Nurture Young Learners as an Elementary School Teacher in Ohio

This course prepares students to be successful lifelong learners both academically and in their chosen careers. Franklin courses require a high level of self-directed learning and focus on the skills required in the workplace and the classroom that are easily transferrable between the two environments. The course includes strategies for time management, goal setting, reading comprehension, and advancing communication skills, including the use of electronic tools to participate in virtual environments.

This course prepares students to be successful lifelong learners both academically and in their chosen careers. Franklin courses require a high level of self-directed learning and focus on the skills required in the workplace and the classroom that are easily transferable between the two environments. The course includes strategies for advancing communication skills, including the use of electronic tools to participate in virtual environments. The assignments and activities in the course are created to closely simulate teamwork found in the workplace.

By using applied critical and creative thinking, students in this course will develop a set of communication skills that will enhance their personal and professional relationships and endeavors. This course will focus on skill development in key areas such as self, perception, listening, verbal messages, conversations, relationships, conflict management, persuasion, and presentation skills.

This basic public-speaking course intends to improve the student's ability to think critically and to communicate orally. Theory and practice are provided in various speaking situations. Each student is required to speak before an audience, but class work also involves reading, gathering and organizing information, writing, and listening.

This course explores the profession of education and examines the state, federal, and institutional standards that guide the profession. Students will examine the psychological, sociological, and philosophical foundations of education as they relate to learning. Topics of discussion and analysis include the development of individual differences; atmosphere of respect; understanding students' needs grouping, education of minorities; how the teacher creates instructional opportunities that are equitable and adaptable to diverse learners; exploring the components of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

This course provides students the opportunity to develop an understanding of the philosophical, historical, and legal foundations of special education as well as an understanding of the characteristics of learners who have special needs; explore and define the concepts of special education in schools and society, and acquire knowledge about the legal and procedural aspects of special education and develop an understanding and respect for individual needs and diversity. Students relate multicultural issues, beliefs, and practices to the needs of the student with mild/moderate disabilities, explore crisis intervention/prevention models and strategies and examine conflict resolution. This course presents students with the opportunity to develop an understanding of the issues relating to developing and encouraging positive social interaction skills, issues relating to the diverse emotional needs of students with mild/moderate disabilities, and issues relating to student behavior.

The course examines introductory aspects of instructional planning as well as the common strategies teachers employ to conduct their lessons. Basic elements of measurement and assessment that are essential to effective teaching are addressed. It assumes students have an understanding of the content they will teach and an extensive understanding and appreciation of the students with whom they will work. The overriding purpose of the course resides in the transformation of content and behavioral objectives into sequences of instructional activities that make them accessible to students and the central role assessments play in the instructional process as teachers construct and utilize various types of assessment to provide valid measures of learning outcomes.

This course is designed to emphasize the connectivity of technology to the classroom and the general curriculum. Students will explore programs that will aid them in classroom management, data collection, student-produced work, creating instructional tools, and administration of classroom responsibilities. Students will develop products that can be used to support their teaching and the learning process of their students.

This course provides students the opportunity to apply the principles of education and teaching and learning theory to instructional design.

This course will provide students the opportunity to examine and create a variety of valid and reliable classroom assessments. Students will also explore how to use data to influence classroom decisions, guide and improve teaching skills, and tailor instruction to individual learning needs. This course will also make the connection between constructive evaluation skills such as constructive feedback; helping students monitor their own progress; influence students? continuing motivation; and perceptions of self-efficacy as learners and their positive effect on student learning.

This course provides students the opportunity to develop skills in planning and managing the teaching and learning environment; managing student behavior and social interaction skills; communicating effectively; developing collaborative partnerships; and demonstrating professionalism and ethical practices. Students become familiar with daily management skills, safety and health issues in the classroom, creating and modifying a supportive learning environment, and behavior management skills. The course also focuses on the development and interaction of the educational team on methods and models of collaborative practices with parents, students, educational personnel, and members of the community and incorporates this into the instructional process.

This course will provide students with the opportunity to explore research and theory on the effectiveness of differentiated classrooms; examine the importance of differentiating instruction for today's diverse student population; recognize the need to increase variety in teaching, learning, and assessment to respond to individual student needs; utilize strategies including assignment tiering, graphic organizers, critical thinking skills, reflection and assessment strategies customized for a mixed-ability classroom; diagnose student needs and prescribe tasks that create better matches between learning needs and preferences and plan and implement methods appropriate for assessing individual learning needs in a performance-based curriculum.

The PK12 Reflection and Seminar is the in-class seminar portion of the student teaching experienced designed to meet the requirements for the Resident Educator License. The seminar provides teacher candidates with an opportunity to continue developing the skills needed to become a reflective practitioner based upon their practicum experience in the field component of student teaching.

This course is required for students seeking an Education Studies Bachelor?s Degree or students seeking a Resident Educator license. This course focuses on the principles and theories which influence teaching and learning in the PK-12 classroom. Students will develop an understanding of the range of individual differences in the classroom and their implication on instruction and classroom environment

This course explores the foundational principles and evidence-based practices essential for effective literacy instruction in today's diverse classrooms. This course equips future educators with the knowledge and skills necessary to foster literacy success for all learners, from early childhood to adolescence. Through a comprehensive exploration of the science of reading, explicit instruction techniques, and the diverse landscape of children's and adolescent literature, students will gain invaluable insights into the intricacies of literacy acquisition and instruction.

