Sample ELA Secondary Education Course Breakdown
ELA 7-12 PROGRAM Fall 2017
CLIMB TO
SUCCESS
RTP's Course Rationale
The Beginning
Semester 1
01
Getting Our Bearings
Engl 250: 18th Century Prose
PSY 250: Critical Perspectives on Childhood: Eliminating Deficits
Elective Course
Educ 250: E-learning Ecology in 7-12 Classrooms
We will use The Meanings of Timbuktu (West Africa), "Praises and Prayers to Mary in the Writings of Francisca Josefa de Castillo y Guevara" (Central Colombia), The Memoirs of Lady Hyegyong: The Autobiographical Writings of a Crown Princess of Eighteenth-Century Korea, and Maria Edgeworth's (English) The Parent's Assistant to critically analyze the intersections of religion, gender, social norms, and writings shifted from continent to continent in the 1700s.
You will have access to any course in RTP's Undergraduate and Graduate Courses.
Rather than characterizing children as “incomplete” en route to becoming adults and as objects rather than subjects of adult socialization, the course features children as active agents who contribute to and are shaped by social institutions. The course explores childhood in relationship to broader processes of neoliberalism (Young Lords), globalization (Sophie Cruz), violence (Anton Abele), consumerism (Iqbal Masih) and children/youth activism (Malala Yousafzai).
Technology, Teaching and Learning: we will develop our ability to reflect on own experiences, and those of others, of using digital technologies, so that we can critically assess how to use technology in teaching and learning. We will explore how secondary teachers develop blended classrooms through virtual teaching tools.
Visuality
02
Elective
Course
You will have access to any course in RTP's Undergraduate and Graduate Courses.
The only best view is up!
Psyc 370: Facilitator Mindsets
"A great teacher isn't a teacher" - Passion, drive, personalized instruction, engaging discussions, collaborative projects are what the facilitator should encompass. This course will look at what inspires, motivates, and creates leaders in the classroom. If we know why we teach, we have the resource to support student success.
Educ 370: Problem Solving Pedagogy: Critical Praxis
Texts discussed Include: The Element: How Finding Your Passion Changes Everything; The Element: How Finding Your Passion Changes Everything; Building Character, Community, and a Growth Mindset in Physical Education With Web Resource: Activities That Promote Learning and Emotional and Social Development; and Creating Innovators.
The Banking System of modern American education is not our only options. Looking at Praxis from around the globe, we invite knowledge from worldwide renound educators that want to eradicate institutionalized education to an invested civilization.
Engl 370: YA and Graphic Novels: Literacy and Social Justice
Texts discussed include: Teaching to Trangress; Pedagogy of the Oppressed; Releasing the Imagination; The Montessori Method, The Smartest Kids in the World: And How They Got That Way; and Finnish Lessons: What the World Can Learn From Educational Change in Finland.
Shifts in cultural language exchanges value image over text, but when the text adds cultural/gender/sexuality/social movements then words AND images work in tandem to allow spaces for our students to utilize critical thinking skills. We as facilitators will create learning activities focused through critical literacy and social justice lenses to help students to see how the issues faced by the protagonists apply to their own lives.
Texts discussed include: Maus I: A Survivor’s Tale; Darkroom: A Memoir of Black & White; A Game for Swallows; Little Brother; Spinning; and I Am Alfonso Jones.
Edu 420:
Classroom Observations
Eng 400: Structure, Semantics, Syntax
Educ 400:
Reingaging What Ability is in the Classroom
Psyc 400:
Child Identities and Language
60 hours of classroom observation at a personalized paired high school in the community. 1 hour weekly Socratic Seminar sharing our experiences.
We will investigage meaning making of the English language. Learning English as a system with attention to its acquisition, structure, and experience is our first goal, but we will also assess our own relationship to language to recognize the colonialized forms of English we have embodied.
Focusing on the knowledgemaking that ultizes language as oppression: The English Only Movement in the United States, we will see how childhood development is affected by an English-only classroom. Bilingualism allows us to learn about the world through different frames and lenses and expand our universe. We will create lesson plans that address and add to our student's ideas of their psyche and their words.
Education systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and beyond. We will discuss how priviliging assumptions of ableism conceals and delegitimizes differential learning.
Strenghts and Opportunities
03
More text here
Structure and Dreams
Edu 440: Group Tutoring
Student centered learning is focused on group activities and community based skills. You will have the opportunity to lead weekly lessons in an after school program based on student needs in bi-weekly sessions. You will also meet your group members once a week individually to assess their performance.
Engl 460: Raising our Voices
Educational Journeys are just as important as every experiential growth we've undertaken. Here we will focus on using poetry, spoken words, short stories, script writing, and musical lyrics to claim spaces for ourselves and our students.
Independent Study 500:
Establishing your Research
04
Understanding that the leading educators are also innovators, you will meet with your academic advisor and your mentor faculty member to create a final proposal outlining your research focus for the rest of your academic career at RTP.
Teaching "college ready" students is not only daunting, but impossible without experience instructing college courses. You will be paired with a faculty member through our academic advisors to teach one of the first or second semester courses in your porgram at RTP. Together you meet once a week to construct a syllabus; once a week for feedback and assessment; and teach 1 class hour per week.
EDU 430: Bridging Higher ED and 7-12
Equity at the Top
Eng 490: Complicating the Narratives of Race, Gender, and Sexuality
We got what it takes
05
By examining the systemic and social aspects of normalcy in our society, we can use socratic seminars, videos, music, multi-dimensional texts, and our own experiences to become experts in identifying and critcally dismantling white male privilege in our spaces.
Independent Study 520: Research Collectives
Continuing on your research from semester 4, you will meet with the other mentees working with your faculty member. You will select two groups to assist in their research projects as well as recieve two members to assist you with your own project. You will meet with each groups once a week. There will be a monthly check in session with your mentor/faculty member.
Edu 450: Student Praxis 1
Twice a week, you will meet with incoming fifth semester student teachers in your program. This is a time to develop a community with other educators, share struggles and success, and provide feedback to each other.
Edu 500: Student Workshop
You will instruct one English course for grades 7, 8, or 9. You will be paired with a co-operating teacher at the end of semester 4 to facilitate the creation of a shared vision for the classroom.
EDU 500: Research and Praxis
Twice a week, you will meet with final semester student teachers in your program. This is a time to develop a community with other educators, share struggles and success, and provide feedback to each other.
Students will organize presentations with their final semester peers that both highlights their research and includes one teaching activity that can be used in the 7-12 classroom.
06
Edu 600: Student Workshop
Connecting
the Dots
Edu 460: Student Praxis 2
GRADUATION!
You will instruct one English course for grades 10, 11, or 12. You will be paired with a co-operating teacher at the end of semester 5 to facilitate the creation of a shared vision for the classroom.