This course introduces candidates to the teaching profession with particular emphasis on the use of inquiry in the classroom, the teacher performance assessment, and professional codes of conduct. (Standard 7)
Candidates begin to formulate their own ideas on historical and contemporary issues of education, including the purpose of schooling; equity in the curriculum; teaching standards; and the definition of student learning and knowledge. Candidates develop an understanding of the variety of meanings ascribed to the term curriculum and the role teachers play as curriculum planners in the creation of democratic schools. (Standard 7)
This course examines the major theories and research findings in all areas of human development and learning for typical and atypichildren with an emphasis on cognitive, psychosocial, and physical development. (Standard 1)
Candidates begin their development as reflective practitioners through the study of the art and science of teaching. Topics include: examination of curriculum models, implementation and differentiation instructional strategies, lesson and unit design and delivery, the integration of technology, the role of local, state, and federal guidelines. Candidates become familiar with a variety of types of formative and summative assessments from classroom based, teacher created tests, and state-mandated and high stakes standardized tests. Candidates examine in depth types of assessments, characteristics of assessments, uses of assessments, in addition to having a clear understanding of measurement theory, assessment-related issues and interpreting and communicating results of assessments.
Candidates are provided multiple opportunities to explore methods that can be used to create learning environments that are healthy, respectful, supportive, and challenging. Emphasis is on building a collaborative approach to promote content area learning and student engagement. (Standard 5)
This course is designed to help candidates develop skill in selecting, integrating and translating knowledge and methodology from multiple content areas into appropriate instruction and assessment. Candidates examine, design, and practice integration of content in relationship to academic standards and real life experiences. (Standard 3)
Clinical I experience is an internship conducted in the same classroom where teacher candidates will complete their student teaching. During Clinical I, teacher candidates are expected to build rapport with students, develop a professional, mentormentee relationship with their cooperating teacher, and begin to assimilate into the culture of the school.
Student teaching is the culminating experience and an integral part of the teacher education program at Midwest. Student teaching occurs in public schools with collaborative learning environments focusing on young children, ages 3-8, and that provide practical learning experiences, actual teaching conditions, and professional guidance. The student teaching experience is challenging, intellectually demanding, and instrumental in preparing our candidates for the real world of teaching.
This course will focus on major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading and writing connections in grades K-12.
The focus in this course is on the use of the essentials of phonics in the context of reading, spelling, and linguistics: Phonemic and morphemic systems of language as well as the graphophonemic, syntactic, and semantic cueing systems. This information will be understood as it relates to the age appropriate language processes of reading, writing, talking, and viewing/listening. Candidates will gain an historical perspective on the teaching of phonics through an overview of learning and reading theory. The role of language acquisition, language deficiencies/delays, culture, and dialect differences as they relate to phonics will be studied, as well as the role of phonics in spelling, word recognition, and decoding. Candidates will learn the terminology of language structures and develop an understanding of language elements and skills (listening, speaking, writing, and reading). Candidates will view phonics as one kind of aid in identifying words. Diverse methods for teaching sound/symbol relationships, word recognition, vocabulary, syntax, and comprehension will be taught and practiced.
The principles of assessment and instruction of struggling readers is introduced in this course, as well as formal and informal methods used to identify reading strengths and weaknesses of students. All components of the reading process will be assessed, including decoding, comprehension, word recognition, and fluency. The main emphasis is diagnosis of reading problems, administration of assessments, evaluation/ analysis/interpretation of results, and planning instructional interventions to remediate reading difficulties.
This course is designed to provide candidates of all subject areas with the knowledge and skills to integrate the language processes, especially reading and writing, into their instruction. The goal of this course is to promote candidates understanding of the strategies that can be utilized to facilitate a learner’s content within a specific course using both narrative and expository text. Candidates will explore the influences on student’s content area reading development, and the effective assessment of content area reading for gauging student progress and informing instruction.
Candidates examine, design and practice instructional strategies that are the foundation for reflective and effective language arts classroom teaching and learning. Emphasis is on learning to implement the language arts curriculum based on the Ohio Model and its four strands (reading, writing, listening/visual literacy, and oral communication) and upon the candidates’ interests, modalities and styles. The focus is on discussions emanating from readings, demonstrations, and activities. Through these activities, candidates gain experience and understanding about effective teaching methods.
Candidates examine, design and practice instructional strategies that are the foundation for reflective and effective mathematics classroom teaching and learning. Emphasis is on learning to implement the mathematics curriculum based on the Ohio Model and upon the students’ interests, modalities and styles. Candidates will gain an understanding of the historical perspective of teaching mathematics and the changes in recent years in mathematics instruction and how these changes will inform their teaching. The focus is on discussions emanating from readings, demonstrations, and activities. Through these activities, candidates gain experience and understanding about effective teaching methods.
Candidates examine, design and practice instructional strategies that are the foundation for reflective and effective social studies classroom teaching and learning. Emphasis is on learning to implement the social studies curriculum based on the Ohio Model and upon the students’ interests, modalities and styles. The focus is on discussions emanating from readings, demonstrations, and activities. Through these activities, candidates gain experience and understanding about effective teaching methods.
Candidates examine, design and practice instructional strategies that are the foundation for reflective and effective science classroom teaching and learning. This course focuses on the scientific method of inquiry and how scientific knowledge is gained. Science process, inquiry skills, and constructivist methods are examined and demonstrated. The goal of integrating scientific theory into the broad fabric of personal and social experience is demonstrated through classifying, observing, measuring, inferring, communication and experimenting. Discussions will emanate from readings, demonstrations and activities. Through these activities, candidates gain experience and understanding about teaching methods.