Special Internet Coursework Offerings

INTERNET COURSEWORK—UP TO TWO MONTHS TO COMPLETE 

VARIED TOPICS—Tuition is $310 per credit due at time of registration. Discounts do not apply.
The following online courses are offered in partnership with Advanced Learning Designs.

Once we receive your registration, we will send you, via email, an access number(s) and login information. You will have 30–60 days to complete the course, depending upon how early in the month you register for each topic. For example: the starting date always reverts back to the beginning of the month. If you register in the month of January, the starting date is Jan. 1 and the ending date will be Feb. 29. If you register in February, the starting date will be Feb. 1 and the ending date will be March 31, etc., giving you up to two months to complete your class. To view a course sample, go to www.viterbo-online.com and click on “course sample.”

TO REGISTER: Call 800-234-8721 with your MasterCard, Visa or Discover Card. Any questions or concerns on how to enroll, call 800-234-8721. 

 

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A NEW ORDER FOR TEACHING OPTICS IN THE SECONDARY CLASSROOM
Most textbooks and curricular materials begin the study of geometric optics with the concept of reflection and its application to plane mirrors and the virtual images plane mirrors produce. While all students are very familiar with plane mirrors, the production of a virtual image by a plane mirror is a very difficult concept for students to comprehend. This course will provide instructors of physics and physical science with a different sequence, which logically develops the concept of the more concrete real image first, before any mathematical analyses of images or the idea of a virtual image are presented.
 

• INSTRUCTOR: Jeffrey Elmer
• COURSE # EDUC 510
• CREDITS: 1

IMPROVING LEARNING (LITERACY) THROUGH MANAGING THE CLASSROOM LISTENING ENVIRONMENT
This course will develop beliefs, skills, and behaviors to manage acoustic accessibility for students in the classroom by investigating recent auditory brain research; examining the relationship between classroom acoustics and student academic achievement; reviewing studies discussing background noise, signal-to-noise ratios (SNRs) in classrooms, and how noise affects academic teacher performance and speaker-to-listener distance; and speech perception in the classroom.
 

• INSTRUCTOR: Sherwood Williams
• COURSE # EDUC 510
• CREDITS: 1

EARTH SCIENCE FROM SPACE:  OUR “BLUE MARBLE” AND THE BIG PICTURE
This course will show the teacher of grades 8–12 how our Earth, our “Blue Marble” fits into the universe, The Milky Way galaxy, and the solar system. It will show the teacher how it takes observations from space to understand our planet as a whole. The basics of space-borne remote sensing will be explained. The most illuminating and spectacular visualizations of global weather, climate, fires, ocean currents, and long term degradation of our planet will be shown. The implications of planetary degradation will be discussed. The teacher will learn how to convey this message to students and parents and to help students use Internet sites and the course material to make their own presentations.
 

• INSTRUCTOR: A. Frederick Hasler
• COURSE # EDUC 510
• CREDITS: 1

HOW TO BECOME A “GREEN” SCHOOL
This course will review the national urgency for schools to become involved in the Green School Movement. It will provide teachers and school personnel with information on standards-based integrated curriculum models for elementary, middle, and high school. Research will be presented on schools that have incorporated (green) environment-focused curriculum and have improved academic performance. Strong parent and community partnership programs will be reviewed to help successfully sustain a green school. Programs/models for reducing the achievement gap and improving students’ reading performance will be reviewed. The course will share information on the green charter schools dissemination programs that were initiated in the state of Wisconsin to help develop a national network to provide resources and services to help green schools grow.
 

• INSTRUCTOR: James McGrath
• COURSE # EDUC 510
• CREDITS: 1

DISCOVER SCIENCES EVERYWHERE
This course will help the elementary teacher discover that science is everywhere. Once understanding the scientific method and how widely it is used, the course will also provide comprehensive lessons to teach all the steps of the scientific method, which meets many process learning benchmarks in many districts. Finally, the course will guide the teacher in creating a classroom-wide science fair, which will help students apply their knowledge.
 

