Courses We Offer

Performance Learning Systems, Inc. Courses (EDCI 631)
Quality Educational Programs, Inc. Courses (EDCI 632)
TeacherOnlineEducation.com Courses (EDCI 633)
Teachscape Courses (EDCI 634)
Virtual Education Software, Inc. Courses (EDCI 635)

Performance Learning Systems, Inc. Courses

For more information, visit the PLS home page at www.plsweb.com.

EDCI 631-041	Credits: 3
CLASSROOM MANAGEMENT: ORCHESTRATING A COMMUNITY OF LEARNERS, K-12

When students are empowered to take responsibility for their own learning experiences, you are freed from constantly dealing with behavioral and organizational issues. Discover and practice skills for orchestrating classroom life and learning so that instruction flows smoothly, student misbehavior is minimized, and learning potential is maximized. Create an Action Plan of practical strategies to implement immediately in your classroom. Structure a positive learning environment. Increase student willingness and cooperation. Stop misbehavior and prevent it from recurring. 

 

EDCI 631-042	Credits: 3
TEACHING THROUGH LEARNING CHANNELS, K-12

Explore learning preferences and develop brain-compatible strategies to address them through multisensory teaching. Discover how to incorporate a variety of brain-compatible techniques that address students’ basic motivational needs. Understand the five needs all students have. Discover the benefits of multisensory teaching. Learn how to teach for concept mastery. 

 

EDCI 631-045	Credits: 3
BLENDED AND SYNCHRONOUS LEARNING DESIGN, K-12

Explore ways to incorporate best practices of online teaching and learning to meet the needs of all learners. This course focuses on two different formats for online learning environments: blended and synchronous. Progress from defining these environments to the development process required, concluding with considerations for implementation of each. 

 

EDCI 631-046	Credits: 3
WRITING ACROSS THE CURRICULUM, K-12

This course is designed to support teachers in grades three though six with effective writing instruction across content areas. Created specifically for upper grade teachers, this course begins by focusing on direct writing instruction in a writing workshop. Participants will learn and practice specific craft and mechanics techniques that are tangible for students, supporting visible progress towards more general goals such as writing with detail, sentence fluency and voice. These sessions will also address how to support student independence within personal narrative and non-fiction units of study. The second half of this course looks at writing in the content areas, including math, science and social studies. Participants will learn a broad range of writing formats that can elevate the way students process information and engage with material learned. For each content area, participants will learn: strategies for effective writing instruction; ways to model writing formats; ways to support below-grade level writers; and how to balance the expectations of writing and content in formal and informal assessments.

 

EDCI 631-047	Credits: 3
FOUNDATIONS OF LITERACY: BEGINNING READING, K-12

This course explores the components of early reading defined by the National Reading Panel and the International Reading Association. Students will build a knowledge base for each component and then apply that knowledge within a classroom setting. Several modules will include brief discussions on compatible informal assessments. Students will construct a portfolio of teaching strategies for each component. At the end of the course, students will construct a final capstone lesson plan which will incorporate each early reading component for use in the classroom.

 

EDCI 631-001	Credits: 3
ACTION RESEARCH FOR THE CLASSROOM, K-12

Action research is a process of inquiry and reflection in which educators examine their personal instructional practice systematically, using the techniques of research. This online course addresses concepts associated with action research and the processes and procedures for conducting action research, culminating in the development of an action research plan.

 

EDCI 631-002	Credits: 3
ACTION RESEARCH IN THE E-LEARNING ENVIRONMENT, K-12

Action research is a process of inquiry and reflection in which educators use research techniques to systematically examine their personal instructional practice. In the e-learning environment, action research takes on a new dimension as educators integrate technology into traditional research methodologies. Discover online data collection techniques, interpret the data to affect change in the online classroom, and develop a research plan that integrates and makes effective use of e-learning technology.

 

EDCI 631-003	Credits: 3
BUILDING ONLINE COLLABORATIVE ENVIRONMENTS, K-12

How can classroom teachers harness the power of online technologies like blogs, podcasts, and wikis for student engagement and learning? Course participants will experience the Web as more than a source of information, instead using it as a means of constructing new knowledge through conversation, networking, and collaboration. The focus is on tools currently available and how to use them effectively for student research, writing, and learning.

 

EDCI 631-004	Credits: 3
CULTURAL COMPETENCE: A TRANSFORMATIVE JOURNEY, K-12

Equips experienced and beginning educators with the knowledge, awareness, and skills they need to work in today’s diverse classroom settings for the goal of student success. Participants will have opportunities to critically examine how privilege and power impact educational outcomes and to understand the role of educators as agents of change for social justice. Learners will use the framework “know yourself, your students, and your practice” to better understand their roles in student achievement. By exploring diversity through multiple perspectives, participants will gain insight into how their own cultural lenses impact their relationships with students and families.

 

EDCI 631-006	Credits: 3
DEVELOPING 21st CENTURY LITERACY SKILLS, K-12

This course introduces participants to existing frameworks for 21st-century skills developed by enGauge and the Partnership for 21st Century Skills. In particular, the course focuses on the importance of information literacy, adaptability, and risk-taking skills. Participants will also learn important multimedia skills and how to share their creations through read/write Web tools such as blogs, wikis, podcasts, and social networks. The course covers new metrics and means of evaluating student work as well as the need for organizational change in order to integrate these skills into existing educational institutions. For the culminating activity, each participant will plan a student project that meets curricular goals and helps to develop 21st-century skills.

 

EDCI 631-007	Credits: 3
DIFFERENTIATED INSTRUCTION IN TODAY'S CLASSROOM, K-12

Equips experienced and beginning educators with the essential knowledge and skills they need to implement differentiated instruction (DI) successfully in their own classrooms. As a widely respected, research-based instructional approach, DI provides teachers with effective, manageable strategies for meeting the needs of an increasingly diverse student population within the context of today’s challenging standards-based curriculum. In a highly interactive learning environment that models the DI principles and processes, class members will gain expertise in understanding and implementing a broad range of strategies associated with three essential, distinguishing components of DI: first, the teacher’s role as guide and facilitator in a classroom environment specifically designed to support self-directed student learning and teacher-student collaboration; second, the interdependent nature of assessment and instruction in a DI classroom; and third, the implementation of specific instructional strategies to adapt the curriculum content, processes (activities), and products to provide students with entry points to learning that match their readiness, interests, and/or learning

 

EDCI 631-008	Credits: 3
EDUCATING THE NET-GENERATION, K-12

The Net-Generation uses learning styles that differ from those used by their Baby Boomer or Generation X teachers. The Net-Generation values technology, experiential learning, working in teams, and social networking. This course examines the learning styles, expectations, and technical acumen of the Net-Generation and explains their implications for classroom learning environments. During the course participants will learn the key differences between the generations and discover how to bridge those differences through sound instructional design techniques. Participants will also learn how to leverage the gadgets, games, and gizmos of these students to create pedagogy that meets Net-Generation needs and transfers knowledge from teacher to student.

