Guide Young Minds as a Middle 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 explores literature for the early and middle childhood aged student with an emphasis on standards for selection of materials with reference to the interests, needs, and abilities of children at the different levels within these ranges of ages. Attention is given to books and their uses in all subject matters. Special emphasis is placed on activities that will motivate early and middle childhood students to read. The goal of creating life-long readers is stressed.

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 develop an understanding of the theories of cognition, intelligence, and learning, especially as it relates to identifying children with special needs. A developmental perspective will be utilized in the examination of the biological, social, psychological, and cultural influences on growth and change during childhood and adolescence. Students begin the process of relating the theories to instruction and assessment processes.

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 prospective teachers seeking the Resident Elementary Education License. This course explores the history, philosophy, purposes, and societal needs for elementary education. Appropriate organization and curriculum for PK-5 will be discussed. Readiness for learning will be investigated.

This course is required for prospective teachers seeking the Resident Educator Middle Childhood License. This course provides teacher candidates with a survey of the methods and materials for teaching language arts. It includes the areas of grammar and usage, spelling, handwriting, composition, dramatics, and speaking. It shows students how reading ability is built solidly upon the other language arts of listening, speaking, and writing.

This course is required for prospective teachers seeking the Resident Middle Education License. The course examines the kinds of curricular themes, problems, and issues that are appropriate for candidates in the middle 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 meant only for those students enrolled in a licensure program due to assignments and program assessments that require a clinical field experience placement. Attention is given to citizenship education, the world as a global community, the important role of values in guiding human behavior, financial literacy and individual differences among learners. Additionally, the course examines the nature, development, purpose and value of social studies with emphasis on methods and techniques of instruction, curriculum reorganization, and evaluation.

This course is required for prospective teachers seeking the Resident Educator License. It examines the kinds of curricular themes, problems, and issues that are appropriate for children in the middle school block 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 this curriculum and for the materials, teaching strategies 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 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 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 prospective teachers seeking the Resident Educator Middle Childhood License, the Resident Educator Adolescence to Young Adult License, or the Resident Educator Intervention Specialist License. The course explores the development from learning-to-read to using reading to learn. It investigates the role of vocabulary instruction, comprehension, study skills, and the writing process. It also addresses the assessment of textbooks, the reading process, and student motivation.

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.