• INSTRUCTOR: Marni Pingel
• COURSE # EDUC 510
• CREDITS: 1

AVIATION AND THE ELEMENTARY STUDENT: AN ALTERNATIVE UNIT TO TEACH FORCES AND MOTION
This course will provide the elementary teacher with the background to teach the four forces of flight to the intermediate grade student to meet the forces and motion benchmarks or learning targets of their district. It will provide teachers with the ideas and the format to develop and integrate literature and hands-on science experiences for their students. The classroom teacher of today needs to teach science in connection with other content areas in order to fully utilize the ever-shrinking minutes of the elementary day. This course will stress the importance of integration and the benefits of hands-on science experiences with the student learners while meeting basic physical science standards/learning targets through the exciting world of aviation.
 

• INSTRUCTOR: Lee Siudzinski
• COURSE # EDUC 510
• CREDITS: 1

GLOBAL WARMING, CLIMATE CHANGE, AND ENVIRONMENTAL DEGRADATION: EVIDENCE FROM SPACE/SOLUTIONS ON EARTH
This course will explain to the PK–12 teacher that the overwhelming majority of climate scientists agree that global warming results from human caused increases in atmospheric carbon dioxide. Climate scientists also agree that global warming is having serious negative consequences on the planet now and that they will only get worse in the future if nothing is done. Global warming is only one aspect of the environmental degradation that confronts our planet. There are many things that can be done to reduce environmental degradation. Learn what things work and what things don’t work. Learn how the field is constantly changing. The teacher will learn how to convey this message to students and parents and help students use Internet sites and the course material to make their own presentations.
 

• INSTRUCTOR: A. Frederick Hasler
• COURSE # EDUC 510
• CREDITS: 1

GLOBAL WARMING: SOLUTIONS FOR YOU, YOUR COMMUNITY, YOUR COUNTRY, AND THE WORLD
Learn what things work and what things don’t work. Learn the how and why of the winners like Compact Fluorescent Lights (CFLs) and Plug-in Hybrid Electric Vehicles (PHEVs) and the losers like ethanol and hydrogen fueled cars as well as the gotchas like the mercury in CFLs that require proper disposal. Learn how methods and policies must be frequently updated for maximum effect. This course presents micro-scale methods that individuals can use, the meso-scale methods that communities can use, and the macro-scale methods that national governments, the world, and industry can use to reduce global warming and environmental degradation.
 

• INSTRUCTOR: A. Frederick Hasler
• COURSE # EDUC 510
• CREDITS: 1

GET INTO THE BOOK WITH READING STRATEGIES
Getting Into the Book requires readers to use higher level thinking. This course will explore eight reading strategies that careful readers use when they are reading. The learner will learn about an amazing resource, Into the Book, that will develop their professional awareness of teaching reading strategies, as well as offer many engaging experiences for the classroom.
 

• INSTRUCTOR: Marni Pingel
• COURSE # EDUC 510
• CREDITS: 1

SIMPLIFYING PHYSICS FOR K–8 TEACHERS (FORMERLY: KEY TOPICS IN NEWTONIAN DYNAMICS FOR K–8 TEACHERS)
The study of Newtonian dynamics involves numerous concepts, terms, mathematically abstract ideas, and limitless applications. The mastery of such a wide body of knowledge is nearly overwhelming, requiring multiple semesters of study. The purpose of this course is to help K–8 teachers make this enormous body of knowledge more manageable by providing concise explanations and terminology with useful applications for five critical ideas.
 

• INSTRUCTOR: Jeffrey Elmer
• COURSE # EDUC 510
• CREDITS: 1

AVIATION FOR K–12 TEACHERS, ADMINISTRATORS, AND GUIDANCE COUNSELORS
This course will provide you with the knowledge to teach aviation in a classroom setting and is correlated to the National Science Standards and supports STEM concepts. 
 

• INSTRUCTOR: Lee Siudzinski
• COURSE # EDUC 510
• CREDITS: 3

 

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INTERNET COURSEWORK—SESSION BASED 

VARIED TOPICS—Tuition is $310 per credit due at time of registration. Discounts do not apply.

The following online courses are offered in partnership with Critical Connections. Each course runs for about seven weeks. You may take more than one class per session. Each Monday of a session will post that week’s assignments (Monday dates are listed for each session). You will have that week to complete the assignment. Note: each week’s assignment will need to be completed before beginning the next week’s assignment. For a class syllabus, go to mycriticalconnections.com click on “Online Academy” and then click on the link “Course Syllabi.” One week prior to class, students will be notified via email, giving them their online site and access codes for their classes.

