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If you have any questions about class information, please contact Wanda Alarcon.
Former: ED 099 | BA: ED-300 | MA: ED-500
INTRODUCTION TO THE TEACHER EDUCATION PROGRAM 1 UNIT
This seminar provides an overview of the “learning to teach” continuum, and of the requirements for earning a Preliminary Multiple Subject English Learner Credential (2042). Students will become familiar with the Teaching Performance Expectations as an accountability tool. Students will learn about the guiding principles and constructivist framework of the program. They will be introduced to the Portfolio Assessment System, and will begin to build their portfolios.
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Former: ED 225 | BA: ED-360 | MA: ED-560
INTEGRATED THEMATIC INSTRUCTION: SCIENCE, SOCIAL STUDIES AND THE ARTS
3 UNITS
Students, as teachers/learners, will explore the concept of using science, social studies, and the visual and performing arts as a frame for the rest of the curriculum. Topics in social studies and science will be approached through hands-on learning, critical thinking, and using the community as a real world text. Students will be introduced to state frameworks and standards and will create a thematic unit that demonstrates their ability to think creatively, plan instruction, utilize school and community resources, and integrate all curricular areas. Additionally, participants will have opportunities to examine standard texts, curricula and materials used in public schools, and to analyze the impact of biases and misconceptions on children’s learning. Emphasis will be placed on the inclusion of English language learners and children with special needs. [back to top]
ED 228
CURRICULUM DEVELOPMENT: BILINGUAL INSTRUCTIONAL METHODS
3 UNITS
This class is designed to provide a framework for instruction of children whose primary language is one other than English. Constructivist paradigms will be utilized to provide relevant theoretical and practical information related to bilingual instructional methods with a goal of development of cultural competence and cultural respect for young learners growing up in a bilingual world. This class meets the requirements for CLAD Certification. [back to top]
Former: ED 252 | BA: ED-390 | MA: ED-590
DIRECTED TEACHING: KINDERGARTEN 4 or 6 UNITS
Student teachers work in a public elementary school kindergarten classroom for a placement of approximately 15 weeks. Beginning by teaching in only two content areas per day, the student teacher gradually advances to a two-week complete takeover in which he/she is in charge of both curricular planning and implementation, as well as discipline and management. The practicum is accompanied by a seminar which all student teachers attend. Topics include discipline/classroom management, cooperative learning, the effective teacher, research, discussion skills, higher order thinking skills, holistic teaching strategies, lesson planning, dealing with stress, parent-teacher interaction, the first week of school, substitute teaching, testing and other issues. Students complete various assignments for the seminar, including audio and video tapes, journals, peer coaching, observations, lesson plans in all content areas and an instructional unit. Prerequisite: Successful completion of all coursework, CBEST, CSET and Certificate of Clearance. [back to top]
Former: ED 253 | BA: ED-390 | MA: ED-590
DIRECTED TEACHING: PRIMARY 4 or 6 UNITS
Student teachers work in grades 1, 2 or 3 at a public elementary school for approximately 15 weeks. Beginning by teaching in only two content areas per day, the student teacher gradually advances to a two-week complete takeover in which he/she is in charge of both curricular planning and implementation, as well as discipline and management. The practicum is accompanied by a seminar which all student teachers attend. Topics include discipline/classroom management, cooperative learning, the effective teacher, research, discussion skills, higher order thinking skills, holistic teaching strategies, lesson planning, dealing with stress, parent-teacher interaction, the first week of school, substitute teaching, testing and other issues. Students complete various assignments for the seminar, including audio and video tapes, journals, peer coaching, observations, lesson plans in all content areas and an instructional unit. Prerequisite: Successful completion of all coursework, CBEST, CSET and Certificate of Clearance. [back to top]
Former: ED 254 | BA: ED-390 | MA: ED-590
DIRECTED TEACHING:UPPER ELEMENTARY 4 or 6 UNITS
Student teachers work in grades 4, 5, or 6 at a public elementary school in a placement of approximately 15 weeks. Beginning by teaching in only two content areas per day, the student teacher gradually advances to a two-week complete takeover in which he/she is in charge of both curricular planning and implementation, as well as discipline and management. The practicum is accompanied by a seminar which all student teachers attend. Topics include discipline/classroom management, cooperative learning, the effective teacher, research, discussion skills, higher order thinking skills, holistic teaching strategies, lesson planning, dealing with stress, parent teacher interaction, the first week of school, substitute teaching, testing and other issues. Students complete various assignments for the seminar, including audio and video tapes, journals, peer coaching, observations, lesson plans in all content areas and an instructional unit. Prerequisite: Successful completion of all coursework, CBEST, CSET and Certificate of Clearance. [back to top]
