Tuesday, May 30, 2017

EDUC 652 Universal Design - Differentiation

Universal Design for Learning

EDUC 652 Universal Design - Differentiation

Online Course 2 semester hours graduate credit
Instructor: Dr. Susan Manning
Summer: June 12 - July 21, 2017
  • How to systematically plan instruction according to Universal Design for Learning (UDL) principles and increase learner motivation and engagement
  • Differentiated instructional methods and alternative assessment strategies to meet the varied needs of all learners including English language learners and learners with a variety of learning styles and interests
  • Applications of UDL to online, blended and traditional learning environments

Who Should Enroll

  • Technical and community college instructors (adjunct and full-time)
  • College and university professors (adjunct and full-time)
  • K-12 teachers (blended classrooms and virtual schools)
  • Instructional designers or curriculum developers in any setting
  • Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
  • Trainers in corporations, professional associations, nonprofit organizations, government, and military
  • Curriculum consultants, professional development coordinators, and distance education and continuing education leaders

Description

Instructional design strategies that support a wide range of learner differences; create barrier-free learning by applying universal design concepts.
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Articulate an understanding of the purpose and research behind universal design for learning (UDL).

  2. Differentiate between universal design and legal requirements to meet the needs of learners with disabilities.
  3. Research and distinguish universal design from traditional teaching strategies to engage the maximum number of learners.
  4. Analyze typical instructional design and identify opportunities and barriers to incorporating universal design for learning.

  5. Examine the three accepted “brain networks” that work together in the learning process.

  6. Develop a personal model of universal instructional design that supports student learning using multi-modal delivery.

  7. Evaluate examples of universal design at various age levels and disciplines.

  8. Create flexible and customizable curricula and instructional resources that exemplify the principles of universal design and increase the number of options available to learners.

  9. Apply technology tools to create barrier-free accessibility.

  10. Differentiate the appropriate and inappropriate use of UDL.

Textbook

Web-based readings and videos will be available within the course. There is no textbook to purchase.

Alignment with Standards

Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure (WI DPI)  3, 4, 7, 9
National Board for Professional Teaching Standard 3
No travel to campus is required.
Participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component. All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week.

Sign Up Soon!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Monday, May 29, 2017

Teaching K-12 Computational Thinking

Teaching K-12 Computational Thinking

EDUC 664 Teaching K-12 Computational Thinking

Online Course 3 semester hours graduate credit
Instructor: Shelley Lee
Summer: June 12 - August 4, 2017

You Will Learn How to

  • Support computer coding instruction and student learning
  • Design instructional activities for promoting computational thinking as a method for solving real-world problems
  • Guide students in developing an interest in computer science during elementary and middle school
  • Evaluate computer coding curriculum materials

Who should enroll?

  • Elementary, middle school, and high school educators
  • School library media specialists
  • STEM educators
  • Tech integration teachers
  •    
  • Educational technology teachers
  • Those working with incarcerated youth outside of traditional K-12 education

Course Description

Research, issues, and problems related to teaching K-12 computational thinking, including problem-based learning, computer coding, and applications in Science, Technology, Engineering, and Mathematics (STEM)-related fields.
You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer to another university.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Interpret, convey, and promote the theoretical and evidence-based foundations of computational thinking processes and computer coding instruction.
  2. Describe the computational thinking process used to solve complex STEM-related problems and generalize the patterns and rules associated with solving the problems.
  3. Evaluate commercially-developed computational thinking computer coding curriculum materials including a variety of print, digital, and online computer coding instructional resources to meet specific needs and abilities of all diverse learners.
  4. Implement evidence-based instructional approaches (i.e. lesson plans) including local school-community partnerships and opportunities to facilitate the acquisition of standards-led computer coding skills for all students, including those from culturally, linguistically, and economically diverse backgrounds.
  5. Recommend a variety of formative, diagnostic, and summative assessment tools and practices to plan and evaluate computer coding programs and instruction.
  6. Evaluate digital tools (computers and communications devices) as solutions to tomorrow's societal problems.
  7. Design or redesign units of instruction including computational thinking and computer coding activities to use in a STEM-related classroom, makerspace, or other informal STEM activity.
  8. Examine current career pathways and future job opportunities utilizing computational thinking and computer coding to solve complex societal problems.
  9. Assess the impact of learning theories that are influential in computational thinking, computer coding education, curriculum materials and strategies for teaching computer coding.

