Models of Inclusive Education In K-12 education, the term "inclusion" is often reduced to where students with apparent disabilities learn within schools. In this course, we will challenge the segregation of students with disabilities in schools while expanding notions of inclusion such that students' multiple identities are incorporated into learning. Students will be introduced and provided opportunities to design lessons using a Universal Design for Learning framework. We will utilize DisCrit (Disability Studies and Critical Race Theory) as a theoretical tool to explore how ableism and racism stand in the way of equitable education for many students while exploring theories, methods, and approaches to disrupt such marginalization and lead to inclusive antiracist educational practices.  (EDST 0115 or SOAN 0215 or SOCI 0215 or AMST 0105).

Children & the Arts: Teaching Movement & Arts Integration in the Classroom This course will examine the integration of the arts and kinesthetic learning in elementary curriculum. Students will teach standards-based lessons that include the literary, dance, theater and visual arts. Activities will include art projects, sketch journals, reading assignments, and the exploration of community and teaching resources. Students will gain an understanding of the important role the arts integration and hands-on learning can play in the development and implementation of the curriculum.

Children & the Arts: Teaching Movement & Arts Integration in the Classroom  This course will examine the integration of the arts and kinesthetic learning in elementary curriculum. Students will teach standards-based lessons that include the literary, dance, theatre and visual arts. Activities will include art projects, sketch journals, reading assignments, and the exploration of community and teaching resources. Students will gain an understanding of the important role the arts integration and hands-on learning can play in the development and implementation of the curriculum.

Educational Psychology: Learning in Schools In this course we will expand our understanding of learning and teaching while exploring principles, issues, and research in educational psychology. We will examine learning theories, complex cognitive processes, cognitive and emotional development, and motivation, and apply these constructs to effective instruction, the design of optimal learning environments, assessment of student learning, and teaching in diverse classrooms.

Reading & Writing the World: Teaching Literacy and Social Studies in the Elementary School In this course, we examine what it means to be literate in the 21st century and ways in which all students can be empowered by the texts and teaching they encounter in schools. Students will develop their ability to enact literacy instruction based on current research about how children learn to read and write. We will take a critical look at texts—fiction, nonfiction, and historical—to consider the ways that texts read and write the world, develop abilities to select texts that empower all learners, and analyze retellings of historical events/persons to take into account multiple perspectives.  Many class sessions occur onsite at a local elementary school to provide consistent practice and supportive feedback on authentic components of teaching (transportation provided). In addition to class sessions, students will complete field experiences in a K-6 classroom in the Middlebury area to see the workings of an entire class.

Field Experience in Secondary Education and Special Education In this course we will examine secondary teaching and special education at the middle school level.  In this seminar we will explore, through selected readings and case studies, the policy and pedagogy of special education for students with learning disabilities. Further topics in middle/secondary education will be addressed. Required for students seeking a major in secondary education. (Pass/Fail)

Student Teaching in the Middle School/High School A semester-long practicum in a local middle or high school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410)

Student Teaching in the Middle School/High School See EDST 0415.

Student Teaching in the Elementary School A semester-long practicum in a local elementary school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410)

Student Teaching in Elementary School See EDST 0405.

Student Teaching in the Elementary School See EDST 0405.

Student Teaching Seminar Concurrent with student teaching, this course is designed to provide guidance in curriculum development and its implementation in the classroom, and to explore issues related to the teaching process and the profession. Students will construct a Teaching Licensure Portfolio as well as exchange ideas about their student teaching experiences. Topics including technology, classroom management, special education, and assessment will be featured. The Vermont Framework of Standards and Learning Opportunities, the five Standards for Vermont Educators, the Principles for Vermont Educators, and ROPA-R will guide the development of the Teacher Licensure Portfolio. (Corequisite: EDST 0405, EDST 0406, EDST 0407 or EDST 0415, EDST 0416 EDST 0417)

Elementary Science Methods In this course we will investigate children’s scientific understanding and how to design learning experiences to advance their understanding. Working closely with practicing elementary school teachers, students will spend five days a week in the schools, observing science instruction, conducting assessments, lesson planning, and teaching standards-based lessons. Students will learn to use a claim/evidence/reasoning framework to develop children’s scientific explanations. We will also study recent research in science education and the engineering and design process. Students will gain an understanding of how to plan, implement, and assess science instruction through seminars. Students will also continue to work on their Vermont licensure portfolio. [Open to EDST Elementary Licensure candidates only].

Elementary Math Methods In this course we will approach mathematics as the construction of ideas rather than the memorization of facts and rules. We will investigate children’s mathematical reasoning, how to construct learning experiences to advance conceptual development, and how a social justice stance enables math to be a source of empowerment for children. Many class sessions occur at a local elementary school (transportation provided) so students can ground their thinking about course topics within a school, and consistently practice and receive feedback on authentic components of teaching. Students will also complete field experiences in a local K-6 classroom and Vermont licensure requirements.

Christina Johnston

Reviews and ratings for Christina Johnston at Middlebury College.Christina Johnston teaches Models of Inclusive Education, Children & the Arts, Educational Psychology and more.  Explore top rated instructors and find the best for you.Is Christina Johnston good ? Find out on MiddCourses.

This was a great experience! Definitely one of the most laid-back classes I have ever taken. The readings are very doable, and while discussions can be intimidating, I had a very positive experience with participation. Johnston is a very kind woman and truly takes the time to get to know you. This was a great class, and one I look forward to every week. One thing is that Johnston talks very quietly, so if you need hearing accommodations, I suggest you let her know as soon as possible. One thing I did not like was the Moon Journal. It was too tedious for me to keep up with, but I don't think impacted my grade. Overall, I loved this course. 