EDU - Education Course Descriptions
Is a field-based experience for candidates to begin to address the competencies of the specific licensure area sought, i.e., early childhood, adolescent to young adult, or mild/moderate intervention specialist, and multi-age licensure. The ODE Curriculum Models will be used as an instructional resource. The placement in area schools (multi-cultural, ethnic, socio-economic, and culturally diverse) assists students to explore interests, define professional goals, and assess personal qualities and abilities in light of competencies deemed essential for future educators. Participatory activities include the utilization of instructional techniques, instructional materials, technology and media to maximize pupil learning. Students will be evaluated based upon successful competency completion within the licensure area being sought and the ability to plan for developmentally and culturally responsive instruction. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hrs. in the classroom).
Under-scores the importance of teaming and collaboration, partnerships with parents, and the vital role of technology as an instructional tool in serving students with diverse learning and social needs. The identifications of students who require specially designed instruction, related services, and supplemental aides and services will be discussed with a Response to Instruction model. As specific social and learning characteristics of students with diverse learning needs are addressed, Principles of Universal Design of Instruction will be emphasized as a structure to plan effective ways to meet the standards-based goals of today's schools and to plan for an effective transition to adult life. This design addresses academic, physical, and social environments that can be prepared in advance to maximize access to the curriculum for all students. In addition, lifespan issues will be addressed to ensure individuals with disabilities can access post-secondary school options, employment and life in the community.
Provides the candidate the opportunity to teach English as a Foreign Language (EFL) to students in the schools of Gaming and Scheibbs, Austria. Candidate school placements, in both towns, may be one of the following: Volksschule (ages 6-10), Hauptschule (ages 10-14), or Fachschule (ages 14-17) . Additionally, participation in the ELISA experience also enables candidates to tutor students studying at the Language and Catechetical Institute for 10 hours of EFL experience with adults. In addition to the study and pedagogical practice of culturally relevant teaching, the ELISA program's assignments are aligned to the Ohio Educator Standards, the CCSSO's Global Competence Matrices, and Catholic Social Teaching, coupled with the integrated use of technology and Blackboard tools.
Is a field-based experience for students to begin to address the competencies of the specific licensure area sought (early childhood, adolescent to young adult, or mild/moderate intervention specialist and multi-age license). It is an in-depth continuation of Early Experience I. Candidates are provided with the opportunity to study and become directly involved with curriculum materials and technology, diagnostic and prescriptive procedures, and methods of instruction that are developmentally appropriate for the licensure area sought, and to ensure increased proficiency in teaching responsibilities as outlined by the specific ODE curriculum models. Candidates will be evaluated based upon successful competency completion within the licensure area being sought, i.e., unit preparation and implementation. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (60 hours in the classroom). Candidates responsible for transportation.
This two-credit course centered on video modules enables education majors to better prepare themselves for the challenges of becoming a future educator. Each week, students will complete activities based on videos and instructional tutorials presented by education department faculty. The weekly modules focus on topics that include, but are not limited to, early field experiences, mission outreach, the Danielson Framework, professional e-portfolios, the edTPA assessment, child protection, career services, substance addiction, the diverse learner, and APA writing. Each module was selected based on areas of need for future educators. This course provides future educators with valuable resources and insight into the teaching profession.
The 50-hour service and professional development learning projects are designed to encourage pre-service educators to engage in rich and varied experiences of working with children and youth in educational and community settings that may include cultural, linguistic, socio-economic, and individual diversity. The pre-service educator can select from a broad and varied menu of activities to fulfill the 50-hour service and professional development requirement. Hours will be accumulated as fulfilling requirements of specific courses; however, the majority of hours will be awarded in fulfillment of self-selected community, school, and university service to others and professional development opportunities. In addition, the student can select a variety of ways to creatively document and verify the experience or to engage in additional research. The learning projects are designed to document the student's experience over a 4-year period of time. The awarding of 1-hour credit will occur upon the successful completion of experiences, documentation, and required assignments.
Provides a developmental approach grounded in theory for orienting pre-service teachers to understanding and appreciating the relationship between learning, play, creativity, and development. This course emphasizes planning and implementing developmentally appropriate creative learning experiences that nurture curiosity, discovery, collaboration, and critical thinking as well as the academic disciplines. Active participation in community programs provides pre-service teachers with valuable experience in creative and arts-based teaching/ learning while building reciprocal community relationships.
Includes an overview of the place of education in society, the theoretical foundations of educational philosophy and theology, the foundations for a science of education, and the concerns of modern education, school organization, administration, and curriculum. The course will examine the influence of diversity and social issues and comparative and global education. The course examines school law. Candidates are introduced to the Conceptual Framework and Outcomes of the Education Department. (5 clinical hours).
