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Course Criteria
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4.00 Credits
This course is designed to provide Early and Middle Childhood educators with a better understanding of science by integrating fundamental scientific concepts. Using concepts in Earth, Space, Life, and Physical Science, as outlined by the National Science Education Standards and the Ohio Academic Content Standards for Science, students will investigate the nature of scientific knowledge. The inquiry-based approach to learning will not only emphasize science process skills, but also model best practices for early and middle childhood education. Students will work cooperatively to resolve questions, experiment, and discuss interpretations and conclusions. Class activities will help students develop their technological design abilities, as well as gain insight into the historical and cultural contributions of scientists who have provided us with a comprehensive understanding of the natural world.
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3.00 Credits
This course examines theories of human growth and development and learning theory across the life span, with an emphasis on practically relating these theories to teaching strategies for the early childhood, middle childhood, and adolescent levels. Beginning work with curriculum development, peer teaching, and analysis of the teaching process in the context of familial, cultural, and societal diversity is included. Includes observation at a variety of school sites appropriate to licensure area.
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2.00 Credits
Taken concurrently with Education 231; pass/no credit only. The teachercandidate will use the classroom observation experience as a basis for reflecting on practice. Guided reflections require candidates to apply theories of early childhood development to classroom observations. In addition, candidates analyze the teaching process in the context of familial, cultural, and societal diversity. (Education 233 is taken concurrently with Education 231: Human Growth and Development and Learning Theory.)
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2.00 Credits
Taken concurrently with Education 231; pass/no credit only. The teachercandidate will use the classroom observation experience as a basis for reflecting on practice. Guided reflections require candidates to apply theories of young adolescent development to classroom observations. In addition, candidates analyze the teaching process in the context of familial, cultural, and societal diversity. (Education 234 is taken concurrently with Education 231: Human Growth and Development and Learning Theory.)
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2.00 Credits
Taken concurrently with Education 231; pass/no credit only. The teachercandidate will use the classroom observation experience as a basis for reflecting on practice. Guided reflections require candidates to apply theories of adolescent development to classroom observations. In addition, candidates analyze the teaching process in the context of familial, cultural, and societal diversity. (Education 235 is taken concurrently with Education 231: Human Growth and Development and Learning Theory.)
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2.00 Credits
Taken concurrently with Education 231; pass/no credit only. The teachercandidate will use the classroom observation experience as a basis for reflecting on practice. Guided reflections require candidates to apply theories of early childhood, young adolescent and adolescent development to classroom observations. In addition, candidates analyze the teaching process in the context of familial, cultural, and societal diversity. (Education 236 is taken concurrently with Education 231: Human Growth and Development and Learning Theory.)
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4.00 Credits
This course will focus on the goal of developmentally appropriate practice in childcare settings and preschools in the context of individual, family, program, and community diversity. Students will learn about various types of early childhood programs and curriculum models, and nationally recognized preschool program models. As they observe and work with infants, toddlers, and preschool children, Hiram students will learn about developmental theorists and their ideas about how children learn. Clinical experiences will develop knowledge of typical as well as individual differences in development and learning across physical, cognitive, socialemotional, and language domains. The standards of the National Association for the Education of Young Children, Ohio Early Learning Content Standards and the Ohio Standards for the Teaching Profession and their application to best practices in creating healthy, respectful, supportive, and challenging learning environments are included. Clinical experience with infants, toddlers, and preschoolers is required.
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3.00 Credits
Reading strategies based on authentic reading tasks, including comprehension, vocabulary, word identification, and writing for both narrative and expository texts are taught through an exploration of traditional and modern children's literature, including multicultural literature, poetry, fiction, non-fiction, informational, and technology-based selections. The goal of this course is to expose students to a variety of written materials, strategies, and methods that they may use in the teaching of reading in a classroom. Includes observation and practice at a school site.
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3.00 Credits
This course will comprise a survey of traditional and modern literature for young adolescents, including categories such as realistic/contemporary fiction, historical fiction, science fiction/fantasy, and others with emphasis on reader-response and transactional theories of reading using quality adolescent literature. This literature will also be used to reinforce and apply reading concepts such as pre-reading, comprehension, and assessment strategies. Additional emphasis will include evaluating and selecting a wide range of literature to meet the needs and interests of middle level students of diverse backgrounds and abilities, as well as the role of high-quality adolescent literature in interdisciplinary teaching strategies in middle grades.
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1.00 - 4.00 Credits
Seminar
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