 

EDCI 631-009	Credits: 3
FACILITATING ONLINE LEARNING COMMUNITIES, K-12

Focuses on the principles and best practices of successful online facilitation on any learning platform. Participants will practice specific online communication skills with multiple tools, manage assessments and feedback appropriately, analyze and solve problems, and create a plan of action for teaching their next online course. This course includes strategies to engage diverse learners, support various learning styles, and handle conflict constructively in the online learning environment. Through class activities, practice course simulations, collaboration with colleagues, and dedicated coaching from the course facilitator, participants will gain the necessary tools to nurture a reflective online learning

 

EDCI 631-010	Credits: 3
GEOMETRY FOR MIDDLE SCHOOL TEACHERS, K-12

This course provides middle school teachers with ongoing professional development that will build on and expand current knowledge and understanding of geometry. Throughout this course participants will link the National Council of Teachers of Mathematics (NCTM) Principles and Standards for teaching Geometry to middle school students to their individual state standards so that they can delve more intentionally into geometric content and processes. Investigating strategies for developing mathematical literacy and fostering logical thinking will set the stage for future learning. In addition, participants will explore, discuss, and apply research-based teaching strategies for teaching geometry and mathematics in all modules.

 

EDCI 631-011	Credits: 3
INFUSING THE ARTS INTO THE CURRICULUM, K-12

Arts infusion is a powerful approach to teaching and learning. This course explores the role of the arts in education. It introduces the elements inherent in the four art forms (music, dance, drama, and visual arts) and models infusion of the arts disciplines across the curriculum, specifically within language arts, math, social studies, and science. Arts-based teaching strategies are described and applied. Participants develop arts-infused lesson plans, and the course culminates with the design of an arts-infused unit of study.

 

EDCI 631-012	Credits: 3
INSTRUCTION DESIGN FOR ONLINE EDUCATORS, K-12

Instructional design focuses on the development of skills and knowledge related to the design of online instruction. Participants will develop an instructional design plan, beginning with a needs analysis and progressing through the design cycle to create an online course that meets student requirements for successful online learning.

 

EDCI 631-013	Credits: 3
MERGING EDUCATIONAL GOALS AND INTERACTIVE MULTIMEDIA PROJECTS, K-12

This course helps experienced and beginning educators in all subject areas build expertise in using technology as an effective tool to support and enhance learning in their classrooms. This course responds to the growth of educational technology and the increasing expectation that technology will be regularly implemented in the classroom. This course supports teachers in creating learning environments that integrate real-world problem solving with interactive, engaging multimedia projects. In these technology-infused classrooms, students work collaboratively with their teachers to meet curriculum standards and make meaning through problem solving, researching, designing, testing, and communicating.

 

EDCI 631-014	Credits: 3
READING ACROSS THE CURRICULUM, K-12

This course provides research-based active reading comprehension strategies that participants can apply to their grade level or content area. By learning how to implement these metacognitive reading strategies, participants will be able to plan lessons more effectively. Participants will also discover how to engage students, deepen their understanding of content, and prepare them for success beyond the classroom. Emphasis is on learning styles, types of text, notation systems, content-area reading, assessments, fluency, motivation, and grade-level vocabulary.

 

EDCI 631-015	Credits: 3
SIMULATIONS AND GAMING TECHNOLOGIES FOR THE CLASSROOM, K-12

Analyze current beliefs and assumptions about using video and computer games in the classroom for learning purposes. Evaluate learning games to determine their effectiveness and suitability for your students’ learning needs. During this course, participants will evaluate learning games to determine their effectiveness and suitability for the classroom. Participants will also become familiar with contemporary gaming technologies, enabling them to understand the pedagogical models behind games and how gaming models may be used for learning.

 

EDCI 631-016	Credits: 3
STRATEGIES FOR MIDDLE SCHOOL SCIENCE TEACHERS, K-12

Examines the methods, strategies, and curriculum of the successful middle school science classroom. Participants will investigate the unique characteristics of middle school learners and become familiar with a variety of techniques to involve those students in a meaningful educational experience in science. Topics will include effective planning, integrating technology in science, managing and organizing the classroom, utilizing appropriate assessments, questioning and communication strategies, meeting the needs of diverse learners, and connecting the science classroom to the real world.

 

EDCI 631-017	Credits: 3
SUCCESSFUL TEACHING FOR ACCEPTANCE OF RESPONSIBILITY, K-12

This course helps experienced and beginning educators create a classroom environment in which responsible behavior is modeled, taught, and supported. Participants will explore the underlying causes of irresponsible behavior and learn specific strategies associated with four instructional approaches that empower students to be self-directed, responsible learners: helping students develop personal power, helping students use effective mental models, teaching students appropriate behaviors, and developing skills for positive student confrontation. As participants learn to mentor, model, coach, and facilitate responsible actions in their students’ behalf, they likewise develop increasing responsibility and personal power in their own professional practice.

 

EDCI 631-018	Credits: 3
TEACHING ALGEBRA TO MIDDLE SCHOOL STUDENTS, K-12

This course provides an overview of and an opportunity to review the major concepts necessary to teach algebra to middle school students. Among the several core competencies that students need to develop strong skills in algebra is algebraic number sense. Teachers will have opportunities to evaluate their own mastery of algebraic number sense, develop a stronger number sense, and explore ways to help students enhance their own number sense. In addition, participants will learn the importance of scaffolding concepts for student understanding.

 

EDCI 631-019	Credits: 3
TEACHING THE ENGLISH LANGUAGE LEARNER, K-12

Apply the knowledge, skills, and resources to service English language learners in their journey to becoming linguistically proficient. Identify academic content then design and deliver appropriate instruction for English language learners so they may compete with native speakers in a consistently competitive global and information society.

As accessing information is vital for all learners, teachers will be prepared to facilitate second language learners in the classroom in becoming self-directed so they can confidently use English in listening, speaking, reading and writing for social and academic purposes. The overall goal is to prepare for the drastically changing demographics in our student clientele by preparing teachers to effectively create learning communities that service the English language learners and their families for a future of success and lifelong learning. There is little doubt that a great difference exists between teaching native English speakers and second language learners. Teachers must be conscious of the daily challenge English language learners face as they confront multiple subjects through a sometimes difficult, second language lens.

The foundation of this course rests on the current Teachers of English to Speakers of Other Languages (TESOL) standards, which are included in the National Council for Accreditation of Teacher Education (NCATE) national standards for teacher education. These standards target five domains: language, culture, planning, assessment, and professionalism. Using TESOL standards aids teachers in constructing learning environments that support second language learning and literacy development as well as content area achievement.

 

EDCI 631-020	Credits: 3
USING ONLINE RESOURCES TO BRING PRIMARY SOURCES TO THE CLASSROOM, K-12

To understand how digital primary source archives can enhance student learning, participants will use online resources to access and analyze primary sources, think critically about classroom applications, and develop authentic, engaging learning experiences for students. This course introduces a selection of online resources that provides access to primary sources, teaches how to navigate the sites, and shows how to locate appropriate resources. Practical and thought-provoking evaluation techniques help participants analyze primary sources that enrich instructional practices and classroom activities.