Former: ED 292 | BA: ED-392 | MA: ED-592
INDEPENDENT STUDY 1–3 UNITS
Available for students in the Credential program(s) to meet some individual competency and /or program requirements. An independent study contract signed by the faculty supervisor is required at the time of registration. Classes offered at Pacific Oaks may not be taken for independent study. Please consult the Schedule of Classes for registration deadlines. [back to top]
ED 436
ADVANCED TECHNOLOGY IN THE CLASSROOM 3 UNITS
The purpose of this class is to develop candidates’ knowledge of computer software and classroom technology applications. The class will also explore effective models for using technology with special needs and culturally diverse students. Because most candidates will already be working as teachers with Preliminary Credentials, they will be required to implement computer-based instruction in their own classrooms. They will also be required to observe other teachers and to be observed themselves. Key competencies include personal use of technology for analyzing data; communicating/pre-senting via electronic media; interacting and collaborating via computer-based tools; familiarity with available resources in classrooms, libraries, computer labs, and district and county media centers; involvement in school site technology efforts; and use of technology to assess student learning and to provide feedback for students and their parents. Prerequisite: Basic computer proficiency as determined through admissions questionnaire or advisor; all requirements for a Preliminary Credential, or Preliminary Credential applied for. [back to top]
Former: HD 452A, B & C | BA: HD-450 | MA: HD-650
REFLECTIVE TEACHING 1–3 UNITS
This class requires that students have a job or internship/apprenticeship which involves them in ongoing work with children. Credit is based on 45 hours per unit of fieldwork, reflective journal keeping and online seminar participation. Not offered in Pasadena. [back to top]
Former: ED 504 | BA: ED-350 | MA: ED-550
AN ANTI-BIAS APPROACH TO THE INCLUSIVE CLASSROOM 3 UNITS
In this course participants explore the culture of schools from a perspective of diversity and inclusion. The socio-political context of today’s public schools provides the basis for examining issues of institutional oppression of students who have differences in gender, race, culture, abilities and class, and the impact that these practices have on our students’ success and failure in the classroom. Participants will learn how to develop and implement anti-bias curriculum and instructional strategies that include all students in the school community. Accommodations for at-risk students and students with special needs will be explored by examining classroom environment, learning styles, and school district policy. [back to top]
Former: ED 520A & B | BA: ED-340 | MA: ED-540
COGNITIVE DEVELOPMENT AND MATHEMATICS IN A DIVERSE CLASSROOM
6 UNITS
This two-semester six-unit course focuses on the theoretical and practical aspects of teaching mathematics to elementary students in a diverse classroom. In keeping with the cognitive theories of Piaget, Vygotsky, brain research, and Gardner, emphasis will be placed on the implications of a constructivist theory in terms of the role of the teacher, the classroom environment and student learning. Participants will therefore actively apply cognitive theoretical content to mathematics instruction, The unique needs of English language learners and children with special needs will be addressed throughout the course. This course uses the NCTM standards for the teaching and learning of mathematics as a framework for creating developmentally appropriate, learning-centered curriculum. [back to top]
Former: ED 524A & B | BA: ED-330 | MA: ED-530
LANGUAGE AND LITERACY IN A DIVERSE CLASSROOM 6 UNITS
This two-semester six-unit course focuses on the historical, theoretical and practical aspects of teaching reading, writing, speaking, and listening to elementary students in a diverse classroom. Emphasis is on incorporating state Frameworks and Standards into a program that also draws on children’s real-life experiences and knowledge about language. In a language environment that parallels that of a dynamic elementary school classroom, students will explore reading and language arts through readings, discussions, activities, observations, and reflection. The unique needs of English language learners and children with special needs will be addressed throughout the course. Key topics include the reading process, phonemic awareness and phonics, primary and second language acquisition, the role of language in learning, SDAIE strategies, elements of a balanced reading program including guided reading and the writing process, lesson planning, inclusion, student assessments, children’s literature, enrichment versus deficit models of schooling, bilingual/ESL education, and analysis of classroom discourse. [back to top]
ED 531 | BA: ED-310 | MA: ED-510
INTRODUCTION TO PUBLIC SCHOOLING 2 UNITS
This course focuses on broad educational issues including structures, policies, and what it means to be a teacher in a public school. The course will address federal, state, and local structures; governance, and demographics; education finance; standardized testing; teacher associations; California laws; school reform trends; and professional development. Students visit a public elementary school, and write a mini-ethnography. [back to top]
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