Choose a session and then choose a course topic 

• Session: Feb. 25, March 4, 11, 18, 25, April 1—course ends April 5 (Register by Feb. 19)
• Session: April 15, 22, 29, May 6, 13, 20—course ends May 24 (Register by April 9)
• Session: June 3, 10, 17, 24, July 1, 8—course ends July 12 (Register by May 28)

TO REGISTER: Fill out the registration form in this blue brochure, and accompany it with payment of $310 per credit (payment must accompany registration) or call 800-234-8721 with your MasterCard, Visa, or Discover Card. Any question, call 800-234-8721.

COURSE TOPICS AVAILABLE FOR EACH SESSION:
 

BEING A STRATEGIC TEACHER
Teachers are challenged to address the many academic needs of students and create learning opportunities for all students. Specific strategies and systems will be shared that respond to students’ varied levels for new learning, diverse backgrounds, and their unique preferences for how to learn new information and practice new skills. Presentation of strategies designed to meet today’s high standards and reach diverse learners. Development of student memory, student capacities to reason and explain, self-expression, and interpersonal style to increase student teaming skills.
 

• Instructor: JoAnn Berkowitz
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 3, 4, 5, 7, 8

BUILDING A COMMUNITY FOR LEARNING THROUGH BOYER'S "BASIC SCHOOL RESEARCH"
Building a stronger learning community can be simple, yet profound, when looking through the lens of the four priorities found in the Basic School Research by Ernest Boyer. This course provides participants with the opportunity to reflect upon their role in creating a school as community, a curriculum with coherence, a climate for learning, and a commitment to character.
 

• Instructor: Patrick Callaghan          COURSE IS NO LONGER AVAILABLE
  
• Course # EDUC 510
• Credits: 1 credit
• Standards:  1, 3, 5, 7, 10

BUILDING A PARTICIPATORY CULTURE: MEDIA EDUCATION FOR THE 21ST CENTURY
The real challenge technology poses for educators is not about getting the tools, but more about the culture of thinking about its application. Learn an equitable framework that confronts these challenges to build a participatory culture for the 21st century so that all members believe their contributions matter and feel a social connection with one another.
 

• Instructor: Ellen Cahill
• Course # EDUC 510
• Credits: 1 credit
• Standards: 2, 4, 5, 6

CODING AND SCORING A RUNNING RECORD/MISCUE ANALYSIS
This course will provide the information necessary to take a running record/miscue analysis. This authentic assessment of reading behavior is an invaluable tool to plan for elementary reading instruction.
 

• Instructor: Patricia Gordon
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2

COMMON FORMATIVE ASSESSMENT: UNDERSTANDING THE ASSESSMENT DESIGN PROCESS
Decisions made daily by teachers are part of an integrated, holistic system centered on student learning. Common formative assessments are designed to ensure comparisons created intentionally in format and rigor to district and state assessments. The assessment design process will explore how to develop items aligned to priority standards to promote higher order thinking skills.
 

• Instructor: Ellen Cahill
• Course # EDUC 510
• Credits: 1 credit
• Standards: 8, 9

COMMUNICATION—PROVEN PRACTICES TO COMMUNICATE TO PARENTS SUCCESSFULLY
This class will explore the art of communication and best practices utilized to communicate well. It will also explore the avenues you can use to be successful in speaking with students and parents. Many strategies can be successful by identifying what works best in any one task.
 

• Instructor: Eric Jackson
• Course # EDUC 510
• Credits: 1 credit
• Standards: 6

COOPERATIVE DISCIPLINE
Participants will gain skills and knowledge in providing interventions for common classroom discipline problem areas: attention-seeking behavior, power-seeking behavior, revenge-seeking behavior, and avoidance of failure behaviors. Techniques to identify each type of behavior and a comprehensive collection of intervention strategies will be shared. Dozens of strategies to build a positive classroom environment/climate and strategies to improve communication with parents will be presented.
 

• Instructor: Gary Berkowitz
• Course # EDUC 510
• Credits: 1 credit
• Standards:  3, 5

DATA TEAMS—COLLABORATION TO ET THE RESULTS STUDENTS NEED
Understand how data teams organize the work of improvement your school may already be doing. Cultivate the habits of the mind that can improve the effectiveness of team meetings and help foster a supportive culture of inquiry.
 

