Lynch School of Education at Boston CollegeDr. Audrey A. Friedman
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English Secondary Methods
Education 302
Developing the knowledge, skills, and dispositions essential for competent understanding, development and delivery of effective English Language Arts instruction in a diverse classroom is a primary goal of this course. This understanding requires knowledge of theory, pedagogy, assessment, evaluation, content and curriculum, as well as sensitivity to and respect for adolescents who come from a variety of cultures and who present a variety of abilities, interest, and needs. Through this course you will begin to develop, hone, reinforce, and/or demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Additionally important, is a working knowledge of local, state and national standards and facility to help students reach those standards through competent instruction. This requires the ability to help students read critically, write effectively, think deeply and broadly, speak articulately, listen purposefully, make meaningful connections to their world, and nurture the appreciation of all types of text. It also means helping your students become successful advocates for their own learning and well-being. Good teaching demands open-mindedness, articulate communication skills (written and oral), honed critical reading and thinking skills, a willingness to revise, dedication to high standards, and a commitment to social justice. This course encourages risk-taking, experimentation, and flexibility. Learning results from revision and rethinking, a process at which we will all become better throughout this semester.

Download the course syllabus.


Reading/Special Needs: Middle and Secondary
Education 323.01
Developing an understanding and a competent implementation of a variety of instructional strategies in teaching reading in the content areas for a diverse classroom is a primary goal of this course. This understanding requires knowledge of theory, pedagogy, assessment, evaluation, content and curriculum, as well as sensitivity to and respect for adolescents who come from a variety of cultures and who present a variety of abilities, interests, and needs. Additionally important, is a working knowledge of how to help students meet and exceed state and national standards through competent instruction. This also requires an understanding of current research in reading comprehension, formal and informal assessment, and evaluation as well as an ability to help students make meaningful connections to themselves and their world, and to encourage the appreciation of all types and formats of texts. Good teaching demands open-mindedness, articulate communication skills (written and oral), honed critical reading and thinking skills, a willingness to revise, and a commitment to social justice and high standards for all students. This course encourages risk-taking, experimentation, and flexibility. Learning results from revision and rethinking, a process at which we will all become better throughout this semester.

Download the course syllabus.

 

Literacy and Assessment in Secondary Schools
Education 447

  • Understanding the reading process and how to “teach reading in the content areas.”
  • Developing reading instruction in the content areas that addresses all the learners in your classroom.
  • Understanding the relationship between assessment, evaluation, and curriculum: learning what and how to
    teach based on student work.
  • Developing and providing scaffolded instruction based on levels of reading comprehension and thinking.
  • Integrating reading, writing, speaking, listening, and thinking into content curriculum.
  • Evaluating reading, writing, speaking, listening, and thinking in content curriculum.
  • Developing instruction that helps all students access content concepts.
  • Developing, administering, and evaluating alternative assessment.
  • Relating instruction to national standards, state frameworks, and local standards.
  • Developing instruction that helps students read and understand non-printed text.


Theory and Pedagogy in the English Language Arts Classroom
Education 472.01/EN 717.01
Theory and Pedagogy in the English Language Arts Classroom is a collaboratively developed and taught graduate course that explores major theories of literary criticism and how classroom teachers can develop curriculum and instruction that apply these forms to analysis and discussion of text in the classroom. Students will read, discuss, and analyze five major works and investigate ways of "teaching" and viewing texts through several critical theory lenses. Pedagogy will also emphasize culturally relevant strategies for helping mainstream, special needs and linguistically different learners, access understanding about theory and content. Additional readings will address theories of literary criticism and theories of curriculum instruction. Since this course is taught by an Education and an English professor, it is cross-listed in Education and Arts and Sciences and will satisfy either a graduate English or Education course requirement.

 

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