Center for Learning Online Course Catalog

Transcription

1 Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement Facilitated session: Based on the book by the same name by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock Description: Leading education researchers Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock provide proven methods that everyone from first-year teachers to veterans can incorporate in the classroom so that their students thrive. By using meta-analyses of the best available studies and translating the results into percentile rankings, educators are given the nine most effective teaching strategies research has confirmed. Along with the summaries of research and theory, course participants will be given generalizations of classroom practice to be used as guiding principles as well as specific instructional strategies and present examples. You will participate in powerful dialogue, collaborate with peers, and discover innovative ideas for your classroom. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Internet resources may be identified during the course.

2 Classroom Instruction That Works With English Language Learners Facilitated session: Based on the book by the same name by Jane D. Hill Description: This innovative course illustrates how instructional techniques outlined in Classroom Instruction That Works (2001) by Marzano, Pickering, and Pollock can be equally effective with students learning English as a new language. Participants will discuss the challenges new English learners face and how to provide a supportive learning environment for them. Course participants will explore research-based strategies for adapting instruction for English language learners at any age or proficiency level. Participants completing the Professional Development coursework will be able to: Describe the challenges for English language learners in American classrooms Apply research-based instructional techniques when planning instruction for English language learners Design instructional activities appropriate for students in all stages of language acquisition Implement instructional techniques to scaffold language acquisition and content learning Hill, J. D. & Flynn, K. M. (2006). Classroom Instruction That Works with English Language Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

3 Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom Facilitated session: Based on the book by the same name by David Sousa and Carol Ann Tomlinson Description: Differentiation allows teachers to develop strategies that allow students to succeed in classrooms that have an increasingly diverse mix of abilities, cultures, and languages. This course will focus on ways to establish and manage differentiated classrooms that do not place additional heavy burdens on teachers. Participants completing the Professional Development coursework will be able to: Discover better ways to meet the needs of a diverse student body Understand how the mindsets of teachers and students affect differentiation Identify the five major components of a brain-friendly quality curriculum Explain what is meant by student readiness and how teachers should respond to it Describe effective strategies for managing a differentiated classroom. Sousa, D. A., & Tomlinson, C. A. (2010). Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Bloomington, IN: Solution Tree Press.

4 Enhancing Professional Practice: A Framework for Teaching Facilitated session: Based on the book by the same name by Charlotte Danielson Description: As the mandatory new system for evaluating teacher effectiveness is implemented statewide, it s vital for teachers and administrators to understand the system s structure, execution, and ramifications. After this course, you will be able to: Apply Danielson s framework and theory of professional practice within your own school initiative Assess and chart professional growth within the framework Identify and define a clear set of standards that define effective teaching Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Internet resources may be identified during the course.

5 Focus: Elevating the Essentials to Radically Improve Student Learning Facilitated session: Based on the book by the same name by Mike Schmoker Description: This course outlines an educational program built on a focused and coherent curriculum (what we teach); clear, prioritized lessons (how we teach); and purposeful reading and writing. You will help students learn content at a deeper level and develop greater critical thinking skills, and discover more clearly how content-area concepts affect their lives and the world around them. Both a call to action and a blueprint for creating more effective classrooms, Focus: Elevating the Essentials for Radically Improved Student Learning will challenge your assumptions and show how educators who have embraced this approach achieved spectacular results. American Psychological Association. (2009). Publication Manual of the American Psychological Association. 6th ed. New York, NY: American Psychological Association. Schmoker, M. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD

6 Formative Assessment and Standards-Based Grading Facilitated session: Based on the book "Formative Assessment and Standards-Based Grading" by Robert J. Marzano Description: This course is based on the book of the same name by Robert J Marzano. Participants completing the Professional Development coursework will be able to: Understand, design, and implement three types of classroom assessment strategies Describe and use four approaches that track a student s progress over time Translate the results of a formative assessment process into a traditional letter grade Marzano, R. J. (2010). Formative Assessment and Standards-Based Grading. Bloomington,Indiana: Marzano Research Laboratory.

7 The Highly Engaged Classroom Facilitated session: Based on the book by the same name by Robert J. Marzano Description: This course is designed to provide an in-depth understanding of how to generate high levels of attention and engagement using the strongest research and theory available to give educators the most useful instructional strategies. In addition, each section offers helpful exercises to reinforce participants understanding of the content. There is no reason for student to be systematically bored, inattentive, or disengaged in any class at any grade level. This course will show teachers how they can plan specific activities to positively affect student engagement. Participants completing the coursework will be able to: Understand the four emblematic questions students ask themselves, which determines their level of engagement Build positive teacher-student peer relationships Use games and inconsequential competition in the classroom Design and implement cognitively challenging tasks Marzano, R. J., and Pickering, D. J., with Heflebower, T. (2011). The Highly Engaged Classroom. Bloomington, Indiana: Marzano Research Laboratory.

