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Adolescence Education Grades 5-6 Extension

The Adolescence Education Grades 5-6  certification extension is for teachers currently holding Adolescence Education certification (Grades 7-12) in any content area or for teacher candidates pursuing certification.
How It Works

Teachers and teacher candidates will take two graduate courses -  CEE 601  Early Adolescent Development   and   CEE 602  Middle Child Education: Instruction. To qualify for the extension, students must earn a final grade of at least  B- in both courses.

  • Certified Teachers. Currently certified teachers will need to file for this extension using the  individual evaluation pathway on the TEACH website . If you are not a current Stony Brook student, you will need to apply to take courses as a non-matriculating student to be eligible to enroll.
  • Current Stony Brook Students. Students in Stony Brook’s graduate teacher preparation programs (MAT and/or combined Bachelor/MAT) will be recommended upon the satisfactory completion of their program requirements. Contact your program directors for additional information.
Course Descriptions

CEE 601 Early Adolescent Development: Social, Emotional, Physical, and Intellectual Challenges This course will address the unique social, emotional, physical and intellectual challenges faced by 10-14 year old children, known as the period of early adolescence. Critical understanding of these characteristics and transformations will be an essential part of the course, along with a review of the important work of Piaget, Erickson and others who have made significant contributions toward our understanding and ability to effectively teach this age group. The vital elements of parental involvement and responsiveness to diversity will also be emphasized.  Teachers will be prepared to transition to the middle school classroom through deep appreciation for and understanding of the children they will teach in grades 5-8.

CEE 602 Middle Child Education: Curriculum, Instruction and Assessment
Based on a four corner framework for quality teaching, this course examines how to set the climate, teach the content, facilitate the interactions and foster reflection in the middle school classroom. The course focuses on using brain based instruction as the basis for learning and processes for making data-driven instructional decisions and for designing curriculum to address the standards. In addition, emphasis is given to three critical instructional strategies: cooperative group instruction, a multiple intelligences approach and a higher order thinking skills. Woven throughout the course content is the concept of differentiating instruction and assessment of individual learners.

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