 

EDCI 631-021	Credits: 3
THINKING MATHEMATICALLY: ELEMENTARY EDITION, K-12

This course is designed for elementary school teachers to deepen their knowledge, appreciation, and understanding of K-4 mathematics. Participants will use the NCTM Content and Process Strands as a vehicle for understanding what students need to know and be able to do in math. They will also investigate strategies for developing mathematical literacy and fostering logical thinking.

Top

Quality Educational Programs, Inc. Courses 

For more information, visit the QEP home page at www.videocourses4teachers.com.

 

EDCI 632-051	Credits: 3
TEACHING STUDENTS RESPONSIBLE BEHAVIOR

This course will give you the theory and skills to teach students how to take responsibility for their own behavior in school. It will lead you through a series of learning activities designed to instruct you in how to teach your students the concepts of Choice Theory and to plan and implement a program of Responsibility Training in your classrooms. In this course, you will learn how to determine why some students choose to misbehave, implement a proven approach to improving student behavior, and effectively use “Time Outs” to improve behavior.

 

EDCI 632-052	Credits: 3
COOPERATION IN THE QUALITY CLASSROOM

This course will give you the theory and skills to create lesson plans that meet the basic psychological needs of students and gain their cooperation in the learning process. Based on the works of Drs. William Glasser, David Johnson and Roger Johnson, you will gain the knowledge and skills to guide your students to become active, enthusiastic partners in the learning process. In this course, you will learn to create lessons that involve students, use cooperative learning strategies to encourage quality work, and help students solve classroom problems affecting learning.

 

EDCI 632-053	Credits: 3
TEACHING IN THE QUALITY CLASSROOM

This course will give you the theory to enhance your instructional skills and develop strategies that will raise your students’ achievement to a new level of quality. Course assignments and activities introduce you to Dr. Glasser’s Quality Schools concepts and practices and demonstrate how they can be combined in a comprehensive program of instruction and behavior management. In this course, you will learn how to teach your students problem-solving skills that lead to improved achievement, help your students become better listeners and stay on task, and manage your classroom in a manner that promotes quality work.

 

EDCI 632-054	Credits: 3
RESPONSIBILITY, RESPECT & RELATIONSHIPS

This course will give you the knowledge and skills to deal with students’ apprehensions and fears and at the same time create an emotionally safe classroom atmosphere that promotes learning. Topics covered include teaching to various learning styles and preferences, setting attainable goals for improving student achievement, and helping students in crisis situations. In this course, you will learn how to create an emotional safety net to support troubled students before they become dangerous students, recognize and respond effectively to students who are experiencing an emotional crisis, and identify and capitalize on students learning strengths and preferences.

 

EDCI 632-055	Credits: 3
DEALING WITH DISCIPLINE PROBLEMS

This course will give you the knowledge and skills to apply previously learned choice theory concepts to commonly occurring classroom discipline problems. As a course outcome, you will develop a personalized plan designed not only to solve discipline problems but also to help students take responsibility for their own behavior. In this course, you will learn to solve commonly occurring discipline problems that keep you from teaching and other students from learning, deal with recurring discipline problems and help troubled students plan for improved behavior, and create and use a classroom discipline plan designed to prevent problems from occurring.

 

EDCI 632-056	Credits: 3
TEACHING IN THE 21st CENTURY

This course will explore five areas that are critical to effective teaching in the 21st century. These areas are the vital connection between student-teacher relationships and academic achievement, teaching strategies that take advantage of multiple-intelligences theory, approaches to character education, strategies to deal with increased student hyperactivity, and learning projects that develop self-management skills. In this course, you will learn how to successfully teach those students who have previously been labeled as "unreachable," gain valuable new skills that will help you build positive relationships with your students, and create classroom activities that will help students who are continually hyperactive in your classroom.

 

EDCI 632-057	Credits: 3
IMPROVING STUDENT ACHIEVEMENT

This course will give you the psychological foundation to understand how learning, motivation, and individual differences relate to improving student achievement. In the videos, you will see demonstrated dozens of strategies that are being successful used to enhance student achievement at all grade levels. In this course you will learn how to create effective lessons and units that engage students in the learning process, increase your students’ comprehension and retention levels, and connect with students who are resisting your best efforts to help them

 

EDCI 632-059	Credits: 3
HOME SCHOOL PARTNERSHIPS

With this course, you will acquire the theory and skills to improve communication with parents, hold more effective parent conferences, and implement strategies that build a collaborative partnership between school and home. You will be presented with the theoretical foundation and implementation designs that will prepare you to work more effectively with parents to improve students achievement. In this course, you will learn how to diffuse emotional confrontations with parents, better prepare for and conduct parent conferences, and implement communication strategies that will build a positive, productive partnership with all of your students' parents.

 

EDCI 632-060	Credits: 3
EVERY STUDENT CAN SUCCEED

In this new course, Dr. Glasser presents his new ideas about competency-based education, assessment, and teaching strategies that help to ensure the success of every student. Featured in the videos are actual lessons taught in Glasser quality schools. The lessons are presented with little or no editing to show from start to finish how you can create and conduct lessons in which every student can succeed. In this course, you will: learn to build competency and eliminate both failure and discipline problems, create and teach lessons that produce competency-based learning, learn to deal with the major cause of student under achievement, and use choice theory to help students become more responsible learners.

 

EDCI 632-061	Credits: 3
TEACHING IN THE INCLUSIVE CLASSROOM

In this course, you will learn practical strategies to maximize learning for all students, including those with special needs. You will learn inclusive teaching techniques first hand with video visits to classrooms where teachers are successfully education both general and special education students. Course learning activities will teach you how to design and implement curriculum modifications and activity adaptations based on the strengths and needs of your students.

In this course, you will learn how to utilize differentiated instruction to benefit both general and special education students, select, implement, and evaluate lesson modification to accommodate the needs of students with physical, emotional, or intellectual disabilities, offer choices to help students develop self-management skills, and implement assessment strategies appropriate to your students' individual abilities. In addition to providing ways in which you can individualize your instruction, this course will also cover remedial methods, instructional techniques, and assistive technology that can be used to more effectively address the diverse learning levels of both your special and general education students.

 

EDCI 632-062	Credits: 3
DIFFERENTIATED INSTRUCTIONAL STRATEGIES

This new course is designed to give you the knowledge and skills to implement differentiated instruction successfully in your own classroom. You will learn strategies for meeting the needs of an increasingly diverse student population within the context of today's challenging standards-based curriculum. Real-life video demonstrations will illustrate how to adapt curriculum content, processes, and products to match students' readiness, interests, and learning profiles.

In this course, you will learn how to recognize and teach to different kinds of intelligences, understand and accommodate various learning styles, effectively implement multi-option and tiered assignments, utilize ongoing, authentic assessment techniques, and design more dynamic and engaging lessons and units. In addition, you will learn how to further differentiate your instruction through the use of learning centers, portfolios, graphic organizers, group investigation, and varied homework assignments. With this thorough introduction to differentiated instruction, you will be prepared to meet the learning needs of all students no matter how diverse their learning styles or preferences.

