Category Archives for Classroom Instruction

Teaching Gifted Students in the Regular Classroom

- 3 Graduate Credits -

Course Objectives

1. Educators will explore what it means to be a gifted learner, how to create a successful program and the basic beliefs and background about the education of gifted learners.
2. Participants will review the categories of academically, intellectually and creative thinking giftedness. The areas of visual, performing arts and psycho-motor giftedness are defined. Using contracts and customizing strategies for differentiation are presented.
3. Educators will examine issues such as underachievement, barriers to providing support for the gifted student and to understand this complex topic and for personalizing the program curriculum for gifted learners.
4. Participants will be presented with eleven ways to differentiate instruction for gifted learners such as organization, teacher and student roles, techniques and strategies, special assignments and evaluation.
5. Educators will learn about rubrics, instruction, enrichment and advanced placement strategies or for classroom implementation. Parenting Issues are also presented.

Math Wonders to Inspire Teachers and Students

- 3 Graduate Credits -

Course Objectives

1. Educators will explore the various concepts, lessons and activities that stimulate and challenge students in advanced mathematical concepts and problems.
2. Participants taking this course will learn how to implement a variety of mathematical teaching concepts and complex or creative math problems for advanced learners.
3. Educators will learn about numerous mathematical lessons that are different and provide challenges and problems solving activities for both teachers and students.
4. Participants will study and utilize a variety of mathematical teaching strategies and implement various activities for classroom instruction and applications.
5. Educators will write an essay about math learning theory and they will develop lesson or unit plans using the strategies or activities from the book in their classroom.

The Way They Learn

- 1 Graduate Credit -

Course Objectives

1. Teachers will learn about the basic theories and concepts of Concrete-Sequential (CS) and Random Abstract (RA) learning style preferences of learners and students.
2. Educators will examine the dominant Concrete-Sequential learning style and dominant Concrete-Random learning style and the learning characteristics that are preferred.
3. Students will examine the dominant Abstract-Sequential learning style and the Abstract-Random learning styles and describes why these learners have different preferences.
4. Educators will be presented with theories and explanations about how students concentrate, remember material, and how they understand academic content.
5. Teachers will examine numerous charts and diagrams that categorize and explain the various learning style preferences and how to use the information for instructional purposes in classrooms

Differentiated Instruction in Mixed-Ability Classrooms

- 1 Graduate Credit -

Course Objectives

1. Educators will learn how differentiated instruction for mixed-ability groups applies to instructional strategies. State or local academic standards are also addressed.
2. Teachers will examine the role of the teacher in a differentiated classroom setting.
3. Learners are presented with strategies for managing a differentiated classroom and preparing students and parents for a differentiated classroom approach.
4. Educators will learn to plan differentiated lessons by readiness, interest and learning profiles for classroom implementation.
5. Teachers will be able to differentiate content, process, educational products and grading assessments in classrooms with mixed ability learners.

Educating Oppositional and Defiant Children

- 1 Graduate Credit -

Course Objectives

1. Educators will learn about the various characteristics of oppositional children and how having a better understanding of their disposition will assist teachers.
2. Teachers will review the historical philosophy and commonly used approaches to oppositional children and why they often fail along with alternative solutions.
3. Learners will explore the classroom environments impact on student behavior and how a variety of modifications can reduce conflict and enhance learning.

Multiple Intelligences in the Classroom

- 2 Graduate Credits -

Course Objectives

1. Educators will review the basic theory of multiple intelligences by Howard Gardner and its relationship to learning theory as applied to students in classroom settings and school environments.
2. Teachers will read and learn about MI in curriculum development, classroom management and student assessments for classroom applications.
3. Students will examine the practical applications of multiple intelligences for the elementary, middle school, and high school levels.
4. Multiple Intelligence strategies will be explored for cognitive skill development, special education and other subject area applications.
5. Teachers will analyze existential intelligence and other examples of MI lessons in elective classes and vocational programs for career development.

Literacy Strategies to Improving Mathematics Instruction

- 2 Graduate Credits -

Course Objectives

1. Educators will learn about the use the application of language and writing as it applies to mathematical concepts and situational examples that translate to numerical applications.
2. Teachers will examine reading problems that hinder student comprehension of worded problems and to simplify or reword questions so students understand the math involved.
3. Educators will learn about applying writing to the mathematics classroom and how that helps students comprehend the mathematical computations involved within language and literacy development.
4. The wording for describing graphic representations from a visual format and then expressing the concepts to create meaning are also presented.
5. Teachers will develop lesson or unit plans that apply literacy strategies for addressing learning deficiencies and how this can help students improve their mathematical skills.

Module B: Understanding Hispanic Students and Issues

- 3 Graduate Credits -

Course Objectives

1. Analyze statistical, educational, and social demographics of Hispanic students.
2. Review the Mexican era 1821, United States era 1847 and 1900's to 2015.
3. Review contributions of farm labor, industrial manufacturing & service industries.
4. Examine the origins of Mexican stereotypes and myths regarding immigration.
5. Learn about and contrast various Hispanic cultural views, behaviors, and traits.
6. Understand Hispanic religious beliefs and the immigrant assimilation process.
7. Discern between traditional cultural behaviors and U.S. media social forces.
8. Learn about and discuss the current social- political issues affecting Hispanos.
9. Learn diagnostic skills- strategies to improve student academic achievement.
10. Examine the social backgrounds of Hispanic families and inter-ethnic diversity.
11. Learn about the various Hispanic educational obstacles and school dropout issues.
12. Review learning theory-methodology for improving instructional effectiveness.
13. Learn about current Latino/Chicano social subcultures and political ideologies.
14. Research, design and apply instructional units/lessons for classroom use.

Emotional Intelligence: Why Can it Matter More Than IQ

- 3 Graduate Credits -

Course Objectives

1. Educators will review the emotional brain and what emotions are for in human development and interactions along with the anatomy of emotional connections.
2. Participants will explore self awareness of knowing thyself and the consequences of excessive passion or emotional hysteria that can be unproductive.
3. Educators will be presented with general concepts of why and how aptitude, empathy and emotions are interrelated within the human social arts.
4. Participants are presented with how the mind and medicine are interrelated and how to manage the heart regarding trauma and emotional relearning.
5. Educators can examine how the lack of emotional literacy can be costly in human relations and how to use emotional intelligence concepts in school environments.

Art and Science of Teaching

- 2 Graduate Credits -

Course Objectives

1. Educators will establish the concepts of blending scientific instructional methods with creative, artistic, social and personal relationships to help students effectively.
2. Teachers will examine how to generate effective test hypotheses to deepen student understanding of instructional content for better learning outcomes.
3. Educators will review adherence to rules and procedures to keep students engaged while maintaining a positive and effective learning environment.
4. Students will be able to use the specific directives, implementing consequences and on-task behavior strategies for classroom management.
5. Teachers will develop writings, lessons or activities that determine specific teaching directions for cohesive unites and effective classroom instruction.