(May 4, 2012)
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ED 5714 Tweet, Glog, and Roll: Social Media for the K-12 Classroom
(ED 5714)
Students must register no later than April 13, 2012 and complete all coursework by May 4, 2012.
Grade Levels: K-12
Tell your students to take out pencil and paper and they’ll sigh in agony. Tell them to log on to Glogster, create a web-based project with multimedia, then upload it to Twitter or Diigo, and they’ll be jumping out of their seats in anticipation. Nine out of ten teens are on the Internet daily. Seven of them are on Facebook and other social media. So why not join them there, while teaching your subject? In this course you will experience 21st century social media tools that will astonish your students and have them completing every assignment. You’ll learn how to create remarkable activities using Twitter, Glogster, Diigo, Drop.io, Flickr, Edmodo, Wallwisher and more. Learn the true value of social media when you create something amazing with one application and share it using another. All writing, project creation and communication is done on our course web site, message board, chat room and via e-mail. You will receive a welcome e-mail the day the course begins will all instruction course web address. No additional costs are required. Internet access and some knowledge of the Internet are required. See www.barnesclass.com for an example. No HTML or java experience required. The cost of this course is $455. For more details regarding this course, please visit www.thepaperlessclassroom.com. Three semester hours (3 SH). Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. |
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(May 4, 2012)
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ED 5004 Teaching and Motivating Different Types of Students
(ED 5004)
*M.Ed. Credit Available
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Grade Levels: 6-8 This course is designed to assist teachers in providing challenges for gifted students in regular classrooms. It will include strategies on motivating and engaging the middle school student, managing differentiated classrooms, building quality K-3 programs, a survey of brain research for the middle grade student, and literacy as it relates to reading, writing, and vocabulary in content areas. Teachers will be able to create extension menus that allow advanced learners to move beyond the required standards to incorporate their own interests into their learning of the regular curriculum. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit. |
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(May 4, 2012)
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ED 5013 Teaching Students from Poverty
(ED 5013)
*M.Ed. Credit Available
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: 6-12 A diverse classroom can be a rich context for multiculturalism or a breeding ground for bias and its damaging effects. This course provides information on diverse student populations—particularly urban learners, students from generational poverty and English Language Learners—and its implications for the classroom. Participants will first learn to identify and eliminate bias in their classrooms in order to create as equitable a learning environment as possible. Educators will then consider how to engage the semantic, episodic and procedural systems of the brain; how to help students retain and retrieve declarative knowledge; and how to employ strategies to assist students in learning vocabulary. Participants will learn to help students adopt systematic approaches to data and texts and to effectively use linguistic and graphic organizers. They’ll become adept at teaching procedural knowledge and process skills, and, finally, become masters at helping all students to make their own learning meaningful. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit. |
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(May 4, 2012)
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ED 5017 Effective Classroom Discipline: Anger Management, Part I
(ED 5017)
*M.Ed. Credit Available
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: K-12
The expression of anger at school can disrupt instruction, create a hostile environment and make students and teachers feel unsafe. This course explores the relationship between anger, violence prevention and effective discipline in schools. Participants study how to better manage and respond to anger—their own and others’—and thereby enrich their classrooms and schools. Participants also learn to support calm brain states for students and to promote emotionally safe climates in which students’ productivity can thrive. Adopting a healthy philosophy of anger will make participants adept managers of that unruly emotion. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit. |
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(May 4, 2012)
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ED 5019 Aiding Students with Learning Disabilities
(ED 5019)
*M.Ed. Credit Available
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: K-12 The typical classroom can be as diverse in learning disabilities and difficulties, as it can be in general learning differences. This course, founded on a systems approach, illustrates best practices for teaching all students. Teachers learn to identify basic brain functions and differences and to appreciate neurobiology’s effects on learning. They study innovative strategies to facilitate the accommodation across the curriculum of attention disorders, emotional and behavioral disorders, autism, speech and language disorders, reading disorders and learning disabilities. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit. |
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(May 4, 2012)
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ED 5031 Introduction to Response to Intervention(RTI) & 3-Tiered Approach that Accelerates Learning
(ED 5031)
*M.Ed. Credit Available
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Grade Levels: K-5
Why wait for students to fail before applying solutions that will help them succeed? Response to Intervention (RTI) identifies early those academic or behavioral needs that adversely affect achievement and intervenes at increasing levels of intensity. RTI employs a universal screening and progress monitoring system that can affect student success across subject areas. This course focuses particularly on administrators’ roles in assisting at-risk students. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit.