 

EDCI 632-063	Credits: 3
DIFFERENTIATED ASSESSMENT STRATEGIES

This new course will teach you how to gather information through ongoing assessment that will help you plan instruction more effectively, This course will give you tools, surveys, checklists, and guidelines to accurately assess your students' progress and plan for their continued success.

In this course, you will learn how to identify learning styles and preferences, use authentic and performance-based assessment, learn techniques for ongoing, concurrent assessment, discover the value of teaching students to self-evaluate, improve student comprehension and retention, and obtain feedback to make your differentiated instruction more effective. Whether taken alone or with the instructional strategies course, "Differentiated Assessment Strategies" is a must-take course for anyone anxious to find new ways to enhance their instruction and improve student achievement.

 

EDCI 632-064	Credits: 3
INTRODUCTION TO DIFFERENTIATION

With the videos in this course, you will be transported to a Best Practices Institute in Differentiated Instruction held on the campus of the University of Virginia. As a virtual participant in this conference, you will leran from one of the foremost experts in differentiation, Dr. Carol Ann Tomlinson. In her presentation, Dr. Tomlinson describes the nonnegotiable elements of differentiation and gives several examples of this learner-centered approach to education. Also featured are expert teacher educators experienced in the use of differentiated strategies who demonstrate how to apply course concepts in the creation of lessons and learning activities.

In this course you will learn how to differentiate your instruction in response to your students' needs, improve your instruction by establishing a supportive relationship with your students, differentiate your curriculum to improve student engagement and understanding, and create lesson plans and unites utilizing differentiated instructional strategies.

This course provides an excellent companion to our other three courses, "Differentiation and Literacy," "Differentiated Instructional Strategies," and "Differentiated Assessment Strategies." These four courses provide both the theory and skills necessary to successfully implement a differentiated approach to instruction.

 

EDCI 632-065	Credits: 3
CREATING YOUR PROFESSIONAL PORTFOLIO

This course is designed to help you extend the application of what you learned in a previously taken QEP course while gaining experience in the creation of a professional portfolio. The portfolio development guildlines are aligned with the standards set by the National Board for Professional Teaching Standards. (Prerequisite: you must have previously taken or be currently enrolled in another QEP course.)

In this course, you will learn how to create an impressive protfolio that celebrates your learning strengths, take an important first step toward national certification, and use professional portfolios as a vehicle for career-long professional development.

 

EDCI 632-066	Credits: 3
DIFFERENTIATION AND LITERACY

With the videos in this course, you will be transported to a Best Practices Institute on Differentiating Literacy Instruction held on the campus of the University of Virginia. As a virtual participant in this conference, you will learn from author and differentiation expert, Dr. Carol Ann Tomlinson. In her presentation, Dr. Tomlinson describes how differentiated instruction can be best used to teach reading and writing in today's diverse classrooms. She gives examples of successful differentiated literacy lesson plans, shares personal experiences, and answers questions about the best ways to apply differentiation to literacy instruction. Also featured are teacher educators demonstrating how to apply differentiation concepts using pre-assessments, visual narratives, and real world documents.

In this course, you will learn how to differentiate your instruction to reach children of varying literacy readiness levels, improve your instruction by adopting a growth mindset, use strategies such as flexible grouping and RAFT to enrich your literacy instruction, and create reading and writing lesson plans and units utilizing differentiated instruction.

This course provides an excellent companion to our other three courses, "Introduction to Differentiation," "Differentiated Instructional Strategies," and "Differentiated Assessment Strategies." These four courses provide both the theory and skills necessary to successfully implmenet a differentiated approach to instrucion.

 Top

TeacherOnlineEducation.com Courses

For more information, visit the TOE home page at www.teacheronlineeducation.com.

 

EDCI 633-071	Credits: 3
CLASSROOM-BASED ASSESSMENT: PRACTICAL STRATEGIES FOR POWERFUL LEARNING

Focuses on helping today's K-12 teachers understand, appreciate, and reclaim the power of everyday assessment for the benefit of student learning in their own classrooms. Enables participants to expand their understanding of the role of assessment and instruction, and learn a wide range of practical, user-friendly strategies designed to support learning, not just measure it. With the strength of research supporting each newly acquired skill, teachers will build their expertise in identifying key learning targets, understanding the distinguishing attributes of a wide range of assessment strategies, appropriately matching assessments to learning targets, adjusting instruction based on assessment information, providing effective feedback, using assessment data to determine grades that accurately reflect student achievement, and helping students develop confidence as learners.

 

EDCI 633-072	Credits: 3
DIFFERENTIATED INSTRUCTIONAL STRATEGIES FOR TODAY'S CLASSROOM

Helps participants translate the theory of DI into the practice of DI by (1) creating a learner-centered classroom environment to optimize achievement for all students; (2) differentiating based on students' learning profiles and interests; and (3) adjusting instruction based on formal and informal pre-assessment, formative assessment, and summative assessment. Builds expertise in a wide range of DI instructional approaches and strategies, the subtleties of DI classroom management and flow, shifts in the teacher's role, and ways in which student self-directedness is both the catalyst for and result of effective differentiation.

 

EDCI 633-073	Credits: 3
BEST PRACTICES FOR BRAIN-BASED CLASSROOMS: FUSING THE ART OF TEACHING WITH THE SCIENCE OF LEARNING

Enables participants to develop the knowledge and professional expertise to fuse emerging neuroscientific research with their own educational practice. Gives educators an understanding of basic brain physiology and the way in which the brain processes and stores information. Examines how to design a learning environment that supports and enhances the brain's natural learning systems, and explores a wide range of brain-based instructional strategies to optimize students' successful acquisition, internalization, retrieval, and transfer of key concepts and skills.

 

EDCI 633-074	Credits: 3
BOYS AND SCHOOL: CHALLENGING UNDERACHIEVEMENT, GETTING IT RIGHT!

Clarifies why one-size-fits-all-boys solutions cannot work in response to complex reasons about why so many boys in our schools today are underachieving. This course focuses on a multi-faceted approach designed to clarify which boys are struggling, the many reasons why they struggle, and how educators can respond with a rich repertoire of research-based responses designed to engage and support struggling boys in their own classrooms, provide conditions for their success, develop their real-world skills, and help them build a positive male identity.

Top
 

Teachscape Courses

For more information, visit the Teachscape home page at www.teachscape.com.

Curriculum, Instruction, & Assessment

EDCI 634-085	Credits: 3
TEACHER AS LEADER, K–12

This course focuses on the characteristics of successful teacher leaders and ways that all classroom teachers can cultivate these characteristics and improve their leadership skills. The featured experts who provide commentary for this course include Dr. Ann Lieberman, Tom Malarkey, and Dr. Tony Smith.

• Identify your personal leadership profile.
• Learn and apply leadership strategies for the classroom, school, and community.
• Strengthen your commitment to student learning and achievement.

 

EDCI 634-086	Credits: 3
INSTRUCTIONAL DESIGN, K–12

This course concentrates on an effective and efficient instructional planning process that allows teachers to align their instructional design to state and local standards. The featured experts who provide commentary for this course include authors Jay McTighe and Grant Wiggins.