Alignment with Teaching Standards

Course objectives are aligned with the following:
Wisconsin Teaching Standards (WI DPI) 1,4,7, 10
National Board for Professional Teaching Standards: 1,3,4
Computer Science Teachers Association Standards: (CT, CPP, CD)
International Society for Technology in Education, National Educational Technology Standards for Teachers, (NETS-T)
No travel to campus is required.
Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
The class is highly interactive with a significant discussion component. This is not a self-paced class.
All discussion postings, projects and assignments will be submitted via the course discussion board and dropbox. 
Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
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Thursday, May 25, 2017

Project-based Learning in the Flipped Classroom

Project-based Learning in the Flipped Classroom

EDUC 651 Project-based Learning in the Flipped Classroom

Online Course 2 graduate credits
Instructor: Maggie Rouman
Summer: June 19 - July 28, 2017

You Will Learn

  • Instructional strategies for implementing the flipped/blended approach to support project-based learning
  • Implications for classroom management, learner motivation and engagement
  • Performance-based assessments for project-based learning
  • Cooperative learning and peer tutoring activities to support project-based learning
  • Theories of learning that support the use of flipped/project-based learning
  • Selection or creation of videos and other multimedia web-based learning objects using evidence-based flipped classroom instructional design principles
  • How flipped/project-based learning meets the needs of diverse learners, including differences based on race, age, gender, socioeconomic status, ability, disability, and learning styles

Who Should Enroll

  • K-12 teachers (blended classrooms and virtual schools)
  • Technical and community college instructors (adjunct and full-time)
  • College and university professors (adjunct and full-time)
  • Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
  • Trainers in corporations, professional associations, nonprofit organizations, government, and military
  • Curriculum consultants, professional development coordinators, and distance education and continuing education leaders
The flipped/blended model supports any grade level including primary grades, any subject and learner.

Description

Instructional strategies for design, management, and assessment of standards-focused, project-based learning (PBL) in the flipped classroom. Use of multimedia and online resources to support collaboration and increase learner motivation and engagement.
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university.

Technology Skills Needed

A basic understanding of how to search online for instructional videos or other media and/or how to create and upload a video file

Textbook

Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR. International Society for Technology in Education. ISBN: 978-1564843159.

Learning Outcomes

Upon completion of this course, learners will be able to:
  1. Critically analyze and reflect on benefits and drawbacks of the flipped approach based on curricular need.
  2. Collaborate with others using online tools and demonstrate how to locate or create video  and other teaching materials for home use by learners for a specific instructional need.
  3. Create project-based learning units and assessment action plans and field test the flipped approach and demonstrate ability to determine a curricular/training fit in instructional decision-making.
  4. Design cooperative learning and peer tutoring activities using the flipped approach and utilize self and group assessment rubrics to assess group work and team activities.
  5. Critique scenarios and analyze best practices for effective management to minimize disruptive behavior and increase engaged learning.
  6. Interpret assessment results of field tests and assess the effectiveness in supporting identified learner outcomes.

Alignment with Standards

Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure (WI DPI) 4, 6, 7, 9, 10
National Board for Professional Teaching Standards 3
No travel to campus is required.
Participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week.

Sign Up Soon!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Tuesday, May 23, 2017

 Poverty in Schools: Working with At-Risk Students

EDUC 640 Poverty in Schools: Working with At-Risk Students

Online Course
2 semester hours graduate credit
Instructor: Jamison Patrick
Summer: June 19 - July 28, 2017

Who Should Enroll

  • Elementary, middle school, and high school educators
  • Special education teachers
  • Guidance counselors
  • School administrators
  • Support staff
  • Individuals working with incarcerated youth outside of traditional K-12 education
  • Individuals working with families in poverty in all settings including church programs, community social services, volunteer organizations
A must for anyone who wants to improve the lives of families in poverty and improve academic achievement for students from economically disadvantaged backgrounds.
Enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer to another university.

You Will Learn

Strategies, critical steps, and how to measure results when working with young people and their families living in poverty or when transforming high-poverty rural and urban schools including
  • parent involvement
  • mentoring programs
  • data-based intervention
  • community partnerships
  • high expectations

Description

Characteristics and issues facing at-risk students because of economically disadvantaged backgrounds. Traits of high-performing high-poverty schools with emphasis on strategies to reduce the achievement gap and build community partnerships.