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(May 4, 2012)
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ED 5032 Response to Intervention(RTI) Model: Roles and Responsibilities of Educators and Specialists
(ED 5032)
*M.Ed. Credit Available
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Grade Levels: K-5
Students should not have to “wait to fail” to get support. The Response to Intervention (RTI) model integrates screening, progress monitoring and intervention within a three-tiered approach designed to reduce classroom behavior problems and maximize student achievement. This course focuses on the roles and responsibilities of general educators, special educators, speech and occupational therapists and psychologists in assisting at-risk students. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit. |
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(May 4, 2012)
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ED 5035 Character Education, Part I: Community and Cultural Change
(ED 5035)
*M.Ed. Credit Available
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: K-12 Cultural changes in the family structure, the shifting role of parents and the glorification of violence, drugs and gang activity in popular culture have all contributed to changes in the behavior dynamics that impact students, schools, classrooms and teachers. Negative social behaviors in classrooms and schools affect students’ ability to learn. To help educators create a positive moral community, this course introduces historical and modern concepts of character and considers how to foreground those concepts for students’ learning sake. Participants will study how to identify character issues in their own classrooms and how to mobilize resources from parents and community members. Integrating character education into the core curriculum through problem–solving and conflict-resolution activities will help educators focus on the notion of character with their students as they improve relationships in their communities within and beyond the school. Two Semester Hours (2SH). Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit. |
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(May 4, 2012)
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ED 5036 Character Education, Part II: Positive Role Models and Proactive Educators
(ED 5036)
*M.Ed. Credit Available
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: K-12 Students are impressionable. They emulate both positive and negative behaviors that they see; therefore, observing positive role models in action at school, at home or in the community can impact students’ behavior, learning and academic success. This course encourages participants to create an environment conducive to learning by helping students take personal responsibility for their actions and by creating a positive moral climate for solving conflicts. Participants study not only how to become role models themselves, but how to invite the participation of family and community into the modeling of good character and the creation of a school-wide character education program that leverages involvement from businesses, faith communities, parents and coaches. Participants explore both their own and their students’ roles as leaders as they pursue the “eight habits of the heart”; a nurturing attitude, responsibility, dependability, friendship, brotherhood, high expectations, courage and hope. Two Semester Hours (2SH). Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit. |
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(May 4, 2012)
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ED 5037 Motivating Underachievers Using Response to Intervention and Differentiated Instruction
(ED 5037)
*M.Ed. Credit Available
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Grade Levels: K-12 Assisting underachievers before a pattern of failure becomes engrained can lead to student success. Educators learn the prototypical causes of underachievement--including fear of failure, low self-esteem, negative peer pressure, and lack of motivation--and then to locate their underachievers, including gifted students and those eventually identified for special education. Educators select specific research-based interventions to target those students, using the three-tier Response to Intervention (RTI) system to reverse patterns. Through differentiated instruction (DI) and RTI, educators become flexible planners who supply their students with plentiful choices and frequently monitor their students’ progress. Educators explore flexible groupings, compacting, scaffolding and tiering strategies. They learn to accommodate a range of learning preferences and then to monitor students’ progress within and beyond those preferences. This course prepares teachers to intervene for underachievers, helping them to experience success in the classroom and the world beyond. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit. |
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(May 4, 2012)
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ED 5038 Web 2.0 and the K-12 Classroom
(ED 5038)
*M.Ed. Credit Available
Students must register by April 13, 2012 and complete all coursework by May 4, 2012.