The science and social studies content areas will be examined in light of developmentally-appropriate curriculum for young children through fifth grade. Current methodologies for teaching science and social studies will be explored. This course emphasizes inquiry learning, the engaged learner, critical thinking, collaboration, and problem solving for constructing scientific and social studies literacy. Lesson plans and integrated units will be planned and implemented as students explore constructivist curricular models, central concepts, inquiry tools, assessment approaches, and integration of the content areas for enhancing student motivation, engagement, and learning. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides candidates with pedagogical knowledge and skills in the integrated language arts so they can assess, plan, and implement instruction that is developmentally appropriate to the level of all students. The course will focus on the importance of emergent literacy, language acquisition, language structure, spoken, written, and visual language, reading and literature, and the most effective instructional methods to enhance the learning for middle/adolescent grades within the language arts area. The ODE Language Arts Model will serve as an instructional resource. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Gate B
Introduces candidates to the various genres of child and adolescent literature, historical background, and evaluative measures for use with children from birth through adolescence. Candidates read and discuss books that have gained high acclaim as award winner or honor books and apply their knowledge across the curriculum.
The development of reading ability is the acquisition of a series of skills that is peculiar to each content area. Emphasis is placed on the theories of learning, instruction, and assessment, so that candidates understand why all teachers are teachers of reading. There is a careful assessment and evaluation of the needs and the abilities of all candidates so teachers know how to individualize for the improvement of teaching and learning. Focus will involve recognition of reading problems related to each content area in working with a diverse student population. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed.
Is built upon a foundation of developmentally-appropriate practice (DAP) and considers individualized approaches that benefit all children. Pre-service educators will gain an integrated understanding and knowledge of children's physical, social, cognitive, emotional, and communication development and the indications of disability within these developmental domains. Pre-service educators will acquire knowledge of assessment processes for child development, and for monitoring and evaluating programs for young children. Pre-service educators will be prepared to use a variety of teaching strategies and methodologies, and will be required to incorporate the use of a variety of technologies into their instructional repertoires based on Universal Design of Learning principles. Pre-service educators will learn how instructional information is incorporated into the following documents required by IDEA 2004: an individualized family service plan (IFSP); an individualized education plan (IEP), or a 504 plan of accommodations. Pre-service educators will learn to collaborate effectively with other professionals to meet the individual needs of young children and their families. Emphasis will be placed on pre-service educators learning to engage and collaborate with families based on approaches that are responsive to cultural, linguistic, and developmental diversity. Pre-service educators will complete a family project to meet CAEP and NAEYC Standard 2: Building Family and Community Relationships.
Requires pre-service educators to acquire terminology used in assessment and to interpret information from formal and informal assessments to plan instruction within the three-tiered Response to Instruction Model. The legal provisions and ethical principles regarding the assessment of individuals, including those from culturally and/or linguistically diverse backgrounds, will be examined. National, state, and local accommodations and modifications to assessment and instruction will be addressed. The effects of culture and linguistic differences on growth and development of young children will be discussed in addition to the design of evidence-based interventions for children who may be at risk for learning disabilities, particularly dyslexia. Pre-service educators will apply strategies from multiple theoretical approaches to support individuals with disabilities or socio-cultural differences in the general curriculum in addition, specific characteristics of Tier 2 and Tier 3 instruction, such as progress monitoring, and specially designed instruction will be explored. Extensive use of video footage of actual classroom instruction will be used to analyze and evaluate teaching practices. This class is a component of the preparation for pre-service educators to assess and instruct students considered at risk or with disabilities in EDU 345 and EDU 346.
encompasses 1) materials, methods, and content of teaching mathematics to students in the early and middle childhood (ages 3 to 14); 2) past, present, and future of mathematics education; 3) development theories of how children learn mathematical concepts; 4) historical, cultural development of mathematics; 5) the use of technology in problem solving situations and in understanding mathematics; 6) recommendations of the National Council of Teachers of Mathematics (NCTM) on mathematics standards, performance, and assessment; & 7) and incorporation of and alignment to Ohio Standards of the Teaching Profession and Ohio Standards for Learning.
is a multifaceted math education course. It uses a problem-solving approach to investigate mathematical content within the middle/adolescent grades to give middle school and secondary math candidates the opportunity to apply Ohio Standards of the Teaching Profession (OSTP) and the National Council of Teachers of Mathematics (NCTM) standards to instructional planning and practice. The course explores the value of integrating technology and inquiry-based mathematical teaching activities into lesson planning and practice. The course employs a variety of assessment procedures in a hands-on laboratory approach as a means of evaluating student understanding and showing the relationship between mathematics and real-world situations. The course provides a variety of manipulative, visual, and technological materials to enhance the learning of mathematics.