Textbook to Purchase

Gorski, Paul C. (2014). Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap (Multicultural Education). New York, NY: Teachers College Press. ISBN: 978-0807754573

E-Textbooks

Two additional e-textbooks will be provided when you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.
Jensen, E. (2009). Teaching with Poverty in Mind. Association for Supervision & Curriculum Development. ISBN: 978-1416608844
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from amazon.com or ASCD. 

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Analyze characteristics and issues facing students living in poverty.
  2. Reflect on the impact of socioeconomic class on student achievement.
  3. Critically analyze the potential differences between the socioeconomic backgrounds of teachers and the students they serve and how these differences can lead to stereotyping and misunderstanding.
  4. Articulate and apply evidence-based strategies that promote achievement of students of poverty.
  5. Analyze the latest research and practical approaches building partnerships between schools and other non-school supports including families, early childhood education settings, and after school programs.
  6. Evaluate a school's current stage of curriculum transformation and partnerships between schools and non-school supports as compared to high-performing high-poverty schools.
  7. Develop an action plan which incorporates modifications for diverse learners and demonstrates creation of a positive learning climate, elimination of bias within a classroom or school using recognized criteria and application of current research about the needs of students living in poverty.

Alignment with Teaching Standards

Course objectives are aligned with the following:

Wisconsin Teaching Standards (WI DPI): 2, 3, 7

National Board for Professional Teaching Standards 1 and 4
No travel to campus is required.
Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.

SIGN UP SOON!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-642-0209
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Friday, May 19, 2017

RDGED 701 Developmental Reading K-12

Developmental Reading K-12

RDGED 701 Developmental Reading K-12

Online Course 3 semester hours graduate credit 
Instructor: Dr. Paula Harms 

Summer: June 5 - August 18, 2017

Who should enroll?

This course is designed for
  • classroom teachers
  • Title I
  • reading interventionists
  • special education teachers
  • reading specialists
  • school psychologists
  • curriculum directors

You Will Learn

Evidence-based instructional practices to promote
  • word recognition
  • fluency
  • comprehension
  • phonics instruction
  • procedures to assess children's development as they move from emergent literacy to learning to read and into the reading to learn stage
  • the influence of research upon teaching procedures and the selection and use of reading materials for instruction
Course Description: 
Concepts, methods, research, and historical developments that form the foundations of teaching reading. Pedagogical considerations, including general conditions for learning to read and write; developmental phases of reading; principles of good reading instruction; development of a  personal philosophy about teaching reading as a reflective practitioner.
This class will provide a broad understanding of the processes by which students learn to read and write within the context of today's diverse learning communities.
Enroll in this course to meet your goals for
  • professional development
  • license renewal
  • graduate credit electives
  • transfer the credit to another university or reading certification program
  • refresher course
  • reading teacher certification
This is one of the required courses for individuals pursuing reading teacher certification, WI 316
This course is an approved elective in the Master of Science in Education online degree program. 

Textbooks

Readings will be assigned from all of the following textbooks:
  1. Purchase this paperback:
    Blevins, W. (2006). Phonics from A-Z. (2nd ed.) New York, NY: Scholastic. ISBN:978-0-439-84511-3 Available from amazon.com
  2. Free download: National Institute for Literacy (NIFL) booklet entitled: Put reading first: The research building blocks for teaching children to read 
    Download and print 56 pg. booklet color PDF (1.25 MB)
  3. An e-textbook will be provided after you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with smartphones, an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader. 

    Temple, C., Ogle, D., Crawford, A., Freppon, P. (2014). All children read - teaching for literacy in today’s diverse classrooms (4th ed.). Boston, MA: Pearson Allyn Bacon. ISBN-13: 9780133066821

    If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from http://www.mypearsonstore.com or by telephone 1-800-922-0579, or order online from amazon.com 
    Be sure to allow for delivery time, and note the ISBN number and 4th edition. 

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Analyze the major theories of language development, cognition, and learning.
  2. Demonstrate an understanding of phonemic, morphemic, semantic, syntactic, and pragmatic cueing systems and their relation to the reading and writing process.
  3. Identify research-based instructional and assessment practices for promoting literacy development of beginning, developing and fluent readers and writers.
  4. Evaluate methods and materials that embrace and accept diversity.
  5. Summarize the effectiveness of instructional and information technologies to support literacy learning

Alignment with State and National Reading Standards

Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure, International Literacy Association's Standards for Reading Professionals (IRA 2010),  and the Content Guidelines for Reading Teachers State of Wisconsin - DPI (p. 180)
No travel to campus is required. 
This class is asynchronous and open to you 24/7. Participate from your home or work computer during hours that are best for your work and family schedule. 
Advanced computer or programming skills are not required. Learners need a basic understanding of Internet browsing, email, and word processing. 
The class is highly interactive with a significant discussion component. 
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions. 
This class is a valuable first step for those interested in exploring a career as a reading teacher.