• Learn to use "backward design" to create comprehensive instructional units.
• Integrate formal and informal assessment techniques that allow you to monitor student progress, as well as student mastery.
• Create logical learning sequences that help students meet required learning goals.

 

EDCI 634-087	Credits: 3
UNDERSTANDING TEACHING AND LEARNING, K–12

This course examines the intricacies of how people learn and the effect teacher understanding has on making informed instructional decisions. The featured experts who provide commentary for this course include Dr. Paul Eggen, Dr. Donald Kauchak, and Dr. Jeanne Ormrod.

• Analyze and understand why some instructional strategies are more effective than others.
• Apply proven instructional strategies based on current learning theory.
• Increase knowledge of how the brain stores and retrieves information and the role this process plays in students' ability to learn new academic content.

 

EDCI 634-094	Credits: 3
RESEARCH-BASED INSTRUCTIONAL STRATEGIES TO IMPROVE STUDENT ACHIEVEMENT, K–12

This course explores nine instructional strategies that 30 years of educational research has shown to increase students' academic achievement. The featured experts who provide commentary for this course include Dr. Ceri Dean and Dr. Jane Doty.

• Learn and apply each of the nine research-based strategies.
• Identify how and when to use these strategies in ways appropriate to your grade level and content area.
• Increase understanding about specific teacher and student behaviors that have a direct impact on student achievement.

 

EDCI 634-090	Credits: 3
MEETING THE NEEDS OF ALL STUDENTS, K–12

This course provides teachers with proven strategies and classroom management techniques to help them reach all of their students regardless of ability, language development, race, socioeconomic status, gender, and/or learning challenges. The featured expert who provides commentary for this course is Dr. Carol Ann Tomlinson.

• Apply strategies to increase student engagement, address students' individual learning styles, and verify teaching effectiveness.
• Strengthen partnerships with parents to facilitate academic achievement of students.
• Deepen understanding of student variance, and apply strategies to support: cognitive impairments, difficulties attending to task, learning disabilities, English language learners, above-average abilities, and students who are at risk of failure.

 

EDCI 634-091	Credits: 3
EFFECTIVE ASSESSMENT, K–12

This course grounds teachers in effective ways to assess their students, and how to use this information to draw conclusions and modify their instructional practices to best meet their students' needs. The featured experts who provide commentary for this course include authors Dr. Kay Burke, Jay McTighe, and Grant Wiggins.

• Identify and define different assessment methods according to three categories: Assessment of Learning, Assessment for Learning, and Assessment as Learning.
• Examine different grading systems and apply one that best communicates student progress and achievement to others.
• Analyze multiple sources of data to identify patterns in student learning and knowledge.

 

EDCI 634-006	Credits: 3
CLASSROOM ASSESSMENT FOR TODAY'S TEACHER, K–12

This course focuses on three important areas of assessment: grading, authentic assessment techniques, and Response to Intervention (RTI). While studying each of these areas of assessment, participants will identify common problems and obstacles classroom teachers face in each of these categories, and subsequent ways to address or overcome these issues. Participants will also apply research-based grading, authentic assessment, and RTI strategies to their particular teaching situation.

 

EDCI 634-005	Credits: 3
STUDENT-DIRECTED LEARNING TO FOSTER MOTIVATION AND ENGAGEMENT, K–12

This course provides an overview of the theoretical background and practical applications of motivation and engagement. It supports the pursuit of developing true teacher leaders by supplying a framework from which educators can reflect upon their students and devise strategies to increase motivation and learning. Participants will explore project-based and problem-based learning, two student-centered learning structures that require students to engage in high-interest yet challenging tasks.

 

Reading & Literacy

EDCI 634-084	Credits: 3
FOUNDATIONS OF READING AND LITERACY, K–6

This course focuses on sound theories and principles for developing literacy skills in students. It provides participants with a comprehensive knowledge base in the reading process and the most effective instructional techniques for teaching students to read. The featured experts who provide commentary for this course include: Dr. Isabel Beck, Dr. Nell Duke, Dr. Connie Juel, Dr. Louisa Cook Moats, Dr. Michael Pressley, Dr. Timothy Rasinski, Dr. Catherine Snow, and Dr. Dorothy Strickland.

• Increase understanding of the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Apply the most effective instructional strategies to improve students' skills in the five components of reading.
• Adapt instructional strategies to meet the unique needs of English language learners and students who struggle to read.

 

EDCI 634-001	Credits: 3
ASSESSMENT & INTERVENTION FOR STRUGGLING READERS, K–6

This course helps teachers to better understand students who struggle with reading and gives them the tools to improve their students' fluency and comprehension in order to meet grade-level standards. The featured experts who provide commentary for this course include Dr. Timothy Rasinski and Dr. Joseph A. Torgesen.

• Define and describe the characteristics of a struggling reader; identify a particular student who fits that description and examine his/her needs.
• Implement research-based instructional strategies to improve fluency and comprehension in struggling readers.
• Develop an intervention plan that aims at increasing the achievement of all students, including struggling readers.

 

EDCI 634-002	Credits: 3
READING IN THE CONTENT AREAS, K–6

This course focuses on ways to integrate effective reading strategies into all subject areas of the curriculum. The featured expert who provides commentary for this course is Dr. Nell Duke.

• Employ proven instructional strategies to engage all learners, including struggling readers, in the reading of informational texts.
• Develop subject-area vocabulary that aides in the comprehension of content-specific material.
• Utilize established techniques to help students make connections to prior learning.

 

EDCI 634-003	Credits: 3
THE READING AND WRITING CONNECTION, K–6

This course focuses on the writing process and its role in literacy development. As they learn how to identify, define, and explain all stages of the writing process, teachers are provided with proven techniques to help their students integrate writing into all subject areas.

• Create learning experiences in which students respond to literature throughout reading.
• Employ the use of writing portfolios to measure the growth of writing ability over time.Examine ways (such as mini-lessons, error analysis, and conferencing) to support the independence of reading and writing in the classroom.

 

Elementary Mathematics

EDCI 634-088	Credits: 3
MEASUREMENT AND GEOMETRY FOR ELEMENTARY STUDENTS, K–5

This course allows teachers to develop a profound understanding of key mathematical concepts as outlined in the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics. Participants engage in hands-on problem-solving activities that help them apply new understanding to their instructional planning and decision making. The featured expert who provides commentary for this course is author Dr. John Van de Walle.

• Deepen understanding of mathematical concepts such as length, area, volume, angles, and coordinate geometry.
• Apply effective problem-solving strategies to real-world problems.
• Implement instructional strategies that help develop geometric thinking.

 

EDCI 634-092	Credits: 3
PROBLEM SOLVING AND NUMBER & OPERATIONS FOR ELEMENTARY STUDENTS, K–5

Based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, this course establishes a foundation of mathematical content knowledge and problem-solving skills, and provides strategies for developing strong number sense in students. The featured expert who provide commentary for this course is Dr. Marvin Cohen.