Grade Levels: K-12
Tired of watching students put their heads down in class? It’s time to wake them up and vault them into the 21st century with the power of Web 2.0. In one remarkable course, participants will learn how to use podcasting, screencasting, blogging, online communities and more to enhance any classroom in any subject area. Get students racing to your activities with internet-based podcasts, screencasts and their own blogs. Learn how to shake students from their boredom with your own lesson on TeacherTube or with a VoiceThread presentation, with pictures or video you choose and narrate. Web 2.0 will make your students love you and better yet, love your class. Only internet access is needed for this class. The cost of this course is $455. No additional books or fees. For more details regarding this course, please visit www.thepaperlessclassroom.com. Three semester hours (3SH). Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
Please note that if you would like to take this class as an elective or transfer credit for the M.Ed. program at Lake Erie College, you must take this class for a letter grade. A pass/fail grade will not be accepted as an elective or transfer credit. |
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(May 4, 2012)
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ED 5701 Manage It All: Students, Curriculum, and Time
(ED 5701)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: K-12 Effective teachers successfully navigate their students’ often-unpredictable classroom behavior; establish a classroom environment that facilitates learning; differentiate instruction and assessment; facilitate learning through cooperative groups and find time to meet their personal goals. Veteran teacher Dr. Silver shares her classroom management techniques and strategies to achieve these goals. She then shifts her focus to designing high-quality curriculum, integrating standards, using backwards design principles, and developing activities suited to different learning styles. She explains her use of discrepant events, zone of proximal development strategies, cooperative learning, and intrinsic reward systems. Finally, because teachers never have enough time, they learn how to evaluate and prioritize their own activities, delegate, and make time to reach their personal and professional goals. Designed for new and veteran teachers, this course provides timesaving strategies, practical tips, and great ideas for all teachers to create an effective learning environment for their students. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. |
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(May 4, 2012)
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ED 5702 Improving Instruction through Strategic Conversations with Teachers
(ED 5702)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: K-12 How do teachers begin talking about teaching? In this course, instructional leaders, team leaders, teacher mentors, educational coaches, and administrators learn the delicate art of conversing about teaching to improve instruction. Educational leaders learn to collaborate and communicate with teachers to improve teaching practices and to increase student achievement. They learn a new model of strategic conversations designed to help them quickly assess and understand teachers’ needs, strategically apply their leadership skills to motivate and support teachers, and help teachers make connections between instructional techniques and student performance. The four conversational types—reflective, facilitative, coaching, and directive—modeled by the presenter with guests, help teachers recognize the impact of their teaching behaviors on students, thereby assisting teachers in making any necessary connections, commitments, corrections, or changes to their teaching practices. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
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(May 4, 2012)
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ED 5704 Assessment and Grading for Student Achievment
(ED 5704)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Grade Levels: K-12
NEW! Expert educational consultants Damian Cooper and Ken O'Connor argue the necessity of rethinking assessment practices to help all students learn and to become more efficient. Participants will analyze their current practice and begin to implement improvements based on careful distinction between assessment for learning vs. assessment of learning.
Mr. Cooper's strategies will facilitate for teachers such critical tasks as routinely sharing learning goals with students, providing examples of excellence (e.g., through rubrics), promoting collaborative work and self-and peer-assessment, and providing feedback that both informs students how to improve and allows them the time and space to do so.
Ken O'Connor joins Mr. Cooper in the final two units of the course to explore the critical distinctions between formative assessment and summative grades and to ask and answer such questions as whether grades promote learning at all; when, what, and how to grade; and what functions grades can serve in a standards-based system.
