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Course Criteria
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6.00 Credits
This course will focus on the PreK-3 population and how they acquire both written and oral language. This course will pay specific attention to early, emergent, transitional and fluent literacy. Students will understand the importance of phonics in a reading program, as well as the importance of integration. Strategies for effective reading instruction, appropriate assessment and developmentally appropriate curriculum will be explored, observed and experienced. Issues regarding not only children's academic success, but also their physical, mental, and emotional well-being will be discussed. Attention will be given to both Praxis assessment of entry-year teachers and the Ohio Academic Content Standards for Language Arts. National Association for the Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation will serve as the guiding document for planning, methodology, and assessment. Includes clinical experience in a PreK-3 setting.Prerequisite: Admission to the Teacher Education Program.
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4.00 Credits
Pre-service teachers will examine, analyze, evaluate, and create developmentally appropriate, integrated curricula for pre-primary and primaryaged children that incorporate the areas of language and literacy, math, science, health, safety, nutrition, social studies, art, music, drama, and movement, and foreign language in accordance with guidelines established by the National Association for the Education of Young Children and the Ohio Academic Content Standards. Curricular development will be situated in the context of family and community, and will entail ageappropriate and individually appropriate components. Clinical experience at pre-primary and primary-aged sites is required. Prerequisite: Admission to the Teacher Education Program.
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4.00 Credits
Pre-service teachers will practice implementation of curricula via instructional practices that are inclusive of children who are typically and atypically developing, through a continuous cycle of assessment, curriculum development, and instructional planning. Establishment of learning environments that promote conceptual development in children through active learning is emphasized. Pre-service teachers will generate thematic and integrated interdisciplinary units of instruction that employ developmentally appropriate materials and learning through play based on guidelines established by the National Association for the Education of Young Children and the Ohio Academic Content Standards. Clinical experience at pre-primary and primary-aged sites is required. 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 internship under the supervision of a qualified mentor teacher in an early childhood education setting. Collaboration with school personnel, family, and community agencies will be emphasized in the delivery of services to young children, and will form the basis for curricular development. Pre-service teachers will develop and teach curricular units and facilitate child guidance in the context of family and community, in consultation with their mentor teacher and Hiram supervisor. Prerequisite: Admission to the Teacher Education Program.
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6.00 Credits
This course emphasizes a mastery of curriculum development and both general and specific methods within each candidate's licensure area. Curriculum development projects relate theory to the Ohio Academic Content Standards specific to each candidate's licensure area. Following the framework of the Praxis model of teaching and the Ohio Standards for the Teaching Profession, students will refine their ability to organize content knowledge, create an environment, and teach for student learning in the context of familial, cultural, and societal diversity. Students will learn to assess their own teaching effectiveness and to work collaboratively with other professionals and families to enhance student learning. Emphasis is placed on microteaching and reflective teaching. Includes clinical experience at a school site. Prerequisite: Admission to the Teacher Education Program.
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3.00 Credits
This course examines the role of effective literacy strategies for the acquisition of content knowledge. The teacher-candidate will develop the ability to use effective instructional practices, methods, and curriculum materials to support reading and writing instruction for learners at various stages of development and from different cultural and linguistic backgrounds. The emphasis of the class will be on developing a foundational knowledge of the reading and writing processes, creating a literate environment, and using effective strategies for word skill development, reading comprehension, and assessment of student learning. Includes clinical experience at a school site.
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4.00 Credits
This course examines the philosophical, historical, legal and ethical foundations of home, school and community collaboration for early childhood program development, in the context of familial, cultural and societal diversity. This course develops the student's ability to function as a team member with families, school personnel, and community agencies as they plan and implement individualized education within early childhood settings for typically and atypically developing children. Utilization of principles of communication and collaborative partnerships are stressed. Prerequisite: Admission to the Teacher Education Program.
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2.00 Credits
This course provides students with an introductory understanding of the philosophy and organization of middle grades education. Key concepts include: characteristics of effective middle schools, team teaching and organization, interdisciplinary teaching, flexible scheduling, advisory programs, and core curriculum
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4.00 Credits
This course is designed to develop a comprehensive understanding of the factors that underlie effective teaching in middle grades schools. Students will study: historical, sociological, and philosophical factors; the unique developmental characteristics, needs, interests, and abilities of students; lesson planning; discipline and classroom management; effective instructional strategies; and evaluation. Students will learn to use Ohio Academic Content Standards as a basis for lesson planning and follow Praxis domains and National Middle School Association Standards for their learning. The required clinical experience will provide middle grade teacher-candidates the opportunity to teach in their two licensure areas, team teach with teachers of other subjects, and implement curriculum, instructional strategies, and assessment techniques developmentally appropriate for young adolescent learners. Students will engage in reflective practices designed to improve their teaching. This course is the core of the middle childhood methods block consisting of on-campus class time, field observations, and an extended period of clinical experience designed to give students practical experience and an opportunity to implement skills and strategies learned throughout the course. Prerequisite: Admission to the Teacher Education Program.
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3.00 Credits
Focusing on the National Council for the Social Studies (NCSS) standards and the Ohio Academic Content Standards for Social Studies, this course addresses the social studies education of middle grades students with an emphasis on standards, scope and sequence, resources, learning activities, teaching strategies, technology and assessment techniques. The course will provide the student with an understanding of issues and the teaching/learning processes as applied to a middle grade setting. Includes clinical experience at a school site. Prerequisite: Admission to the Teacher Education Program.
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