Reading Instruction and Phonics Theory

- 3 Graduate Credits -

Course Objectives

1. Educators will learn the sounds of American English and the theory of the alphabetic codes by focusing on letter-sound relationships of the alphabetic code instruction.
2. Teachers analyze the introduction to understand the author and his perspectives on the various reading instruction strategies in school systems and their outcomes.
3. Educators will review the history of reading instruction in the U.S and contrast the whole-language literacy compared to creating phonics frameworks for reading acquisition.
4. Participants will utilize the appendices supplement to stages, code sounds to letters, consonant blends, complex and frequently used words to enhance reading instruction.
5. Educators will research this topic, view videos and practice sounds stages from the book to create lessons/activities to improve reading/phonics instruction in classrooms.

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.

Providing Effective Feedback to Foster Student Growth

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Examine the role of feedback in the learning process.
2. Differentiate the key components of effective feedback.
3. Apply best practices and strategies for providing feedback.
4. Develop a strategic feedback plan for an existing unit or project.

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.

Gamification in the Classroom

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Examine the positive and negative aspects of gaming.
2. Apply best practices, strategies, and tools for gamifying classroom procedures and lessons.
3. Explore frameworks for gamification.
4. Develop a strategic gamification plan for an existing unit or project.

English Language Learners: 50 Strategies

- 3 Graduate Credits -

Course Objectives

1. Educators will learn about enhancing instruction through planning and visual scaffolding for language support and connecting communication to the real world.
2. Participants will learn how to create language-focused lessons, including read aloud techniques, to support ELL vocabulary building.
3. Educators will be exposed to academic language scaffolding and creating frameworks for language acquisition in skill level groupings while supporting individualized instructional needs.
4. Participants will be presented with dictoglos, GIST, and syntax surgery concepts for manipulating English grammar to comprehend a variety of language forms.
5. Educators will view the DVD 50 Instructional Strategies provided in the back of the book and complete activities to improve teaching techniques for ELL classrooms.

Helping Adolescents with ADHD & Learning Disabilities

- 3 Graduate Credits -

Course Objectives

1. Educators will have a working knowledge about the specific definitions and spectrum ofproblems that students with ADHD and Learning Disabilities may have.
2. Participants will be able to understand the legal requirements and main laws dealing withstudent disabilities and the underlying premises of IDEA and section 504 plans.
3. Participants will explore the resources, role models, discipline and support systems.
4. 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.
5. Educators will view a video, write an essay or develop lesson or unit plans utilizing the information in the book for classroom and school applications.

Engaging Teens and Tweens

- 3 Graduate Credits -

Course Objectives

1. Educators will review the new findings in brain research that explain how the brain learns, make new connections and how our thinking is changed through brain plasticity.
2. Participants will be presented with the various changes that the brain makes during adolescence and explore how technology and the media have changed how the brain functions with the new generations of students.
3. Educators will learn about making material meaningful, how emotions affect the brain and learning as well as how stress affects the brain and body.
4. Participants will explore techniques for managing student psychological states in order to engage them in learning and help them to recall and apply knowledge.
5. Educators will research this topic as it applies to student choices regarding drugs, promiscuity, and alcohol as well as to their broader decision-making abilities.

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.

Tomorrow's Technology in Today's Classroom

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

1. Review the variety and ever-growing availability of technological resources.
2. Design and utilize a wiki program.
3. Utilize and customize virtual communication mediums.
4. Discuss with the instructor and classmates varying platforms for student implementation of technological resources.
5. Produce and implement a virtual survey.
6. Create an online classroom using one of the recommended ecourse sites.