Sign Up Soon!

Register online
The university reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Thursday, May 18, 2017

Enroll Today! Creating Collaborative Communities

Online Classroom: Creating Collaborative Communities

EDUC 761 Creating Collaborative Communities in E-Learning

Online Course 3 semester hours graduate credit
Instructor: Dr. Maryruth Hicks 
Summer: June 26 - August 18, 2017
  • Tuition is the same for Wisconsin residents, out-of-state and international students.
  • There is no registration fee and no program application.
  • E-textbook provided at no additional cost.
  • Includes full access to lynda.com self-paced video tutorials to help develop course management and other technology skills.

You Will

  • Design orientation activities for the first week in an online course.
  • Manage electronic communications.
  • Recognize characteristics of strong and weak discussion facilitation.
  • Apply facilitation techniques to deepen critical thinking.
  • Analyze, assess, and encourage learner participation in online discussions.
  • Demonstrate collaboration in online environments.
  • Analyze how Web 2.0 “tools” build online and blended community.
  • Represent your understanding of collaborative communities in your professional e-portfolio.

Description

Concepts, methods, and research for creating and facilitating a collaborative online community of practice.

Who Should Enroll

Educators and trainers interested in using blended or fully online delivery for courses or training, or adding web-based components to enhance face-to-face instruction.
Participants may include:
  • Technical and community college instructors (adjunct and full-time)
  • College and university professors (adjunct and full-time)
  • K-12 teachers (blended classrooms and virtual schools)
  • Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
  • Trainers in corporations, professional associations, nonprofit organizations, government, and military
  • Curriculum consultants, professional development coordinators, and distance education and continuing education leaders
Enroll in the course to meet your goals for 
  • professional development
  • continuing education
  • license renewal
  • graduate credits to transfer to another university
  • an elective in the Master of Science in Education online degree.
This course is an approved elective in the Master of Science in Education online degree program and is the introductory course in the E-Learning and Online Teaching Graduate Certificate.
The course is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
Activities are conducted according to a schedule with specific due dates each week; there is one required live chat session in Week 7. Participants will determine a time that is convenient for all.
This class is essential for those who are interested in a career as an online instructor.
This is not a self-paced course.

e-Textbook

An e-textbook will be provided when you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.
Lehmann, Kay and Lisa Chamberlin (2009). Making the Move to eLearning: Putting Your Course Online. Rowman & Littlefield Education Publishers. (Paperback) ISBN-13: 978-1-60709-041-0.
If you prefer to read a paperback textbook, instead of reading via your computer or tablet, you may purchase the book from amazon.com. 
Additional readings and lectures will be available online within the text of each module.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Develop a personal philosophy that reflects learning theory and guides online instruction that creates an environment for reflection, critical thinking, and collaboration.
  2. Analyze the role of the online facilitator and develop strategies to implement, encourage and manage interaction in the online classroom.
  3. Demonstrate appropriate planning considerations, guidelines and procedures to establish a productive, engaging e-learning environment.
  4. Frame critical thinking questions and design discussion prompts that lead to effective learning in the online classroom.
  5. Apply understanding of learner differences when facilitating an online community of practice.
  6. Evaluate application ideas for online discussions using recognized criteria and professional references and apply current research about successful teaching strategies to guide students before, during and after case scenarios, brainstorming, role playing and reaction postings.
  7. Develop a facilitation eportfolio of useful tools, tips, and facilitation techniques as well as the beginnings of 70-30 course preparation developed during the course.

Alignment with Standards

Course objectives are aligned with the International Society for Technology in Education, National Educational Technology Standards, (NETS-T) III, VI
No travel to campus is required. You may participate from your home or work computer during hours that are flexible and convenient for your work and family schedule.

SIGN UP SOON!

Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information...

Request Information Online
Contact Us: Dennis O'Connor, Program Advisor
E-learning and Online Teaching Certificate
Telephone: 530-318-1145
University of Wisconsin - Stout Menomonie, WI 54751
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