• Instructor: Mari Engelhart
• Course # EDUC 510
• Credits: 1 credit
• Standards:  2, 6, 8, 10

DIFFICULT CONVERSATIONS
Teachers must manage student issues and clearly document student learning. This one-credit course will provide typical scenarios and ways to deal with and document difficult conversations and outcomes. Documented student and teacher conversations have as the primary goal improving instruction and positively impacting student success.
 

• Instructor: Tresa Goodwin
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1 , 3, 4, 5, 6, 9

DISCIPLINE TO ENHANCE SCHOOL CLIMATE
Consistent fair discipline plays a critical role in keeping your classroom/lab safe
and positively enhancing school climate and culture. Crafting a classroom and school-wide code of conduct and following that code builds a respectful atmosphere. This one-credit course will provide behavioral expectations for the classroom which are non-negotiable and provide students a comfortable learning environment.
 

• Instructor: Tresa Goodwin
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 3, 5, 6, 9

EFFECTIVE COACHING
This class will take a critical look at effective coaching strategies. Students will be asked to examine successful coaches in action to compare and contrast the similar tactics used to be successful. Similarly, how these successful strategies can translate into classroom instruction.
 

• Instructor: Eric Jackson
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 4

FAMILY ROLES AND THEIR IMPACT ON LEARNING
Children walk into classrooms with all they have experienced in their families. Educators will explore how family function affects behavior/performance and learn techniques to positively impact student learning and behavior without becoming a therapist.
 

• Instructor: Rebecca Stolarski
• Course # EDUC 510
• Credits: 1 credit
• Standards: 3, 5, 10

GETTING STARTED IN PROJECT-BASKED LEARNING—WHAT DRIVES THE LEARNING AND HOW TO MAKE IT VISIBLE
How do we support students’ curiosities with purpose and reason? Project-based learning brings students’ intrinsic drive to engage in meaningful work. The challenge for educators is getting started with developing the project idea, deciding scope, writing a driving question, and how to evaluate the work that makes the thinking evident. Using the Studio Habits of the Mind, learners recognize the thinking involved in quality work and how to improve it the next time.
 

• Instructor: Ellen Cahill
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 3, 7

GOALS: FROM FRUSTRATION TO EMPOWERMENT
Setting goals is an essential part of the educational process. Meeting them leaves us feeling empowered while failure leaves us feeling frustrated. Create a classroom atmosphere for setting and achieving goals.
 

• Instructor: Caroline Cook
• Course # EDUC 510
• Credits: 1 credit
• Standards: 3, 4, 5, 7, 8, 9, 10

“I HATE MATH!" LET'S DISCUSS DYSALCULIA
This course will examine the characteristics of Dyscalculia: a specific learning disability in math. Many students who are academically successful in all areas except math are only told to “try harder” when there may be a disability that requires specific strategies.
 

• Instructor: Diane Kagel
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 3, 4, 6, 7, 9

INCREASING STUDENT ACHIEVEMENT THROUGH EFFECTIVE CLASSROOM INSTRUCTION
This course will examine four areas of effective classroom instruction: planning, environment, instruction, and teacher responsibilities. Research-based strategies that increase student achievement will be included in each of the four areas.
 

• Instructor:  Susan Pallini
• Course # EDUC 510
• Credits: 1 credit
• Standards: 4, 5, 6, 9, 10

PROMOTE ACADEMIC LEARNING
Twenty-first century learners need to make connections with informational resources and to read critically. Learn how reading should support, not define, the learning process in academic areas. Using before, during, and after instructional strategies, applying high yield instructional strategies, think alouds, and tools for content literacy, explore how these approaches can engage even the most reluctant learners.
 

• Instructor: Ellen Cahill
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 4, 8

INTERVENTION: A SYSTEMS INTERVENTION: A SYSTEMS APPROACH
There are many academic and behavioral issues that can affect a student’s ability to be successful. Identifying issues will not automatically lead to a special education placement. A systems approach to intervention will help teachers help students.
 

