OCTEO Fall 2025 Conference
Thursday 11:00-11:50 AM Breakout Sessions I
|
| Ohio Field Directors and Licensure Coordinators |
General Session Room
|
Kristie Fetty, Field Directors
Kathy Zarges, Licensure Coordinators
|
| Developing Meaningful Partnerships in First-Year Early Field Experiences |
Training Room 1
|
Sarah Schroder, University of Cincinnati
Aastha Yadav, University of Cincinnati
|
| In first year early field experiences in the UC teacher education program, students and partners help each other. Using a critical service-learning partnership, UC's first year preservice teachers bridge theory to practice serving our local Cincinnati Public Schools in classroom support and tutoring partnerships. Emphasizing collaboration, reflection, and communication, we've built intentional, reciprocal relationships with our local urban district--and the results have been transformative. Using what we have learned in the first two years of this partnership, we will share our partnership framework including |
| Preparing Teachers to Help Create a Sustainable Future for Humanity |
Training Room 2
|
Karl F. Wheatley, Cleveland State University
|
| Ecological overshoot is the underlying cause of all the ecological crises that threaten humanity’s future, making humanity’s vast ecological overshoot and how to end it two of the most important topics to teach. However, very few teachers/teacher educators understand overshoot, why it matters, or how to teach it. This session will define the two types of ecological overshoot and their causes and consequences. Participants will calculate their own ecological footprint and compare it to what is sustainable. The profound changes that are needed in societies and lifestyles to end ecological overshoot will be presented. Following a Q&A period on overshoot, five different types of strategies for teaching about ecological overshoot will be presented, along with challenges in teaching about overshoot, and indicators that students don’t understand it yet. A scavenger hunt will engage participants in finding overshoot issues within P-5 children’s literature. Q&A on teaching strategies wraps up the session. |
| Enhancing Science of Reading Strategies with Multimodal Engagement |
Training Room 3
|
Gail Evanchan, University of Akron
Lynn Kline, University of Akron
|
| Walking through primary schools, one often sees children seated in front of individual monitors barely looking up at the teacher. We fear too much dependence on technology has helped to diminish the joy of teaching and learning. The state has mandated The Science of Reading (SoR) as the only system to teach children how to read effectively. Grounded in research, structured literacy protocols embedded in the Science of Reading include a series of direct, explicit, systematic, sequenced, cumulative, and intensive lessons (Birsh & Carreker, 2018). However, the repeated structure may not be motivating for the teacher or the student. Multisensory strategies use instructional techniques involving visual, auditory, and tactile-kinesthetic systems to teach language (Birsh & Carreker, 2018). When applied to structured literacy instruction, especially in the context of the Science of Reading, multimodal activities can significantly support the development of foundational reading skills and motivation by aligning with evidence-based practices. |
| Reigniting the Field of Education Preparation Programs with Unconventional Populations |
Training Room 4
|
Nisreen Daoud, Capital University
Paul Hopkins, Capital University
Hoyun Cho, Capital University
Bradley Conrad, Capital University
|
| This session aims to share findings from a mixed methods research study that examined the experiences of eighteen teacher candidates from diverse backgrounds–primarily working adults, career changers, and individuals who previously faced challenges to completing their degree. |
|
|
|
|
© 2019 OCTEO. All rights reserved.
|
 |
|