8 Performance-Based Learning: Aligning Experiential Tasks and Assessment to Increase Learning Facilitated session: Based on the book by the same name by Sally Berman Description: All educators want to motivate their students and increase student achievement. This course addresses the critical 21st-century skills on every educator's mind today how to promote long-lasting learning and higher-order thinking skills, how to develop individual student accountability, and methods to increase student achievement by incorporating performance learning into the curriculum. Using a hands-on approach, participants will get sample lesson plans that promote performance-based learning throughout content areas, as well as rubrics, updated research projects and an expanded discussion of cooperative learning teams. This will provide you with the actual tools you need to implement performance based learning with your students. Dozens of real-life examples guide teachers through the process, and sample lessons are tied to learning standards that can be easily adapted for the classroom. Participants completing the coursework will be able to: Develop the foundation of a performance learning experience Understand the use of well-defined assessment rubrics in assisting both teachers and students to assess skills, identify the next developmental stage required for progress, and design and implement a plan to get there Explain how performance learning helps students engagement, self esteem, relationship building, skill development and independent success through collaboration, self-assessment, guided support, goal setting, and structured performance management Describe how performance learning helps teachers create engaging standards-based curricula, monitor progress, and transition students between levels of proficiency by employing a clear performance rubric. Berman, S. (2008). Performance-Based Learning: Aligning Experiential Tasks and Assessment to Increase Learning. Thousand Oaks, CA: Corwin Press.

9 Personal Learning Networks Facilitated session: Based on the book "Personal Learning Networks" by Will Richardson and Rob Mancabelli Description: The Internet now connects us in unprecedented ways. We have access to tools that will allow us to build global learning networks where we can pursue our intellectual and creative passions with people around the world. To prepare students to flourish in this new learning world, schools will need to transform themselves in important ways. This course is a roadmap to follow down the path to that transformation. In order to bring these learning networks into classrooms, teachers must first create learning networks of their own. Participants will cover: Understanding the power of these networks Becoming a networked individual Implementing a networked classroom Becoming a networked school Using step-by-step advice and real-world stories, this course aims to narrow the technological divide, put educators on the same footing as students, and provide a recipe for incorporating these tools into every classroom. Richardson, W., and R. Mancabelli. (2011). Personal Learning Networks: Using the Power of Connections to Transform Education. Bloomington, IN: Solution Tree Press.

10 Something in Common: The Common Core Standards and the Next Chapter in American Education Facilitated session: Based on the book "Something in Common" by Robert Rothman Description: This course will provide an in-depth understanding of the content of the new standards, steps being taken to implement them, and how the assessment consortia plan to measure student performance against the new standards. This book includes a behind-thescenes look at the political drama surrounding these groundbreaking math and English language arts standards, adopted by 43 states in a six-month period. You will begin to understand their potential to transform American education. And you will have the opportunity to share with other educators both successful and not-so-successful attempts to begin initial implementations into practical classroom applications. American Psychological Association. (2009). Publication Manual of the American Psychological Association. 6th ed. New York, NY: American Psychological Association. Rothman, R. (2011). Rothman, R. (2011). Something in Common: The Common Core Standards and the Next Chapter in American Education. Cambridge, MA: Harvard Education Press. Internet resources may be identified during the course.

11 Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It Facilitated session: Based on the book "Teaching with Poverty in Mind" by Eric Jensen Description: During this training participants will examine how poverty hurts children, families, and communities, and will participate in thought-provoking dialogues about realworld implications of chronic poverty. You will learn how to transform your classroom into a rich learning environment and create caring relationships that will benefit your students academically and emotionally. Participants will be able to: Identify the six types of poverty identified in the book and determine which is prevalent in their school Describe how poverty affects students behavior and academic performance Implement strategies to increase fluid intelligence Conduct a self-assessment of teaching practices Jensen, E. (2009). Teaching with Poverty in Mind: What Being Poor Does to Kids Brains and What Schools Can Do About It. Alexandria, VA: ASCD.

12 Technology Integration for Meaningful Classroom Use: A Standards-Based Approach Facilitated session: Based on the book "Technology Integration for Meaningful Classroom Use: A Standards-Based Approach" by Katherine Cennamo Description: This course is designed for K-12 educators who are looking for ways to bring technology into the classroom to increase student achievement. More than just a how-to of current software and hardware, the goal is to thoughtfully and practically integrate technology into the classroom. Participants completing the coursework will be able to: Promote student achievement with digital resources and engaging delivery techniques Identify ways that technology can be used for professional and personal growth Effectively build lessons and units with proven strategies of technology integration Participate and reflect on the practices of implementing instructional technology Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2010).Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA: Wadsworth Pub Co.