• Instructor: Rebecca Stolarski
• Course # EDUC 510
• Credits: 1 credit
• Standards: 3, 5, 10

IQ AND EQ—WHICH ONE REALLY DETERMINES A STUDENT'S DESTINY?
How much happier and higher achieving would we be as individuals and more civil as a society if we were more alert to the importance of emotional intelligence and teachers were more adept at teaching it? Throughout public education, more people are taking seriously the idea that spending more time on the development of emotional intelligence may pay rich dividends—the opportunities seem boundless in our schools.
 

• Instructor: Nancy Schott
• Course # EDUC 510
• Credits: 1 credit
• Standards: 2, 3, 4, 5, 6, 7, 8, 9, 10

LEGAL AND ANCILLARY ISSUES IN ATHLETICS
Participants will gain an understanding of how high school athletic programs have been improved and standardized through the implementation of numerous procedures and policies that were enacted to enhance the welfare of student-athletes and the educational soundness of interscholastic athletic competition. Participants will discuss how these improvements have resulted from proactive thought and planning, but will also recognize that a significant number have evolved as a product of litigation, contract arbitration, court decisions, and clearly defined educational laws. In this regard, in-depth risk assessments, focused staff orientation, and detailed hazard reduction plans have become absolute requirements for contemporary athletic administrators and coaches.
 

• Instructor: Erich Riebe
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 3, 4, 5, 6, 7, 9, 10

LIGHTS, CAMERA, ACTION! VIDEO IN TODAY'S K–12 CLASSROOM
YouTube and flip cameras aren’t just for fun in the sun and family vacations anymore. This course is designed to provide students with a framework for understanding and implementing effective use of both streaming videos and student-produced videos in today’s K–12 classrooms. This course also shows how the implementation of streaming videos and student-produced videos can be used for a plethora of self-guided learning experiences including authentic assessment.
 

• Instructor: Henry Rauhaus
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 4, 6, 7

MATH IN THE REAL WORLD: INTEGRATING 21ST CENTURY SKILLS AND TECHNOLOGY INTO TODAY'S K–12 CLASSROOM
Technology and 21st century learning skills advance the learning of mathematics. We must help students master the basic skills and then learn the meaning of the calculations in a life-related context (Jim Rubillo, director, NCTM). This course is designed to provide participants with a framework for understanding and implementing 21st century skills and technology into today’s classroom. Blending 21st century skills with today’s high stakes mathematics curriculum creates ideal academic opportunities which empower students.
 

• Instructor: Henry Rauhaus
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 4, 6, 7

MAXIMIZING STUDENT ENGAGEMENT
Class content will reflect the best practices of classroom instructional practice representing the research and works of Saphier, Danielson, Schlechty, Canady, Joyce, and Marzano. Research and literature support the need to construct the learning experience to maintain student engagement.
 

• Instructor: Gary Berkowitz
• Course # EDUC 510
• Credits: 1 credit
• Standards: 4, 7, 8

MAXIMIZING POTENTIAL OF INCLUSION—MIDDLE AND HIGH SCHOOL STUDENTS
This course will enable practitioners to research and share effective teaching strategies and to seek assistance in solving related personal instruction issues. This class will help to identify issues when educating students with disabilities including, but not limited to, LD, DH, and autism.
 

• Instructor: Ann Brennan
• Course # EDUC 510
• Credits: 1 credit
• Standards: 3, 4, 7, 9, 10

MAXIMIZING YOUR POTENTIAL
Participants will increase their personal and professional effectiveness by learning strategies developed by national leaders. Learn how to develop a clear definition of the results that you want. Increase the balance and fulfillment in all segments of your life. Build team/classroom skills that find faster and better solutions through clear expectations, shared responsibilities, and understanding of priorities. Learn your personal strengths and how to maximize their use and impact on your personal and professional goals and outcomes.
 

• Instructor: JoAnn Berkowitz
• Course # EDUC 510
• Credits: 1 credit
• Standards: 5, 6, 10

MEETING THE NEEDS OF HIGH SCHOOL STUDENT-ATHLETES
Participants will gain an understanding of strategies to promote parents and school personnel working together to promote a common value system that results in the development of character in young student-athletes. Parents, coaches, teachers, and school administrators must develop systems that support clearer communication of expectations resulting in a united front that outlines acceptable personal and social behaviors by student-athletes. Participants will discuss what the leadership roles and actions of the athletic director and/or coach are in this process.
 