• Deepen personal understanding of mathematical content found in elementary grades, such as place value, the operations, fractions, decimals, and percents.
• Develop strategies to teach in a problem-based classroom.
• Engage in and learn ways to lead mathematical discourse.

 

EDCI 634-082	Credits: 3
FUNDAMENTALS OF MATHEMATICS: TEACHING FOR CONCEPTUAL UNDERSTANDING, 2–6

This course helps teachers deepen their understanding of the mathematical concepts they teach in order to develop the mathematical fluency of their students. The featured expert who provides commentary for this course is Dr. Marvin Cohen.

• Develop understanding of key ideas in Number & Operations, Measurement & Geometry, and Algebra.
• Learn to model ways of thinking aloud and sharing efficient problem-solving strategies.
• Apply proven strategies that lead to continued student improvement.

 

EDCI 634-095	Credits: 3
ALGEBRA FOR ELEMENTARY STUDENTS, K–5

This course focuses on developing basic algebraic thinking for elementary school students. The featured experts who provide commentary for this course includeDr. Maria Blanton, Dr. James Kaput, and Dr. Judah L. Schwartz.

• Deepen understanding of patterns, functions, and algebraic symbols.
• Analyze repeating and growing patterns and represent these patterns in words, pictures, and numbers.
• Express mathematical relationships using equations.

 

EDCI 634-098	Credits: 3
DATA ANALYSIS AND PROBABILITY FOR ELEMENTARY STUDENTS, K–5

This course is structured around the creation and completion of a real-life data analysis project that allows teachers to apply knowledge and skills from other mathematical strands. The featured expert who provides commentary for this course is Dr. Ken Williams.

• Design an investigation to address a question and consider how data-collection methods affect the nature of the data set.
• Use measures of center, especially the median, and understand what each does and does not indicate about a data set.
• Propose and justify conclusions and predictions that are based on data.

 

Middle Level Mathematics

EDCI 634-089	Credits: 3
PROPORTIONAL REASONING IN THE MIDDLE GRADES, 6–8

This course examines key mathematical ideas related to helping middle school students develop proportional reasoning. The featured expert who provides commentary for this course is Dr. John Van de Walle.

• Deepen understanding of ratio and proportion and how they are applied in Measurement & Geometry.
• Discover ways to improve instructional planning before, during, and after mathematics lessons.
• Learn ways to model proportional thinking and apply concepts to real-world problems.

 

EDCI 634-093	Credits: 3
PROBLEM SOLVING AND NUMBER & OPERATIONS FOR MIDDLE LEVEL STUDENTS, 6–8

Based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, this course focuses on ways to deepen mathematical content knowledge through problem solving and mathematical discourse. The featured experts who provide commentary for this course include Dr. Diane Briars, Dr. Marvin Cohen, Dr. Susan B. Empson, and Dr. Richard J. Schaar.

• Deepen personal understanding of mathematical content found in middle school mathematics, such as fractions, decimals, percents, ratios, proportions, and developing proportional reasoning.
• Develop strategies to teach in a problem-based classroom.
• Engage in and learn to lead mathematical discourse.

 

EDCI 634-097	Credits: 3
MEASUREMENT AND GEOMETRY FOR MIDDLE LEVEL STUDENTS, 6–8

This course covers the Van Hiele levels of geometric thought—focusing on shapes and properties, transformations, location, and visualization, as well as measurement concepts and skills—and allows teachers to develop a profound understanding of key mathematical concepts as outlined in the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics. The featured expert who provides commentary for this course is Dr. Richard J. Schaar.

• Apply effective problem-solving strategies to real-world problems.
• Deepen understanding of mathematical concepts such as volume and capacity, similarity and congruence, and solving problems with ratios and proportions.
• Apply instructional strategies that help develop geometric thinking.

 

EDCI 634-096	Credits: 3
ALGEBRA FOR MIDDLE LEVEL STUDENTS, 6–8

This course focuses on developing advanced algebraic thinking, including studying patterns and functions, understanding the structure of the number system, using symbolism meaningfully, and employing mathematical modeling to solve problems. The featured experts who provide commentary for this course includeDr. James Kaput and Dr. Richard J. Schaar.

• Examine common misconceptions about learning algebra in order to better understand gaps in student comprehension.
• Identify functions as linear or nonlinear and contrast their properties using tables, graphs, and equations.
• Model and solve contextualized problems using graphs, tables, and equations.

 

EDCI 634-099	Credits: 3
DATA ANALYSIS AND PROBABILITY FOR MIDDLE LEVEL STUDENTS, 6–8

This course is structured around the creation and completion of a real-life data analysis project that allows teachers to apply knowledge and skills from other mathematical strands. Key concepts such as data collection, graphical representations of data, and measures of center are highlighted. The featured expert who provides commentary for this course is Dr. Richard J. Schaar.

• Design an investigation that includes data collection and data analysis.
• Select, create, and use appropriate graphical representations of data.
• Find, use, and interpret measures of center and spread.

 Top

Virtual Education Software, Inc. Courses

For more information, visit the VESi home page at www.virtualeduc.com/andrews/.

EDCI 635-001	Credits: 2
ADVANCED CLASSROOM MANAGEMENT

Advanced Classroom Management: Children as Change Agents, a course geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologist, counselors) serving children and youths presenting behavior problems in the school or community. This course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this “advanced” course.

 

EDCI 635-002	Credits: 2
ATTENTION DEFICIT DISORDER: INFORMATION & INTERVENTIONS FOR EFFECTIVE TEACHING

Attention Deficit Disorder (ADD/ADHD), an interactive distance learning course designed to help you achieve a better understanding of ADD and provide intervention strategies to facilitate positive student change. Attention Deficit Disorder provides information on the history of the disorder, accepted methods to assess and identify students with the disorder, and various treatment methods that are currently being used to treat the disorder. The course helps you through the referral process when you feel a student needs services beyond what you are capable of or comfortable providing in your classroom environment. This course also lists resources for both teachers and parents who would like more help or information about ADD.

 

EDCI 635-003	Credits: 2
AUTISM & ASPERGER'S DISORDER: INFORMATION & EFFECTIVE INTERVENTION STRATEGIES

Autism & Asperger’s Disorder, an interactive computer-based instruction course designed to help you achieve a better understanding of Autism and Asperger’s Disorder, of intervention strategies to enhance communication and learning, and of methods for teaching more conventional behaviors. Autism & Asperger’s Disorder provides information on the characteristics of the disorder, learning styles associated with the disorder, communication weaknesses, and various intervention strategies that have proven to be successful when working with students with Autism Spectrum Disorders. The course helps you comprehend why individuals with Autism Spectrum Disorders act the way they do, and what you can do to enhance more appropriate behavior. This course also lists resources for educators, related service personnel, and parents who would like more help or information on autism and Asperger’s Disorder.

 

EDCI 635-004	Credits: 3
BEHAVIOR IS LANGUAGE: STRATEGIES FOR MANAGING DISRUPTIVE BEHAVIOR

Behavior is Language®, an interactive computer-based instruction course, designed to give you a new perspective on student behavior and effective tools for facilitating positive student change. Behavior is Language provides a developmental framework for understanding what students are trying to tell you through the “language” of their behavior. The course teaches behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control and reduce your workloads and burnout. This program helps you, as well as students, find creative, effective solutions to behavioral problems.

