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  • EDU 22503: Content Area Reading for Early Childhood

    3.00 Credits
    University of Rio Grande

    This course stresses the importance of reading as a means to learn, to access information, and to enhance the quality of life. Teacher candidates explore methods and procedures to engage early childhood students in exploring reading across the curriculum. Emphasis is placed on the young children's construction of meaning through prior knowledge, written language, and the various reading contexts. Reading, writing, listening, and speaking are explored through best practices that embrace concepts about the purpose and function of reading, writing, and print conventions. The course stresses constructivist processes and emphasizes that meaning, content, purpose, tasks, and setting influence the reading process. Diversity of students and culture are explored with a rich variety of cultural literature for young children (ages 3-8). Direct instruction and modeling of "What", "When", and "How" to reading strategies with narrative and expository texts are stressed. Effective study and questioning strategies are explored as well as strategies that encourage and motivate students to pursue and respond to reading and writing for personal growth and fulfillment. Authentic assessment/learning style, teaching to exceptionalities, use of technology, and integrated curriculum for early childhood students are explored. The communication skills of talking and listening and the enriching aspects of drama, oral presentation, and theme study are stressed. Utilization of the Ohio English Language Arts Academic Content Standards is required. Sensitivity to the developmental needs of young children, communication with parents, collaboration with colleagues, and community/agency interfacing are emphasized. Building positive and supportive relationships with children, encouraging positive social interactions among children, promoting positive strategies of conflict resolution, and the child's development of self-control, self-motivation, and self-esteem are stressed. Sensitivity to the influence of the physical setting, schedule, routines, and transitions of children are highlighted. A fifteen hour field experience in a partnership school is required. Course fee required. Fall Spring
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  • EDU 23403: Family & Community Relations in Early Childhood

    3.00 Credits
    University of Rio Grande

    This course examines various concepts of parenthood, characteristics of parent-child relations, and changes in parent-child relationships throughout history. The economic, structural, and psychosocial factors are examined in light of the parenting as a developmental role. The diversity of contemporary American families is examined from the conceptions of families, their characteristics, ideas, and functions. Diversity of family forms and ethnic diversity are examined, with the teacher candidate focusing on the strength of the given family form and/or ethnic background to determine a means of supporting parents in their parenting activities. Stress is given to communication, affirmation, support, and respect present in healthy families and other attributes that may contribute in a positive way. Course fee required. Fall
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  • EDU 23503: Content Area Reading for Middle Childhood

    3.00 Credits
    University of Rio Grande

    Course stresses importance of reading as a means to learn, to access information, and to enhance the quality of life. Teacher candidates explore methods and procedures to engage middle school pupils in exploring reading across the curriculum. Emphasis is placed on middle schoolers' construction of meaning through prior knowledge, written language, and the various reading contexts. Reading, writing, listening, and speaking are explored. Course stresses constructivist processes and emphasizes that meaning, content, purpose, tasks, and setting influence the reading process. Diversity of students and culture are explored with a rich variety of cultural literature for middle schoolers. Direct instruction and modeling of "What", "When", and "How" to use rea strategies with narrative and expository texts stressed. Effective study and questioning strategies explored as well as strategies that encourage and motivate students to pursue and respond to reading and writing for personal growth and fulfillment. Authentic assessment/learning style, teaching to exceptionalities, use of technology, integrated curriculum, cooperative learning, class-room management, independent learning, and community based projects for middle schoolers are explored. The communication skills of talking and listening and the enriching aspects of drama, oral presentation, and project study are stressed. Utilization of the Ohio English Language Arts Academic Content Standards is required for the related middle school. A fifteen hour field experience in a partnership school is required for this course. Course fee required. Fall Spring
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  • EDU 24002: Foundations of Learning and Teaching

    2.00 Credits
    University of Rio Grande

    This course includes topics such as, theorists, brain-based learning and cognitive processes associated with learning. The course also addresses issues of learner motivation and classroom management. Lab fee required. Summer
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  • EDU 24101: Assessment of Learning and Teaching

    1.00 Credits
    University of Rio Grande

    This course builds on EDU 24002 Foundations of Learning and Teaching. Topics included are types of assessments, characteristics of assessments, scoring of assessments, reporting assessment results, use of assessments, and assessment role in school improvement models of Baldrige and High Schools That Work. Lab fee required. Summer
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  • EDU 24303: Early Childhood Integrated Language Arts/Social Studies Methods

    3.00 Credits
    University of Rio Grande

    Curricular applications of nature/needs of early childhood studied via the Ohio Academic Content Standards. The research and experience-based principles of effective practices for encouraging the intellectual, social, and personal development of students are the frameworks for study. Multiple intelligences, learning styles, diversity enriched curricula free of stereotyping, active learning, authentic assessment, use of group guidance, problem-solving techniques, and multiple discipline learning are stressed. Positive social interaction is explored through the venues of verbal, nonverbal, and media communications. Technology applications required. Parent involvement with the school program is embraced. Best practices for inclusion are requirements for all instructional/social activities. The Ohio Academic Content Standards is used for instructional planning. Curriculum content areas explored (language and literacy, mathematics, science, health, safety, nutrition, social studies, art, music, drama, and movement). Thematic teaching with authentic assessment stressed. Appropriate formal and informal assessment strategies required. Portfolio development accompanies the experience and course study. A fifteen hour field experience is required for this course. Course fee required. Fall Spring
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  • EDU 24503: Integrated Language Arts/Social Studies Methods for Intervention Specialists

    3.00 Credits
    University of Rio Grande

    Curricular applications of the nature and needs of learners with mild/moderate exceptionalities are studied via the Ohio Academic Content Standards for English/Language Arts and Ohio Academic Content Standards for Social Studies. Applications of theoretical knowledge of these learners to classroom programs and the total school community setting are explored. CEC guidelines will be emphasized. The novice teacher candidate will prepare instructional strategies that effectively accommodate the learning styles of students with mild/moderate learning challenges. Collaboration with colleagues in schools will be stressed. Additionally, the needs of students for inclusion will be considered in lesson development. The class will offer the opportunity to think about classroom programs and the total school and community setting in which students with mild/moderate learning challenges find themselves. A fifteen hour field experience is required for this course. Course fee required. Fall Spring
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  • EDU 25403: Professionalism and Ethical Practices for the Intervention Specialist

    3.00 Credits
    University of Rio Grande

    This course delineates federal, state, and local laws, procedures, policies, and standards related to the assessment, eligibility, identity process, Individualized Education Programs, and placement of students into special education programs. Legal history, provisions, rights, current research, and issues concerning parents, teachers, and other school and community professionals in relation to students with disabilities will be emphasized. Ethical issues related to assessment, placement, medication, orientation, and gender biases will be investigated. The role of the professional organizations (CEC) with regards to Code of Ethics and other standards and policies of the profession will be explored. Spring
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  • EDU 26102: Observation and Visitation I

    2.00 Credits
    University of Rio Grande

    A second year course of field-based experiences at the careertechnical school supported by on-site visits by a teacher educator. Course fee required. Fall
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  • EDU 26103: Introduction to Students with Mild/Moderate Disabilities

    3.00 Credits
    University of Rio Grande

    This is an exploration of etiology and developmental characteristics of students with mild/moderate disabilities including such anomalies as attention deficit disorder.. Students may assist the classroom teacher and may tutor students with informal lessons. A ten (10) hour field experience is required for this course. Course fee required. Fall
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