• Instructor: Erich Riebe
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 3, 4, 5

MENTORING NEW STAFF
Strategic planning of a district’s mentoring program can dramatically decrease attrition thus saving the district resources. This one-credit class will identify important elements of a mentor program.
 

• Instructor: Tresa Goodwin
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 3, 4, 5, 6, 9, 10

MOTIVATING THE GIFTED UNDERACHIEVER
The student is obviously bright, but like a high-powered automobile without a transmission, there just doesn’t seem to be any forward motion. Together we will explore classroom strategies that will help these students find the gears to develop their potential.
 

• Instructor: Caroline Cook
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

QUESTION LIKE A ROCK STAR! EFFECTIVE QUESTIONING INCREASES STUDENT ACHIVEMENT
Why do my students shut down when I ask them questions? This course is designed to provide participants with a framework for understanding and implementing Highly Effective Questioning (HEQ) techniques in today’s K–12 classrooms. Supported by the current research of Ivan Hannel, this course provides a solid foundation for creating an environment that is conducive to questioning, developing expert patterns through asking questions, and understanding why some students may not be responsive and what to do when those situations arise.
 

• Instructor: Henry Rauhaus
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 4, 6, 7

REFLECTING AND PERFECTING YOUR PROJECT-BASED LEARNING
So how did that project-based learning work for you? Were you able to support student’s curiosities with purpose and reason? Now that the presentations are over and the culminating projects have been collected, delve deeper into reflecting and perfecting your project-based learning.
 

• Instructor: Ellen Cahill
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 3, 7

RTI—WHERE DO WE START?
This class will take a look at the RTI process from the ground up. From getting started to who is involved, we will identify the key elements of a successful tier one response to intervention team in your school.
 

• Instructor: Eric Jackson
• Course # EDUC 510
• Credits: 1 credit
• Standards: 3, 4

RTI TIER TWO—WHAT'S NEXT? DATA?
This next class in the series will take a closer look at intensified interventions in tier two based upon a three-tiered system. It will also look at how to collect data and prove that the interventions are working or that the next step is needed. Lastly, we will investigate school policy for the program if there is any.
 

• Instructor: Eric Jackson
• Course # EDUC 510
• Credits: 1 credit
• Standards: 4, 8

SELF-CONTAINED VS. DEPARTMENTALIZATION: LET'S GET READY TO RUMBLE
You want to do what? To most elementary educators and administrators, departmentalization is a dirty word. Variables such as licensure, standardized testing, best practices, and differentiated instruction have become driving forces of this paradigm shift. This course takes an in-depth look at classroom structure including self-contained, departmentalized, and hybrids (clusters) within the walls of K–6 classrooms. It also explores best practices and different variables in classroom environments that promote success for all students, never losing focus on the whole child.
 

• Instructor: Henry Rauhaus
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 4, 6, 7, 9, 10

SO YOU THINK YOU CAN TEACH SOCIAL STUDIES? INTEGRATING 21ST CENTURY SKILLS IN TODAY'S K–12 CLASSROOM
With a little bit of know-how, social studies can become dynamic, interactive, and meaningful. This course is designed to provide participants with a framework for understanding and implementing 21st century skills into today’s classroom. Blending 21st century skills with today’s high stakes curriculum creates ideal academic opportunities which empower students. This course will explore technology pieces that can help set the stage and assist with designing unique 21st century learning tasks for the classroom.
 

• Instructor: Henry Rauhaus
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 4, 7

SPACE, THE FINAL FRONTIER…INTEGRATING 21ST CENTURY SKILLS AND TECHNOLOGY INTO K–12 SCIENCE
“These are the voyages of the ­Starship Enterprise.” Inquiry-based science can become dynamic, interactive, and meaningful. This course is designed to provide participants a framework for understanding and implementing 21st century skills and technology into today’s science classroom. Blending 21st century skills with today’s high stakes curriculum creates ideal academic opportunities which empower students. Students take hold of their own learning experiences and deepen their personal understanding of content and real world application. This course will also explore technology pieces that can help set the stage and assist with designing unique 21st century learning tasks for the ­science classroom.
 

• Instructor: Henry Rauhaus
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 4, 6, 7

STUDENT LED CONFERENCE
This class will examine how to create a successful conference night with students leading the way. Participants will examine student led conferences versus the traditional conference with teachers leading the discussion. Participants will be asked to deploy a strategy in their room and report back their findings.
 