 

EDCI 635-005	Credits: 2
CHILD ABUSE: WORKING WITH ABUSED & NEGLECTED CHILDREN

Child Abuse: Working with Abused & Neglected Children, an interactive computer-based instruction course, designed to help you identify and effectively teach students affected by child abuse and/or neglect. This course discusses the identification of physical, emotional, sexual, and substance abuse; information on the impact of abuse on the behavior and learning abilities of students; discussion of the responsibilities of a teacher to report abuse or provide assistance to students who are the victims of abuse; and methods for teaching students about abuse of all types and its prevention. It also discusses the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is on helping the participant understand the special learning needs of the abused or neglected child, and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.

 

EDCI 635-006	Credits: 2
DRUGS & ALCOHOL IN SCHOOLS: UNDERSTANDING SUBSTANCE USE & ABUSE

Drugs & Alcohol in Schools, an interactive computer-based instruction course, designed to give you a more comprehensive understanding of alcohol, drugs, and their influences in your classroom. Drugs & Alcohol in Schools provides a contextual framework for understanding what students may be experiencing through their own substance use or the impact of substance use around them. The course provides a basic historical perspective of substance use along with descriptions of biological, psychological, and social factors that comprise the disease of addiction. This program will help you better understand a multitude of complex dynamics that contribute to this biological and social phenomenon.

 

EDCI 635-007	Credits: 2
EARLY CHILDHOOD: FAMILY-CENTERED SERVICES

Early Childhood: Family-Centered Services, a course that seeks to promote the development of thoughtful, knowledgeable, effective educators for a diverse society. The course provides conceptual frameworks for working with families of children from a variety of backgrounds. Course content places an emphasis on family-centered practices designed to help early childhood professionals involve and support families in the care and education of children.

 

EDCI 635-008	Credits: 3
EARLY CHILDHOOD: OBSERVATION & ASSESSMENT

Early Childhood: Observation & Assessment, an interactive distance learning course which explores observation and assessment instruments, as well as recommended practices and available resources for infants, toddlers, and preschoolers. Content includes an emphasis on observing young children and assessing their early childhood learning environments.

 

EDCI 635-009	Credits: 3
EARLY CHILDHOOD: PROGRAM PLANNING

Early Childhood: Program Planning, an interactive distance learning course designed to give you a new perspective on planning and implementing developmentally appropriate programs for young children from birth through age eight. In this course you will learn what is meant by curriculum, assessment, evaluation, and program planning as these terms apply to early childhood education. We will discuss several historical perspectives and theories of child development, and examine best practice for early childhood education. We will also examine key concepts and specific activities for teaching various curricular content areas including language and literacy, mathematics and science, and the expressive arts.

 

EDCI 635-010	Credits: 3
EARLY CHILDHOOD: TYPICAL & ATYPICAL DEVELOPMENT

Early Childhood: Typical & Atypical Development, an interactive distance learning course which explores contemporary best practice and perspectives on early childhood development. Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years. Discussion will also include instructional technology (IT) and assistive technology (AT) applications for this population.

 

EDCI 635-011	Credits: 2
EDUCATIONAL ASSESSMENT: ASSESSING STUDENT LEARNING IN THE CLASSROOM

This course is designed to further develop the attitudes, knowledge, and conceptual and technical skills required by teachers to help them identify the educational goals of students and to select or design and implement relevant, meaningful, and beneficial instructional strategies for effective learning by students with special needs. The focus of this course will therefore be on assessment for instructional programming. The course will outline procedures for designing or selecting, administering, scoring, and interpreting a variety of informal assessment measures for use in schools. A range of informal assessment measures in the academic, social and behavioural skills areas will form the core of the content to be covered. The presentation of assessment information in an acceptable format that is responsive to the needs of parents and teachers will also be addressed.

 

EDCI 635-012	Credits: 2
HARASSMENT, BULLYING & CYBER-INTIMIDATION IN SCHOOLS

Harassment, Bullying & Cyber-Intimidation in Schools will discuss definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all.

 

EDCI 635-013	Credits: 2
INCLUSION: WORKING WITH STUDENTS WITH SPECIAL NEEDS IN GENERAL EDUCATION CLASSROOMS

Inclusion: Working with Special Needs Students in the Mainstream Classroom was written to help teachers understand concepts and terms related to educating students in inclusive classrooms. The course also helps teachers learn about the continuum of placements school systems can use in providing special education services to students with disabilities. The course helps you understand the federal definition of students entitled to special education services, as well as procedures you can use in determining whether these students can be educated in the regular classroom. The course also identifies and describes the roles and responsibilities of special and general educators in providing special education services to students educated in inclusive classrooms.

 

EDCI 635-014	Credits: 2
INFANT & TODDLER MENTAL HEALTH: ISSUES & INFORMATION FOR EDUCATORS

Infant & Toddler Mental Health: Issues & Information for Educators, an interactive computer-based instruction course designed to help you achieve a better understanding of infant and toddler mental health, child development, and strategies you can use to promote positive relationships with children and their families. This course provides information that will help you to understand and identify your role as a child care provider, educator, and early childhood professional. Infant & Toddler Mental Health will provide you with research-based information on child development, attachment, temperament, and curriculum. This course also lists resources for both teachers and parents who would like more help or information about infant and toddler mental health.

 

EDCI 635-015	Credits: 3
LEARNING DISABILITIES: PRACTICAL INFORMATION FOR THE CLASSROOM TEACHER

Learning Disabilities: Practical Information for the Classroom Teacher, isan interactive computer-based instruction course, which provides an introduction to the field of Learning Disabilities for special education teachers, general classroom teachers, integration teachers and related professionals, especially those working in the areas of language, psychology and counselling.

 

EDCI 635-016	Credits: 2
READING FUNDAMENTALS #1: AN INTRODUCTION TO SCIENTIFICALLY-BASED RESEARCH

Reading Fundamentals supports the concept of scientifically-based reading research to develop a phonetically-based approach to reading assessment, instruction, evaluation, and remediation.

An Introduction to Scientifically-based Research, the first in the three-course Reading Fundamentals series on effective reading instruction, was designed to give background on scientifically-based instruction as it applies to the federal legislation of 2001. The course discusses the research that supports scientifically-based research as it applies to phonetically-based instruction, assessment, and evaluation. The course explores myths and misconceptions concerning reading instruction and remediation. It also presents an evaluation checklist designed to assess the effectiveness of your current reading program. The goal of the course is to present you with research, trustworthy evidence, and background information that support the need for a reading program that is based on scientific research and proven methods

 

EDCI 635-017	Credits: 2
READING FUNDAMENTALS #2: LAYING THE FOUNDATION FOR EFFECTIVE READING INSTRUCTION

The federal legislation enacted in 2001 mandates the use of scientifically-based research in programs receiving federal funding that deal with remedial readers. The concept of scientifically-validated methods is so prevalent in the legislation that it appears 110 times in these documents. This three-course Reading Fundamentals series will help improve your knowledge of science and the scientific process suggested for development of remedial reading programs. This knowledge will make you a more informed consumer and an even better advocate for students.

