Division of Curriculum and Teaching
|Clinical Associate Professor
||Rhonda Bondie, Ph.D.
Graduate School of Education
Division of Curriculum and Teaching
113 West 60th Street, Room 1003A
New York, New York 10023
|Dr. Bondie is a clinical associate professor of Childhood Special Education in the Division of Curriculum and Teaching at Fordham University. She began her teaching career as an artist-in-residence and then became a special education teacher in the Bronx. She enjoyed over twenty years in both teacher and administrator roles in the K-12 urban public schools. As a faculty member at Harvard Graduate School of Education’s Project Zero Classroom for eight years, she brings to Fordham expertise in innovative teaching methods including differentiated instruction, teaching for understanding, making thinking visible, and learning with digital primary sources.
Ph. D., George Mason University
M.A. New York University
B.A. New York University
Special Education (Inclusion), Arts in Education, Teaching and Learning, Educational Leadership
Bondie, R. (monthly 2010-2011). The Well Developed Classroom. New York City Public Schools, https://www.arisnyc.org/connect/node/933530
Clevenson, R. (2008). Primary Source Learning: Thinking through the Puzzles Life Created. In Smutney, J. (Ed.) Igniting Creativity in Gifted Learners, K-6: Strategies for Every Teacher. Thousands Oaks, CA: Corwin Press.
Clevenson, R. (2001, March). Bilingual Communication Methods, Text versus Video to Increase Parent Involvement and Science Fair Project Student Achievement. A dissertation describing a quantitative study using random selection and experimental design. Results of the study suggest that the video method of communication was useful to increase student achievement and that parents used both the text and video to assist students at home. Fairfax, VA: George Mason University.
Milman, N. & Clevenson, R. (March, 2009). Using Primary Sources in Math and Science – An Examination of How Engaging, Challenging, and Effective Teachers Rate Lesson Plans. Charleston, SC: Society for Information Technology and Teacher Education (SITE).
Clevenson, R. & Milman, N. (June, 2009). Doing Digital History with Students – Is it Engaging, Challenging, and Effective?, Washington, D.C.: National Education Computing Conference (NECC).
Bondie Clevenson, R. (2010). Entry Points to Ignite Curiosity. A practical approach to instructional strategies that capture the spirit of Multiple Intelligence Theory. Multiple Intelligences World Symposium, Beijing, China.
Representative National Presentations
Bondie-Clevenson, R. (2010). Building Understanding in a Digital Age. A hands-on workshop exploring the question, “With unlimited digital information, simulations, and easily accessible communication how can learners go beyond initial engagement to take advantage of these opportunities to build understanding?”. Educating for Today and Tomorrow: Connecting Project Zero Research with Global Issues, Washington D.C.
Clevenson, R. (2009). Irresistible Invitations to Critical Thinking and Understanding. Key note speech discussing how curiosity-provoking fragments of history provide invitations to and instructional strategies for building understanding using primary sources that connect to students’ lives and capture their natural desire to know and understand the world. John F. Kennedy Library, Boston, MA.
Bondie-Clevenson, R. (2005 to present). Sample presentations include: Differentiating Instruction with Primary Sources, Reading for Understanding with Primary Sources, Using Technology to Differentiate Instruction, and Using Math Skills to Understand Documents from Real Life. Summer Institute on Academic Diversity, Curry School of Education, University of Virginia.
CTGE 5154 Including Exceptional Students
CTGE 5159 Assessment of Children with Disabilities
CTGE 5160 Instructional Modifications for Adolescents in Inclusive Classrooms