Category Archives for Accredited By CSUP

Building Your Blended Classroom: Leveraging Resources to Reach Learners

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Evaluate the potential for online and technology-enriched instruction to engage and teach today’s learners.
2. Identify the major components of Behaviorism, Cognitivism, Constructivism, and Connectivism, and apply these theories to online and blended instruction.
3. Define the roles of an online instructor, and evaluate the importance of these roles.
4. Explore various Web 2.0 technologies and assess their potential as learning tools in an online or technology-rich classroom.
5. Create a unit outline for blended classroom application.

Getting Googled: Master's Edition

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Develop a working journal of ideas for implementing Google Docs, Slides, Forms, and
   several other Google Drive applications in ways that benefit instruction and learning.
2. Demonstrate proficiency in navigating and utilizing a variety of Google Drive
   applications.
3. Create a “window” into their classroom to effectively and regularly communicate
   relevant information to students, parents, colleagues, and/or administrators.
4. Develop a lesson plan that successfully incorporates (both technically and pedagogically)
   a single Google Drive application.
5. Create a Google Classroom and explore pedagogical uses and visions for
   implementation.
6. Outline a unit plan that effectively incorporates several Google Drive applications, in a
   variety of ways, that addresses instructional objectives, student engagement, and the
   potential impact of the Digital Divide, as well as other common obstacles.

Universal Design for Learning

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Examine the key components often overlooked for a complete physical education experience.
2. Assess the impact of various resources: video, instrument, and smart-phone based.
3. Apply effective strategies for providing opportunities to experience the use those resources.
4. Explore a variety of applications that can help students monitor, plan and analyze their nutrition, sleeping, fitness levels.
5. Create a plan for the effective implementation of various resources to provide a holistic experience foreach and every student.

Building Your Google Classroom: Distance Learning Your Students Will Recognize

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Demonstrate growth in content knowledge related to teaching assignment and the application of content knowledge to classroom instruction and assessment.
2. Understand scientifically-based practices in teaching and learning, including strategies in literacy education, instructional technology, differentiation of instruction, and apply them to raise student achievement.
3. Demonstrate multiple means of assessing and evaluating student learning and use them to change teaching and learning.
4. Locate, interpret, synthesize, and apply educational research in best practices in teaching.
5. Understand models for professional change, including teacher collaboration, professional learning communities, strategies for mentoring and coaching to facilitate change, and effective professional development.
6. Demonstrate understanding of reflective practice that results in improved classroom teaching and learning, including teacher reflection, use of technology in self-assessment, collaboration for change, and self-management of change.
7. Demonstrate understanding of system and organizational change in education, including models for school change and current research and trends in school change.
8. Demonstrate responsibility for student learning at high levels.
9. Demonstrate responsibility for school reform and leadership in school change.

Adolescent Girls' Interaction: Queen Bees and Wannabees

- 3 Graduate Credits -

Course Objectives

1. Educators will review the changes that take place in adolescent girls as they become involved in more complex interpersonal interactions with other girls in school settings.
2. Participants will examine the interpersonal behaviors such as gossip, cliques, teasing notes and appearance and how these behaviors play themselves out in schools.
3. Educators will learn about power and influence in-between girls as well as jealously and judging behaviors that take place on the internet and in school settings.
4. Participants will explore dating issues, the influences of boys, crushes, matchmaking and a variety of adolescent sexuality issues and dramas that take place in schools.
5. Educators will research this topic to be able to provide guidance and solutions to teen girls in school settings. These wells help preventing young girls from the dangers of sex, drugs and negative interrelationships in school and society.

Teaching Students How To Remember

- 3 Graduate Credits -

Course Objectives

1. Educators will learn how to reach students so they can be taught specific subject content utilizing background knowledge and memory reflection.
2. Teachers will explore how to reinforce content for memory retention and recode self-generated information to improve memory recall.
3. Educators will review content reinforcement strategies the include student feedback and the discussion processes that reinforce learning and memory.
4. Teachers will examine reviewing and practice techniques that reinforce information knowledge and retention for faster and easier content retrieval.
5. Teachers will develop writings, lessons and activities to apply the seven "R's" of memorization into their classroom instructional practices.

African-American Student Achievement

- 3 Graduate Credits -

Course Objectives

1. Teachers will develop a framework of knowledge and understanding of the various strategies for improving achievement for African-American students in the classroom and school situations.
2. Educators taking this course will learn about planning lessons inclusive to Africa-American culture as well as capitalizing on student interests.
3. Teachers will learn about the effective interactions with Urban African-American culture as well as awareness of African American gender issues.
4. Educators will examine the involvement of African-American parents in their child's educational experience and ways to improve support for schools.
5. Teachers will examine these complex issues and develop a lesson or unit plan strategies or activities in the book and how they can use instructional techniques for improving student achievement and behavior in schools.

Strategies for Reaching At-Risk Students in the Elementary Setting

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Characterize the at-risk student.
2. Incorporate effective strategies for at-risk students into classroom procedures and policies.
3. Explore district and community programs for at-risk students.
4. Develop a comprehensive, individualized plan for an at-risk student.

A Framework For
Understanding Poverty

- 3 Graduate Credits -

Course Objectives

1. Educators will acquire a framework of the culture of poverty and the role of language.
2. Participants will learn about the hidden roles among social classes and how those roles influence how students work, behave and perceive the school experience.
3. Educators will learn about the characteristics of generational poverty and how the patters of behavior, problems and world views are passed to future generations.
4. Participants will explore the resources, role models, discipline and support systems.
5. Educators will research the culture of poverty issue regarding alternative theories and conclusions presented in the book, as well as present a variety of solutions.
6. Teachers will develop a lesson or unit plan that utilizes strategies or activities in the book and how to use instructional techniques to improve student achievement.