Undergraduate Teacher Preparation
In both of these courses, I emphasize the application of scientific research findings about learning and reading from cognitive psychology, neurobiology, and education & curriculum study - a.k.a., the science of reading. Teacher candidates learn about the connections between oral language and learning to read print, and they learn a great deal about how American English "works" - including phonics/phonetics, but also about socio-cultural aspects of learning to read and teaching children to read in English-dominant schools and classrooms.
Language & Literacy Development
This first course focuses on the foundations of language and literacy, with an emphasis on oral language development and its impact on learning to read, including its impact on disabilities such as dyslexia and dysgraphia. Candidates also develop their understanding of learning and effective teaching, including cognitive load theory, explicit instruction, and culturally sustaining pedagogy.
The second course in the SED literacy sequence focuses on assessment and instruction in literacy. Candidates learn about administering a variety of literacy assessments and using them in appropriate and culturally sustaining ways. Candidates also learn about designing instruction & interventions, intensifying instruction, and setting appropriate short- and long-term learning goals for students with disabilities.
In this course, I apply principles of Universal Design for Learning (UDL) and culturally sustaining pedagogy to guide doctoral students as they develop as teacher-leaders. Students design and produce a "final project" that carefully examines an issue related to assistive technology - accessibility, legal implications, research, program evaluation, or advocacy - in their current professional context.