The purpose of this second course in this three-course series is to lay the foundation for effective reading instruction. As part of this course, you will learn about the elements of effective instruction. It is important that all teachers have a firm understanding of effective instructional procedures. Teachers benefit, and more importantly, students benefit, both in terms of their behavior and their academic performance, from effective instruction. Further, you will learn about the importance of reading instruction and read some sobering statistics on reading performance in this country and what happens when individuals are not proficient in reading.

 

EDCI 635-018	Credits: 3
READING FUNDAMENTALS #3: THE ELEMENTS OF EFFECTIVE READING INSTRUCTION & ASSESSMENT

This course will focus on learning to read, reading to learn, and an introduction to reading assessment. As part of these two key areas of reading instruction, the five elements of effective reading instruction will be highlighted, including definitions, implications for instruction, and future directions. These five elements include instruction in: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Further, we discuss information on teacher preparation in learning about comprehension strategy instruction and reading instruction, as well as how to integrate computer technology into the classroom. Additionally, the course will provide information on important assessment terms and definitions and will explore how reading assessment fits within federal mandated programs. This analysis includes specific recommendations on 29 reading assessments. Finally, the course describes how teachers can conduct pivotal curriculum-based measurement procedures in their classrooms.

 

EDCI 635-019	Credits: 2
TALENTED & GIFTED: WORKING WITH HIGH ACHIEVERS

Talented and Gifted, an interactive computer-based instruction course designed to help you achieve a better understanding of the talented and gifted student, methods used in identification, and strategies for instruction of these students in an inclusive classroom. Talented and Gifted provides information on the history of the exceptional in relation to education, current law, and accepted methods for referral, assessment and identification of these students. The course also covers major program models and methods of differentiating instruction to meet the rate and level of learning of those students identified. The course gives you an understanding of ways to meet the affective needs of the gifted and talented student in the regular classroom. This course also lists resources for teachers and parents who would like more information about the talented and gifted.

 

EDCI 635-020	Credits: 2
TEACHING DIVERSITY: INFLUENCES & ISSUES IN THE CLASSROOM

Teaching Diversity: Influences & Issues in the Classroom, an interactive computer-based instruction course, designed to give you the knowledge and tools to effectively facilitate a diverse classroom. This course will help you understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. This course will emphasize understanding how students’ learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family, and community values. You will be challenged to apply knowledge of the richness of contributions from our diverse society to your teaching field.

 

EDCI 635-021	Credits: 2
TRAUMATIZED CHILD: THE EFFECTS OF STRESS, TRAUMA & VIOLENCE ON STUDENT LEARNING

Traumatized Child: The Effects of Stress, Trauma & Violence on Student Learning, an interactive computer-based instruction course designed to help you identify and effectively teach students affected by stress, trauma, and/or violence. This course teaches you to recognize the signs of stress, trauma or violence in students. It also discusses the specific factors that exist in families and communities where stress and violence are common. A major emphasis in this course is on helping the participant understand the special learning needs of the student who is experiencing stress, trauma or violence in his/her life and how to meet his/her needs in the regular classroom. Working with parents and community agencies is also emphasized.

 

EDCI 635-022	Credits: 3
UNDERSTANDING AGGRESSION: COPING WITH AGGRESSIVE BEHAVIOR IN THE CLASSROOM

This course is about violence in America, about the aggression in our schools, classrooms, streets, homes and elsewhere. The course speaks to the hate, the fights, the anger, the crimes committed and the victims in our schools and society. It is a course about students, children, teenagers, adults and neighbors, all of us.

 

EDCI 635-023	Credits: 2
VIOLENCE IN SCHOOLS: IDENTIFICATION, PREVENTION & INTERVENTION STRATEGIES

Violence in Schools, an interactive computer-based instruction course, designed to give you a better understanding of school violence and increase your interventions strategies. Violence in Schools provides a foundational understanding of violence and the motivational purposes behind aggression. The correlation with and impact of the media, community and family upon violence will be investigated. The course teaches identification and intervention approaches for working with out-of-control behaviors. In addition, each student will receive information on available national resources for both parents and teachers. This course will help each person to increase his or her understanding of violence, the motivations behind the use of violence and specific strategies to minimize the occurrence of violence in a school and community.

 

EDCI 635-024 Credits: 2 TEACHING ELEMENTARY MATH CONCEPTUALLY: A NEW PARADIGM

Teaching Elementary Math Conceptually, an interactive computer-based instruction course designed to expand your methodology for teaching Mathematics. The course will explore an innovative teaching model that incorporates strategies for teaching concepts constructively and contextually. The goal is for you to gain a deeper understanding of the underlying concepts of various math topics and explore the principles of teaching those concepts to learners. This course will focus on the topics of number sense, basic operations, and fractions.

 

EDCI 635-026	Credits: 3
WHY DI?: AN INTRODUCTION TO DIFFERENTIATED INSTRUCTION

Why DI?: An Introduction to Differentiated Instruction. This course is an interactive computer-based instruction course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. In this course you will learn what is meant by Differentiated Instruction (DI) and the common myths associated with creating the differentiated classroom. We will discuss the legal, theoretical, and pedagogical foundations in the field of education that support the utilization of differentiated instructional practices and principles. We will reflect on best practices and national trends in the design of the educational setting to meet the needs of a diverse learning population. Why DI?: An Introduction to Differentiated Instruction will also provide connections to a variety of concepts, variables, and resources that will assist practitioners in aligning their own professional practices with those found in the differentiated classroom.

 

EDCI 635-027	Credits: 2
ETHICS & SAFETY IN EDUCATION: GUIDELINES FOR TEACHERS & ADMINISTRATORS

Ethics & Safety in Education is a prevention course developed to help educators reduce and eliminate violations of ethics and professional conduct codes. The course is intended to keep ethical teachers ethical and to be a part of a larger school district plan to protect the district’s teachers, staff, and students. The course’s central premise is that the vast majority of ethics and boundary violations occurring in schools today are being committed by competent and ethical educators who, for reasons to be discussed, are making very poor decisions during susceptible periods in their careers. All professionals have the potential to commit an ethics/boundary violation. Understanding and addressing one’s violation potential before a violation occurs is essential in protecting students, careers, and the teaching profession’s integrity. It is easier to anticipate and not commit a violation than to correct one after the fact.

 

EDCI 635-028	Credits: 2
READING & WRITING IN CONTENT AREA

Reading & Writing in Content Area offers instruction in teaching reading and writing in various subject matter fields at the secondary level. The material stresses the skills of vocabulary building, comprehension, and writing, as well as methods for motivating adolescents to read and write. The course also provides information on recognizing reading difficulties, assessing textbooks, and the integration of reading strategies within a content area. The strategies taught are aligned with the Praxis Reading Across the Curriculum test guide and the Reading in the Content Area national standards.

 Top