Interviews with teachers and classroom footage punctuate the presenters' key points throughout and provide examples of their theories in practice. The fee for this course is $455. Three Semester Hours (3SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
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(May 4, 2012)
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ED 5705 Enhancing Professional Practice: A Framework for Teaching
(ED 5705)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Grade Levels: K-12
This three semester hour (3SH) online course defines teachers’ responsibilities, which for education consultant and expert presenter Danielson fall into four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. Through lectures, classroom observations, and vigorous panel discussions, educators work through how to use the Framework to scrutinize and strengthen classroom teaching practices to improve student learning. Danielson and her panel assess classroom footage for strengths and weaknesses in each domain. At various intervals, participants pause to consider their experiences before and after they hear the panel members describe theirs. Educators then begin to assess their practice through Danielson’s detailed levels of performance and through the ongoing task of self-reflection. Punctuated by worksheets, activities, and study guides, the course prepares educators to use the Framework to become their best professional selves. The fee for this course is $455. Three Semester Hours (3SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
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(May 4, 2012)
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ED 5706 Data, Data Everywhere
(ED 5706)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: Administration/Teacher Leaders
In her book Data, Data Everywhere and in this course, presenter Victoria Bernhardt describes what one school staff did to get student achievement increases at every grade level, in every subject area, and with every student group. Through interviews, workshop footage, and lectures, participants learn how to engage in the Education for the Future Institute's Continuous School Improvement process. As they trace one school's progress, participants also engage in the stages of data collection and analysis, self-assessment, identification of specific problems and pathways to solutions, articulation of a vision, and design and implementation of a plan to implement that vision. Please note this class requires the purchase of a book through KDS, which is an additional $30. One Semester Hour (1 SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
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(May 4, 2012)
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ED 5707 Technology Applications for Teaching and Supporting the Struggling Reader
(ED 5707)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: K-12 Too many students are entering middle and high schools with deficits in literacy skills that prevent them from participating in grade-level learning. Students with low-literacy skills quickly fall into a cycle of failure, often resulting in dropping out of school. This need not be the case. Over the past forty years, research in the cognitive and neurological sciences has helped us to better understand how the human brain is restructured during the process of learning to read. In this course, Drs. Hasselbring and Bausch discuss how to leverage this knowledge to facilitate the use of technology to enhance literacy instruction for all readers, and especially struggling readers. They provide specific examples of technology that teaches and supports literacy skills. The course is enhanced by screen shots, product walkthroughs, interviews, and footage of students at computers and in classrooms. The course also includes a panel discussion among experts in the field. One Semester Hour (1SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
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(May 4, 2012)
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ED 5708 Teaching, Learning, and Leading in the Digital Age
(ED 5708)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Raised on technology, students today thrive on media, both in and outside the classroom. In this course, teachers and administrators learn to engage and educate the millennial learner using still images, video and audio clips, assorted technological soft- and hardware, and Web 2.0 collaborative tools to augment instruction and assessment. They will also learn particular interventions for students with learning differences and struggling students. Aided by panel discussions, interviews, and screen capture sessions, educators will investigate new projects and resources to replace textbook-driven instruction and to motivate and edify their “powered up” students. One Semester Hour (1 SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
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(May 4, 2012)
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ED 5709 Using Digital Media to Enhance Learning
(ED 5709)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Grade Levels: K-12
NEW! Digital media can provide highly engaging access to knowledge--particularly when students are the makers of that media. Research suggests that incorporating multimedia into instruction extends students' critical and creative thinking skills and increases their motivation and self-esteem. Concurrently, they develop skills essential to the 21st century, including technological expertise and productive collaboration. Participants will learn why and how to use a range of tools and strategies to empower their students to express themselves through digital media and to develop their learning of curriculum through such projects as creating slideshows, screen casts, audio, and video projects. Presenter Ruston Hurley's screen casts walk participants step-by-step through the essential stages of such projects; student projects provide models of good practice; and interviews with teachers who have incorporated these projects into their curriculum highlight the benefits for students and provide inspiration for participants ready to embark on their own. One Semester Hour (1SH). Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. |
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(May 4, 2012)
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ED 5711 Authentic Innovation in the 21st Century
(ED 5711)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.Grade Levels: K-12 Today's global high-tech world requires instruction and assessment that incorporate the latest social, learning and neuroscience research on critical thinking, multi-tasking, multimodal learning, collaboration, and engagement. Educators will learn from classroom footage and lecture how to use technologically advanced tools that extend students' thinking by serving as a means to explore ideas, research questions, test hypotheses, compose thoughts, and come to conclusions. Educators will learn to teach their students to use these tools as vehicles for exploring rigorous academic concepts in authentic environments--ie., in the world around them. They will help their students become genuine innovators who will thrive in the 21st century culture of collaboration. One Semester Hour (1SH). Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
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(May 4, 2012)
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ED 5712 Data-Driven Decision Making: Implementing Strategies for Student Achievement
(ED 5712)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012. Grade Levels: K-12 In this course, educators learn how to make data-driven decisions using classroom data to inform their instructional practice, resulting in higher student academic achievement. How many teachers strive to reach a bell curve by the end of a term? While this may be common practice, teachers will learn that the bell curve actually represents teachers’ failure to teach and students’ failure to learn. By capturing and analyzing student data in the form of graphs, charts, and diagrams, educators learn to adapt and focus their instructional strategies to achieve greater student academic achievement. Furthermore, educators learn how to use the tools to make data-driven decisions so that students can achieve higher academic success in less time. Jenkins presents lively graphic examples in a workshop setting, modeling for online participants the processes of charting and reading data. One Semester Hour (1SH). Please note: This course may only be taken for graduate credit; this course cannot be taken for audit.