Course content includes physiological, psychological, and sociological theories underlying the development of reading proficiency and the understanding of the complex nature of reading and writing. Emphasis is placed on rationale, methods, and assessment for the instruction of phonemic, morphemic, semantic, and syntactic patterns and how these factors are interrelated. Areas of concentration include comprehension, language, readability, vocabulary development, assessment, evaluation of reading materials, instruction, and remediation. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required. (Field hours are required).
Explores formal and informal assessment as a continuing part of classroom activities in reading and writing. Candidates develop a knowledge base and pedagogical assessment skills to meet the needs of a diverse student population. Learned assessments are utilized in a weekly tutoring situation. Weekly tutoring involves initial contact with a school for tutoring arrangements, assessment, diagnosis, and implementation of a devised long term plan, weekly evaluation, weekly reflection for planning, implementing, assessing, and evaluating instruction, continuous communication with school personnel, parents, follow-up letters, and an overall reflection of involvement. Teacher education portfolios and tutee portfolios are maintained. Data that demonstrates effect on student learning is performed. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required. Candidate Dispositions are assessed. (Field hours are required).
Is concerned with assessment and intervention strategies that assist adolescent students with disabilities such as, dyslexia attention deficient disorder, or autism spectrum disorder in achieving academic content standards. Pre-service educators will be prepared to implement evidence-based learning and executive functioning strategies for the acquisition of academic content. Pre-service educators will learn to implement evidence-based instructional practices, in particular, explicit and direct instruction. Additional topics and activities include: collaboration with professionals and families, assistive technology to support universal design for instruction, and the use of instructional data to write and monitor effective individual education plans. The transition plan component of the individual education plan (IEP) will be covered as well as Section 504 plans to prepare students for postsecondary educational and employment options. (Field hours are required.)
Encompasses the individual behavior and functioning of students with more significant learning challenges. An emphasis will be placed on using ecological assessments as a method to design interventions and to relate levels of support to the needs of the individual. Pre-service educators will acquire skills in applied behavior analysis to teach adaptive behaviors, social skills, and communications/language skills. Additional emphasis will be on designing instruction to generalize and be maintained in home and community environments. Developmental and behavioral strategies will be compared and contrasted. The pre-service educator will design and demonstrate effective evidence-based multisensory literacy and numeracy practices. The pre-service educator will conduct an in-depth language assessment of a young child with moderate disabilities. Based on this assessment information, pre-service educators will select, design, and use technology, materials, and resources required to educate individuals whose disabilities interfere with communication. (Field hours are required).
Presents the 3-tiered model of Response to Instruction in providing services to students with disabilities with challenging behavior. The development of the individual education plan (IEP) will be addressed with a focus on meeting core curriculum standards, the challenges of accountability testing, and the delivery of specially designed instruction, related services, and supplemental aides and services in co-teaching inclusive environments. In addition, the Functional Behavior Assessment (FBA) and Behavior-Intervention Plan (BIP), required components of the Individualized Education Plan (IEP) will be discussed. Positive behavior support with an emphasis on Tier 1 classroom management practices and Tier 2 individualized supports will be addressed. The principles and techniques of applied behavioral analysis to plan interventions for students exhibiting learning and behavioral difficulties will be introduced.
Provides an in-depth study of the nature, needs, and developmental characteristics of early adolescents. Knowledge about the intellectual, moral, physical, emotional, and social development of this age group is paramount in understanding the impact these characteristics have on the selection and decisions concerning the curriculum content, instructional strategies and classroom management. The developmentally responsive middle level school program as outlined by the Middle Level Educators Association will be addressed and examined as the cornerstone for course instruction; emphasis is placed on the principles and practices of effective middle school education. Emphasis is also placed on the principles and practices of effective middle level education. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required. (Field hours are required). Candidate Dispositions are assessed.
Will address the biological and environmental factors that dynamically influence and interact with each other in the development of emotional and behavioral disorders. Strategies that help a professional to develop supportive relationships with professionals that foster a youth's resiliency will be discussed. This course is a continuation of the Response to Instruction Model and Tier 1 evidence-based practices discussed in EDU 348. In this course, the emphasis is on Tier 3 specialized and intensive interventions and wrap-around services. Pre-service educators will demonstrate evidence-based strategies; such as social skill instruction, anger management interventions, and drop-out prevention strategies. The laws and policies regarding assessments, disciplinary procedures, individual education plans that include behavior intervention plans, and manifest determination requirements will be discussed. In addition, the types and importance of information shared between families and public agencies concerning students with emotional and behavior disabilities will be addressed. (Field Hours are required.)
