These courses are offered FULLY ONLINE. They are self-paced, and instructor supported. Participants may respond to contributions of other participants, as well.
This workshop series helps the participant develop an understanding about philosophy, curriculum, and instructional methods for designing and teaching developmentally appropriate middle grades programs. Emphasis is placed on addressing the cognitive, emotional and physical development of each child, including teaching reading in the content areas (e.g., science, social sciences).Optional graduate credit available: 3.0 semester hours.
Explore educational psychology focusing on the developmental characteristics of early adolescents, the nature and needs of early adolescents, and the role of the middle-grade teacher in assessment, coordinating and referring students to health and social services. Optional graduate credit available: 3.0 semester hours.
Learn how historical, political, sociocultural, and educational events, policies, laws, and issues drive and affect education of linguistically and culturally diverse students in ESL programs in schools. Learn what services and programs are to be provided to ELL students in ESL programs based on local, state, and federal policies and laws. Explore program delivery models and various theories of Second Language Acquisition (SLA), bilingualism, and sociocultural variables. Optional graduate credit available: 3.0 semester hours.
Learn how historical, political, sociocultural, and educational events, policies, laws, and issues drive and affect education of linguistically and culturally diverse students in ESL programs in schools. Learn what services and programs are to be provided to ELL students in ESL programs based on local, state, and federal policies and laws. Explore program delivery models and various theories of Second Language Acquisition (SLA), bilingualism, and sociocultural variables. Optional graduate credit available: 3.0 semester hours.
Gain deeper awareness of how one’s personal attitudes, values, and beliefs about language, patriotism, culture, teaching, learning, power, privilege, and other cultural norms, values, and mores impact teaching and learning. Participants will relate these concepts to cross-cultural interactions in educational settings and explore implications about how these impact interactions with students and their families, instructional decisions, and perceptions about student performance, teaching, and learning within your professional practice. Optional graduate credit available: 3.0 semester hours.
Gain deeper awareness of how one’s personal attitudes, values, and beliefs about language, patriotism, culture, teaching, learning, power, privilege, and other cultural norms, values, and mores impact teaching and learning. Participants will relate these concepts to cross-cultural interactions in educational settings and explore implications about how these impact interactions with students and their families, instructional decisions, and perceptions about student performance, teaching, and learning within your professional practice. Optional graduate credit available: 3.0 semester hours.
Gain deeper awareness of how one’s personal attitudes, values, and beliefs about language, patriotism, culture, teaching, learning, power, privilege, and other cultural norms, values, and mores impact teaching and learning. Participants will relate these concepts to cross-cultural interactions in educational settings and explore implications about how these impact interactions with students and their families, instructional decisions, and perceptions about student performance, teaching, and learning within your professional practice. Optional graduate credit available: 3.0 semester hours.
Gain deeper awareness of how one’s personal attitudes, values, and beliefs about language, patriotism, culture, teaching, learning, power, privilege, and other cultural norms, values, and mores impact teaching and learning. Participants will relate these concepts to cross-cultural interactions in educational settings and explore implications about how these impact interactions with students and their families, instructional decisions, and perceptions about student performance, teaching, and learning within your professional practice. Optional graduate credit available: 3.0 semester hours.
Acquire understanding of strategies and instruments for diagnosing and evaluating learning and instruction in English and the student’s home language. Focus will be on the purposes, characteristics, strengths, and limitations of teacher-made and commercial assessments used to assess acquisition of content, language and social skills in students for whom English is a new language. Strategies for reflecting on and using assessment results (data) to modify instruction will be explored along with the significance of sociological and psychological results of testing, validity, reliability, bias, scoring, and other assessment-related issues. Optional graduate credit available: 3.0 semester hours.
This workshop series helps the participant develop an understanding about philosophy, curriculum, and instructional methods for designing and teaching developmentally appropriate middle grades programs. Emphasis is placed on addressing the cognitive, emotional and physical development of each child, including teaching reading in the content areas (e.g., science, social sciences).Optional graduate credit available: 3.0 semester hours.