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Course Criteria
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4.00 Credits
Building on the basis of Fundamentals (Mathematics 103), Mathematical Modeling (Math 162), and Pre-calculus (Mathematics 197), this course examines topics suitable for the middle grades and discusses ways to teach them, ideas for alternative approaches, and appropriate materials (from concrete to abstract). Topics include rational numbers, percent, probability, statistics, geometry (synthetic, transformational, coordinate), algebra, and triangle trigonometry. Ideas from Operations Management may be included. Integrates National Council of Teachers of Mathematics (NCTM) Standards and the Ohio Academic Content Standards K-12 Mathematics. Prerequisite: Admission to the Teacher Education Program or permission, and Mathematics 103.
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4.00 Credits
Integration of education and mathematics courses as they relate to the secondary mathematics classroom. Learning and developmental theory, curriculum and National Council of Teachers of Mathematics standards (NCTM), instruction, materials, planning, and assessment. Prerequisites: Mathematics 217 and 218, Education 231, or permission.
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3.00 Credits
This course is intended to extend Math and Science methodology discussed in EDUC 365 and 366. Preservice teachers will be assigned to a classroom where they will work with small groups of students in an effort to extend their conceptual understanding of math and science concepts designated by the classroom teacher. Emphasis will be placed on creative teaching strategies, literature connections, extending student thought, and assessment of student understanding of the concepts presented. Reflection and preservice teacher growth will play a strong role in the course. All lessons will be aligned the Ohio Academic Content Standards.
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4.00 Credits
This course is designed to prepare students in all disciplines to teach, tutor, and supervise the writing of high school students and college undergraduates. The course will offer an introduction to the major trends in composition theory and research and practice. It will also develop the technical and interpersonal skills necessary for effective instruction. Students will closely examine their own writing process and style. To fulfill the required laboratory element of this course, students will spend time each week working with a mentor in the Writing Center. Prerequisite: First Year Seminar and permission. Also listed as Writing 313.
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3.00 Credits
This course examines the philosophical, historical, legal and ethical foundations of services for individuals with special needs. The characteristics, etiology and socio-psychological implications of exceptional conditions, including specific disabilities and/or gifts and talents, are explored. Categorical and noncategorical classification systems; assessment, diagnosis and evaluation; and educational adaptations and assistive technologies are included. Participants will explore the impact on families of disabilities at different life stages, from infancy and early childhood to adolescence and adulthood. Also listed as Psychology 324.
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4.00 Credits
This course examines the goals, benefits, and uses of developmentally appropriate assessment of typically and atypically developing children from ages 3-8. Students will learn about and use systematic observations, documentation, and other informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of all children. Legal and ethical issues in standardized assessment, as well as basic statistical concepts needed to interpret standardized testing results, are included. This course emphasizes a collaborative approach to assessment, in partnership with other professionals and families within a context of familial, cultural, and social diversity. Includes clinical experience in a PreK-3 setting.
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4.00 Credits
Focusing on the American Council on the Teaching of Foreign Languages (ACTFL) standards and Foreign Languages: Ohio Academic Content Standards, this course addresses the development of the expressional phases of foreign languages through a communicative approach with related activities designed for use in grades Prekindergarten-12. Important topics include theories of first and second language acquisition and learning, the impact of foreign language competence on societal and personal development, and the role of foreign language study within the school curriculum. Students will review, practice and master current software application in computer-assisted language instruction. Includes clinical experience in a foreign language classroom.
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3.00 Credits
This course is designed to provide an overview of the reading process and factors that affect the middle level reader's interaction with text. Examination of the Academic Content Standards: K-12 English Language Arts as a guideline for teaching reading in the middle level content areas, and of methods and materials that help readers to access texts, develop understandings of concepts and vocabulary, and gather, organize and present information as well as assessment and intervention strategies appropriate to middle grades will be included. Major topics will include comprehension, vocabulary development, writing across the curriculum, study skills, and assessment. Prerequisite: Admission to the Teacher Education Program.
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4.00 Credits
This course is designed to introduce teaching methodologies that integrate reading and writing into all aspects of the middle school curricu lum. Using the Academic Content Standards: K-12 English Language Arts as a guide, students in this course will explore strategies for literacy discussion, composition studies, and integrating literacy activities into other content areas. Experience with multiple literacy assessments will also be an integral part of this course. This course is one component of the Middle Childhood Block. It will consist of on-campus class time, field observations, and an extended period of practice in the field designed to give students practical experience and implement skills and strategies learned throughout the course. Includes clinical experience at a school site. Prerequisite: Admission to the Teacher Education Program.
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3.00 Credits
Pre-service teachers will participate in a three-week, full day clinical experience with a school-based teacher educator in a middle grades setting. Pre-service teachers will implement a unit plan that focuses on reading, writing, visual and oral communication, and research in content areas appropriate to middle grades. Supervision of this plan will be conducted by the school-based teacher educator and a Hiram Supervisor.
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