• Instructor: Eric Jackson
• Course # EDUC 510
• Credits: 1 credit
• Standards: 2, 5

THROUGH THE HABITS OF INQUIRY
So you have the common planning time and the team identified, but is your PLC focused on learning? Become disciplined and deliberative with data as you design and implement program improvements to enhance student learning. In an action research process, use the five habits of inquiry in detailed steps to sustain a high quality collaborative team.
 

• Instructor: Ellen Cahill
• Course # EDUC 510
• Credits: 1 credit
• Standards: 6, 7, 9

TEACH LIKE A CHAMPION
This course will investigate components and strategies of effective classroom instruction, highlighting the 49 techniques illustrated in the text Teach Like a Champion, 49 Techniques That Put Students on the Path to College. Additional research materials will be utilized focusing on setting high academic standards, effective delivery of lessons, building a strong classroom culture, challenging students to think critically, and improving instructional pacing. Demonstrations of strategies will offer elementary and secondary examples.
 

• Instructor: JoAnn Berkowitz
• Course #: EDUC 510
• Credits: 1 credit
• Standards: 2, 3, 4, 5, 6, 7, 8, 9

TEACHING CONTENT LITERACY FOR COMMON CORE STANDARDS GRADES 5–12
This course will explore the Common Core State Standards Initiative as it relates to literacy across the content areas. The primary focus is to understand the reading standards and learn specific research-based strategies for developing and assessing literacy skills.
 

• Instructor: Susan Pallini
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 4, 7, 8, 9, 10

TEACHING THE DIGITAL GENERATION: NO MORE COOKIE CUTTER SCHOOLS
The 21st century is a profoundly, ever-changing environment that demands radically different ideas about how things get done. Does the infrastructure of our schools determine its function? Schools must change and embrace the new digital reality. Explore how the process of designing schools can support environments that maximize the learning experience of students.
 

• Instructor: Ellen Cahill
• Course # EDUC 510
• Credits: 1 credit
• Standards: 2, 5, 6

TECHNOLOGY—CONNECTING TO THE 21ST CENTURY ON A 20TH CENTURY BUDGET
Participants will be empowered to use much of the technology that schools are lacking. Participants will be exposed to a plethora of technological ideas to take back to their classrooms and utilize with students. Grant writing to obtain these technologies from local, state, and federal realms will be explored.
 

• Instructor: Eric Jackson
• Course # EDUC 510
• Credits: 1 credit
• Standards: 6, 7

THROUGH THE EYES OF DIVERSITY: DIFFERENTIATION
Three instructional strategies of differentiation that address various learning styles will be introduced. Examples of each strategy at a range of grade levels and subjects will assist participants in implementing these strategies into their content areas.
 

• Instructor: Diane Kagel
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 3, 4, 7, 9

THROUGH THE EYES OF DIVERSITY: DYSLEXIA
When anyone struggles to read, the world becomes smaller and smaller. Dyslexia affects every gender and ability level. This class will help you understand dyslexia and how to assist students with this disability.
 

• Instructor: Diane Kagel
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 3, 4, 6, 7, 9

WHAT'S THE BIG IDEA? QUESTION-DRIVEN LEARNING
Investigate why questions matter in lesson design and how questions can motivate reading, writing, and thinking in your students. Explore how organizing instruction around the big ideas and essential (driving) questions address the biggest challenges we face: engagement, comprehension, and retention. Learn the power to engage all learners by cultivating students’ curiosity with purpose and reason.
 

• Instructor: Ellen Cahill
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 6, 7

WHY USE INTERACTIVE WRITING IN A PRIMARY CLASSROOM?
In this course, you will learn the rationale and procedures for teaching interactive writing. You will learn why interactive writing is a highly effective and efficient method of teaching letters, sounds, words, directionality, and one-to-one match.
 

• Instructor: Karolyn King
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 4, 5

WORKING WITH PARENTS OF STUDENT-ATHLETES
Participants will gain an understanding of strategies to promote parental support and provide those parents with a sense of involvement in and commitment to an athletic program. Participants will discuss what the leadership roles and actions of the athletic director and/or coach are in this process.
 

• Instructor: Erich Riebe
• Course # EDUC 510
• Credits: 1 credit
• Standards: 1, 2, 5, 6, 9, 10