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(May 4, 2012)
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ED 5713 Discovery-Based Mathematics
(ED 5713)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Grade Levels: K-8
Mathematics teaching and learning come to life in this highly enterprising and engaging course. This course reflects the National Council of Teachers of Mathematics standards, centering on elementary and early middle school education (but applicable beyond these grade levels and to other subjects involving related cognitive skills). It is delivered through hands-on, discovery-based strategies. These materials were developed over a two-year period for a large urban district that resulted in an 18-point rise in students passing the fourth grade statewide assessment in mathematics. The course will provide teachers with easy-to-implement, well-sequenced activities that promote conceptual understanding and that relate concrete understanding to symbolic interpretation. Educators will acquire techniques to assess all students’ understanding of skills and concepts so that lessons can be adjusted to meet student needs and expand their understanding. They will learn activities that require pattern recognition and descriptions with respect to operational procedures including whole numbers, fractions, and decimals. Educators will be able to utilize activities that provide creative practice with operational skills. They will be introduced to strategies that promote number sense, estimation strategies, and foundational understanding so that students can chose appropriate and efficient strategies to determine solutions. This course requires the purchase of a math manipulatives kit, which costs an additional $69. Please allow an additional 2-3 weeks for the math kit to arrive after the purchase. Three Semester Hours (3SH) Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. |
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(May 4, 2012)
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ED 5715 Wacky Wonderful Websites, Part One
(ED 5715)
Students must register no later than April 13, 20112 and complete all course work by May 4, 2012.
Grade Levels: K-12 If you think www just stands for the World Wide Web, come to this class and discover Wacky Wonderful Websites. Want to find a place where you can access your favorites list from any computer in the world? Would like to discover websites that help you find lessons connected with the state standards? How about places where you can design your own online quizzes or find Internet scavenger hunts for all different curricular topics? This class is designed to introduce you to a plethora of useful websites that will help make your job easier and your curriculum more fun for your kids. All assignments will be posted from the start of the class, and you can work ahead if you would like. Come and explore the Internet with us. Two Semester Hours (2SH). Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. |
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(May 4, 2012)
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ED 5716 Wacky Wonderful Websites, Part Two
(ED 5716)
Students must register no later than April 13, 2012 and complete all course work by May 4, 2012.
Grade Levels: K-12 If you had the pleasure of taking Wacky Wonderful Websites Part 1 you already know how much the class helped you find useful web sites to help you enhance your teaching. Now you are ready for part 2. If you didn't take part 1 but would like to discover great sites with category directories that cover all subjects and grade levels, find a place where you can access your favorites list from any computer in the world, come join the fun. How about places where you can design your own online test or create surveys you can use with your students or parents? Looking for free power point presentations or interactive web sites on hundreds of subjects? How about a site that is organized by themes that you can search through for you specific grade level? This class is designed to expose you to a plethora of useful websites that will help make your job easier and your curriculum more fun for your kids. Two Semester Hours (2SH). Please note: This course may only be taken for graduate credit; this course cannot be taken for audit. |
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