using research-based instructional strategies,
candidates will explore and reflect on specific pedagogical knowledge and skills unique
to the teaching of their content area and be prepared to plan, organize, and differentiate
instruction to foster student achievement of state-adopted K-12 academic content standards.
Specific emphasis will be on content-specific vocabulary and language, management
techniques, writing to learn, and assessment. Through connections between theory and
practice, candidates will be able to implement pedagogically sound practices in concert
with the clinical experience. Students must select one of the following content areas:
(a) art; (b) English; (c) mathematics; (d) music; (e) physical education; (f) science;
(g) social science; or (h) world languages. Taken concurrently with EDUC 521.Prerequisites:
EDUC 463 or EDUC 464.
EDUC 521 Clinical Experience 2 (2 units)
Candidates participate in their assigned classroom by observing, assisting, tutoring,
teaching small groups, and offering whole class instruction under supervision from
practitioners in the field. Concurrent enrollment in EDUC 510 or EDUC 520 is required.
Prerequisite: EDUC 501.
EDUC 530 Advanced Teaching Methods (4 units)
In this course, candidates demonstrate research-based instructional strategies in
schools. The seminar focuses on the application of learning theory, content area literacy,
and the provision of support for students with special education needs in linguistically
and culturally diverse classrooms. Candidates will set goals, plan learning activities,
organize instruction, select evaluation methods, and assume responsibility for whole-class
teaching. Taken concurrently with EDUC 531. Prerequisite: EDUC 510 or EDUC 520.
EDUC 531 Clinical Experience 3 (4 units)
During this semester-long, full-day clinical experience, candidates are introduced
in developmentally-appropriate stages to classroom practice through structured onsite
activities ranging from observation of classes to individual tutoring to small-group
instruction to whole-class lesson instruction under supervision from practitioners
in the field. They will complete four weeks of full take-over and the teaching performance
assessment in this clinical placement. Concurrent enrollment in EDUC 530 is required.
Prerequisite: EDUC 521.