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Course Criteria
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5.00 Credits
5 semester hour This activity allows education students to expand and apply topics discussed in the regular university classroom. This student organization provides professional development opportunities and social support for future teachers.
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3.00 Credits
3 semester hours This course will prepare education majors to recognize and accept differences in areas such as culture, gender, intelligence, age, socioeconomic status, physical ability, etc. Candidates will be introduced to community and other resources as opportunities for cultural enrichment and interpersonal awareness.
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3.00 Credits
3 semester hours This course introduces students to the teacher education faculty at The University of Findlay and available campus resources. In addition, students will focus on a variety of topics related to the teaching profession, including teacher licensure, school structure, finance, professional ethics, standards, and relevant health and safety issues. Observation in the schools and reflection are required. (This course is part of Ohio's Transfer Articulation Guarantee [TAG].)
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1.00 Credits
1 semester hour Prerequisite: candidate must have transferred in EDUC 161 This seminar is designed for candidates at the undergraduate and post-baccalaureate levels who have transferred into the program and who need to fulfill the requirements of Level I Assessments, namely the Special Education Portfolio and the Education Portfolio. The Special Education Portfolio will contain artifacts in all of the following areas: History of Special Education, Special Education Law and Court Cases, Teams and Strategies, IDEA Disability Categories, Classroom Observations, and a Teacher Interview. The Education Portfolio is designed to reflect on the four domains and 19 criteria that candidates must know for the PRAXIS III and which is developed throughout the program. Candidates will learn how to gather the information for each of the sections and compile the portfolio electronically.
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3.00 Credits
3 semester hours This course introduces students to the reading process, including the nature and acquisition of language, current and historical perspectives about reading instruction, the interrelationship among the language arts, and the relation of prior knowledge, meaning, and context to the reading process. Included are the importance of reading aloud; the relationship of the phonemic, morphemic, semantic, and syntactic systems of language to the reading process; techniques to create literate environments and support emergent literacy; phonetic principles; oral and written grammar; and dialects and language patterns. This course is part of the sophomore block and should be scheduled with EDUC 299 and SPED 261. Section .01 is for AYA, multi-age, and middle childhood; section .02 is for early childhood and intervention specialists. This course is not required for AYA and multi-age candidates, unless they are earning a reading endorsement.
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3.00 Credits
3 semester hours The cognitive, physical, emotional, and moral development of nine- to 15-year-old adolescents will be studied within both the social and cultural contexts. Investigations will include how changes in family settings, social contexts, threats to health and safety, and risk behaviors affect healthy development of young adolescents. Special emphasis will be placed upon the impact of developmental changes on a child's growth into a contributing citizen in the home, school, and society.
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3.00 Credits
3 semester hours This is a required course for all pre-service teachers. It encompasses effectively identifying, location, evaluating, designing, preparing, and efficiently using educational technology as an instructional resource in the classroom as related to principles of learning and teaching. Candidates will develop increased classroom communication abilities through lectures, discussions, modeling, laboratory experiences, and completion of a comprehensive project. (This course is part of Ohio's Transfer Articulation Guarantee [TAG].)
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3.00 Credits
3 semester hours Major theories of human development and learning, motivation, instructional strategies, assessment, and similarities and differences in learners are examined. The role of factors in the students' environment that influence students' learning and development are considered. (This course is part of Ohio's TransferArticulation Guarantee [TAG].)
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3.00 Credits
3 semester hours Prerequisites: EDUC 151, 161, 260, 299; SPED 134, 261 This course includes the study and design of questioning, test writing, alternative assessment, portfolios, performance assessments, grading systems, interpretation of test results, intervention planning based on test results, and formats for evaluation. Also included are methods of reporting assessment results to students, parents, families, and local communities. This course is part of the methods field experience (junior level) and is scheduled with 356 and appropriate methods classes for the various licenses.
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3.00 Credits
3 semester hours Prerequisites: EDUC 151, 161, 260, 299; SPED 134, 261 This course is a survey of literature for children and early adolescent students. Included are criteria for selection and evaluation of literature, different types of literature (genre), principles of storytelling, and principles involved in teaching and integrating literature across the curriculum at these particular age levels.
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