Prepares teacher education candidates to select, integrate and translate knowledge and methodology from history and the social science disciplines. Course topics will include gender, race, religion, and culture, along with time, continuity, and change (American heritage), people, places and environment (World Interaction and Culture) and individual groups and institutions (People and Society). Special emphasis will be placed on the Social Studies: Ohio's Academic Content Standards. Candidates will develop a multi-disciplinary/interdisciplinary unit incorporating concepts from all disciplines to provide instruction that provides students with real-life learning opportunities. In-depth exploration of methods, materials, assessment, and technology will be investigated in the implementation of all activities, lessons, and units.
Prepares candidates to understand, create and disseminate electronic tutorials or lessons for virtual learners integrating best practices in virtual teaching. It includes participation in integrated field experiences teaching in both synchronous and asynchronous environments utilizing established partnerships with both public and private schools. The course includes an examination of theoretical of online lesson design and delivery with the theory "Learning By Design (Koehler and Mishra, 2005)". Candidates will apply appropriate instructional strategies and models of design in the online learning environment with NETS-T and iNACOL Standards and intentional and systematic practice of the TPACK framework (Koehler and Mishra, 2008).
Subject matter of this course, divided into main units (without descriptive detail), and listed in order of presentation:
- Overview of K-12 Online Education
- Principles of Online Instruction
- Tools for Teaching Online
- Building an Online Community
- Supporting all Learners
- Digital Citizenship
Education Major
Is taken in conjunction with student teaching (clinical practice) for quality educators to analyze teaching theory, have a pragmatic application of the best practices of current strategies of teaching within specific licensure areas, and evaluate student learning. The course is designed to enable candidates in teacher education to acquire knowledge as professional educators, work more effectively and reflectively in the classroom, analyze their own teaching from various perspectives, and promote high levels of academic achievement for all students. Candidates develop and implement the Teacher Performance Assessment (TPA): Context for Learning Information, central focus, pre/post-test, video-taped learning segment, detailed lesson plans, Planning Commentary, Instructing and Engaging Students, Student Work Samples, Evidence of Feedback, Assessment Commentary, and Analyzing Teaching. The Value-Added Dimension requires that the learning segment be aligned to the Common Core Standards. Candidates participate in PRAXIS II preparation, view video models on classroom management, and reflect on various teaching strategies.
Provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in pre-kindergarten through grade five (PK-5) under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the early childhood license to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides the candidate the opportunity to gradually assume the role and responsibility of the intervention specialist in kindergarten through grade twelve for students with mild/moderate educational needs under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the intervention specialist license within the area of mild/moderate educational needs to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all- day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in grades four through nine under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the curriculum areas named in the middle childhood license to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all- day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in grades seven through twelve under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the curriculum areas named in the adolescence to young adult license to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Provides the candidate the opportunity to gradually assume the role and responsibility of the classroom teacher in pre-kindergarten through grade five (PK-5) and/or kindergarten to twelfth grade (k-12) intervention specialist under the supervision of qualified school and University personnel. This experience allows the candidate pursuing the early childhood license to demonstrate the knowledge, dispositions, and skills of the entry-year teacher in the State of Ohio within the ten performance areas: subject matter, student learning, diversity of learners, planning instruction, instructional strategies, learning environment, communication, assessment, professional development, and student support. The student teacher is assigned for one semester on a full-time, all-day basis with supplemental conferences and seminars to provide reflection, analysis, and evaluation of the experience. Performance-based assessments adhering to CAEP Standards and Specialized Professional Associations (SPA) are required.
Is taken concurrently with student teaching. Regularly scheduled meetings are held throughout the semester to discuss classroom difficulties, behavior management techniques, methodology, professional ethics, resume writing and job interviewing skills.
This course addresses the leadership role in the development, implementation, and evaluation of curriculum. The course focuses on the impacting aspects of curriculum leadership, such as the history of curriculum development; importance of curriculum; the politics of curriculum; roles various parties play in curriculum; the importance to curriculum of the learner; knowledge; and the needs of society. Current issues in curriculum are part of the course, as are practical skills such as curriculum mapping and curriculum alignment. Lastly, the course is intended to motivate students regarding role and potential of their role in curriculum leadership.