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to expand preservice candidates knowledge about general learning theories and experiences with a range of pedagogical practices;

to enhance preservice candidates’ awareness of the multiple perspectives and learning styles that exist in diverse classrooms and other education-related settings;

to provide a safe environment for preservice candidates’ discussion of, and experimentation with, a variety of techniques and methods of instruction.

Teacher Performance Expectations (TPE) Competencies

This course is designed to help teachers seeking the Multiple Subjects Credential to develop the skills, knowledge, and attitudes necessary to assist schools and districts in implementing effective programs for students. The successful candidate will be able to merge theory and practice in order to realize a comprehensive and extensive educational program for all students. The following TPE's are primarily addressed in this course:

TPE  6d – Engaging and supporting all learners (Student Study Team Assignment)

TPE  10 – Creating & managing effective  instructional time (Observation and In class case analysis)

TPE  14 – Technology: CSUSM Educational Technology (TaskStream and web readings)

Required Texts

Tomlinson, Carol Ann. (1999). The Differentiated Classroom: Responding to the needs of all learners.  Alexandria, VA: Association for Supervision and Curriculum Development.   ISBN # 0-87120-342-1  (Available as an e-book online.)

Choate, J. S. (2004) Successful inclusive teaching (4rd ed.)  Needham, MA: Allyn & Bacon.

Villa, R. and Thousand, J. (1995). Creating an Inclusive School. Alexandria, VA: Association for Supervision and Curriculum Development.

Woo, K., Valadez, G., Marion, R. (2004).  Elementary Teaching and Learning.  Boston, MA:  Pearson Custom Publishing.

Task Stream Electronic Portfolio, Must register and pay fee online prior to first class  @ www.TaskStream.com (register for 1 year minimum).

Electronic Readings posted to WebCT.

Required Websites

Curriculum Development and Supplemental Materials Commission (1999). Reading/Language Arts Framework for California Public Schools. California Department of Education. Also at: http://www.cde.ca.gov/cdepress/lang_arts.pdf

CAST Universal Design for Learning:  Differentiated Instruction (http://www.cast.org/publications/ncac/ncac_diffinstruc.html)

Enhancing Learning with Technology: Differentiating Instruction (http://members.shaw.ca/priscillatheroux/differentiating.html)

Technology and Differentiated Instruction Web Resources (http://k12.albemarle.org/Technology/DI/)

Differentiation of Instruction in the Elementary Grades (http://www.ericdigests.org/2001-2/elementary.html)

    What is Differentiated Instruction? (http://www.readingrockets.org/print.php?ID=154

Accommodation for Disabilities

Please discuss your needs with the instructor within the first week of the semester & contact Disabled Student Services, 5025A Craven Hall, (760) 750-4905 or (760) 750-4909 (TDD).


All work submitted for this course should reflect students’ efforts.  When relying on supporting documents authored by others, cite them clearly and completely using American Psychological Association (APA) manual, 5th edition.  Failure to do so may result in failure of the course.

Grading Policy

All students will come prepared to class; readings and homework assignments are listed on the dates on which they are due.

Fish/Drolet/Leighty, Spring 20062

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