This course is the first of a two-course sequence required of all candidates for licensing as teachers of Elementary Education or Intervention Specialist. Each course focuses on the conceptual structures underlying the teaching and learning of standards-based mathematics in the elementary grades. MATH 113 addresses the conceptual structures for Counting & Cardinality, the Base-10 Number System, Measurement, and Area & Perimeter.

This course is the second of a two-course sequence required of all candidates for licensing as teachers of Elementary Education or Intervention Specialist. Each course focuses on the conceptual structures underlying the teaching and learning of standards-based mathematics in the elementary grades. MATH 222 addresses the conceptual structures for rational number operations, algebraic reasoning, geometry, probability, and statistics.

This course provides teacher candidates with the knowledge and skills necessary to incorporate creative music, art, drama, movement, and play activities into a comprehensive early childhood inclusive curriculum. Integration of creative experience and play designed to enhance and encourage the development of all PreK to Grade 5 learners will be emphasized, as will the historical, theoretical and research base for the integration of play and creative experiences into a fully inclusive classroom. This is a field experience course that requires transportation to local partnership school districts to complete classroom assignments.

This course presents an overview of language arts for all pre-kindergarten through grade 5 learners. Teacher candidates will examine the continuum of state standards-based skills, curricular components and organization, and diverse learning challenges as they relate to developing and implementing developmentally appropriate lessons and units of study. Candidates will develop positive dispositions toward literacy and foster supportive environments for literacy development of all learners, including children with disabilities and English language learners. Contemporary research on theoretical perspectives and best practices, as well as practical application, is embedded in this course to ensure a balanced approach to the most effective instructional practices for pre-kindergarten to grade 5 learners.

This course is required for prospective teachers seeking the Resident Elementary Education License. The course examines the kinds of curricular themes, problems, and issues that are appropriate for candidates in the elementary education program and is based upon appropriate developmental theory. Learned societies and other research literature have also been used to provide the basis for the selection of curriculum and teaching strategies. The emphasis is a hands on approach to inquiry. The course provides candidates the framework for implementing the Ohio Science Standards.

This course is required for prospective teachers seeking the Resident Educator Early Childhood License. Students will examine the kinds of curricular themes, learning challenges, and standards issues as they relate to developing and implementing developmentally appropriate lessons and units of study to teach social studies knowledge and skills to three- to eight-year-olds. Learned societies and other research literature also have been used to provide the basis for the selection of this curriculum and for the materials, teaching strategies, differentiation methods, and assessment techniques that are included as part of the course.

The professional growth and development practicum is the field portion of the student teaching experience designed to meet the requirements for licensure. The practicum is an in-depth clinical laboratory experience that provides opportunities to observe, analyze, plan, and practice teaching methods in a school setting. The experience enables the teacher candidate to move through stages of increased responsibilities under the guidance and with the support of a cooperating teacher and a university supervisor.

This course is required for prospective teachers seeking the Resident Educator Primary License. It examines the kinds of curricular themes, problems, and issues that are appropriate for children in the elementary block and is based upon appropriate developmental theory. Learned societies and other research literature also have been used to provide the basis for the selection of this curriculum and for the materials, teaching strategies, and assessment techniques that are included as part of the course.

This course is required for prospective teachers seeking the Resident Educator Early Childhood License, the Resident Educator Middle Childhood License, and the Resident Educator Intervention Specialist License. The focus is the explicit, systematic teaching of phonics: the history, the evidence, and the individual components of this approach. Letter-sound relationships, blending, word building, decoding multisyllable words and fluency are established as effective, evidence-based methods of teaching decoding skills. Application is addressed through explanations, models, and resources provided within the text and additional supplemental resources available through a companion website access.

This course is designed for students preparing for PK-5 Early Childhood Education. It is focused on the emergent learner, specifically in Pre-kindergarten, and the literacy knowledge and skills that are the foundation of reading and writing in grades K-5. Keeping in mind that PreK is not a universal mandate for all students before entering Kindergarten, this course will also serve as a guide for teaching literacy skills to students who may have had little literacy exposure before their first year of formal education.

This course is required for prospective teachers seeking the Provisional Early Childhood License, the Provisional Middle Childhood License, or the Provisional Intervention Specialist License. The course examines the development of communication skills in early learners, from listening and speaking to reading and writing. It presents frameworks aligned with the science-based principles of early literacy development, encompassing components of Structured Literacy, incorporating evidence-based strategies that promote effective reading and writing instruction.

This course is required for students who are seeking the Resident Educator Early Childhood License, the Middle Childhood Licensure, or the Intervention Specialist License. The course provides an overview of the reading process. It explores the strategies that are needed for reading and discusses ways of encouraging the development of these strategies in children. It explores common miscues and discusses ways of using diagnostic reading instruments. It stresses the importance of developing positive attitudes toward reading, as well as developing reading skills.