This seminar has operated for sixteen years to provide our future teachers with an opportunity to experience the diversity of the Philadelphia schools firsthand. Elementary through graduate teacher education majors are invited to participate in this often life-changing experience.
Earn three credits for a two-week urban seminar that places you in the classroom at a grade level of your choice. The credits may be substituted depending on your department for EDUC 242 (one credit), EDUC 342 (one credit) and EDUC 499 (two credits) or used for special electives. See department for exceptions.
Seminar Dates are May 17–29, 2010.
For more information, please contact:
Bieger has served on the board as treasurer for the past two years and will continue in that role for another two-year term.
ETEN is a consortium of nearly sixty, mostly European, colleges and universities that prepare teachers. IUP is one of only five American universities to be a member institution of ETEN.
Through its membership in ETEN, IUP is able to offer a wide variety of international study experiences for IUP students and faculty members. These international study experiences are offered in many forms and various time periods.
]]>This paper described the variety of challenges faced by educators in urban settings in America, which are very similar to those challenges faced by educators in rural Chinese settings. The single biggest problem in both settings is that of poverty. Other challenges are due to ethnic, linguistic, and cultural diversity; scarce and inadequate resources; school drop-out rates; and the challenge of recruiting and retaining highly qualified teachers. This paper will be published in the conference proceedings.
]]>He discussed the success of the "Three Student Project" in raising test scores of struggling students based on two years of data.
]]>It’s a great opportunity for teachers to finish their five-year requirements in just two weeks. More features of these workshops are: to network with other teachers from the area, to earn Act 48 Credit, and to enjoy small class sizes, special topics, and a relaxed setting.
Students differ in their readiness to learn, interests, and learning profiles. In this course we will look at differentiating the content, process, product, and learning environment based on these differences. We will study the principles and strategies used in differentiated classrooms to promote active learning and students as decision makers and problem solvers. You will develop instructional strategies to use in your classroom that are based on these seven key factors, making learning fun and meaningful.
Students in this workshop will gain an understanding of the process of first and second language acquisition. Strategies will be provided for teachers to assist English language Learners during their stages of language acquisition and to assist these learners with literacy development. The students will investigate the structure of English language/grammar and pronunciation, including lexical, morphological, syntax, and phonological components. Methods for assisting English language learners with verbal and nonverbal communication will also be provided.
This workshop will focus on the practical application of learning theory in the elementary classroom. Theorists examined include Bloom, DeBono, Sternberg, Pink, Gardner, and Georgic. The practical application of these learning theories in developing exciting instructional strategies for the classroom will be the focus of this workshop. Come join us for an entertaining, interactive, and exciting approach to transform your classroom into a more constructivist environment.
This workshop is designed especially for in service elementary educators who want to learn more about the state science standards and testing that has just began. The emphasis of this workshop is to provide teachers the resources and knowledge necessary to implement a science education program that meets both the science and technology standards and the environment and ecology standards. We will accomplish this by engaging in activities both in and out of the classroom that teachers can implement immediately in their own classrooms.
This course is intended for teachers working with English language learners in regular classrooms. The primary course goal is to enhance educators’ knowledge of culture and diversity, based on research on effective classroom practices. Additional goals are to enhance educators’ content knowledge in the respective areas of each educator’s certification, to improve educators’ teaching skills, and to empower educators to work effectively with school personnel, parents, and community partners in improving instruction for English language learners.
Fluency is strongly correlated with effective reading. This workshop will examine theories related to fluency, research about fluency, and practices that promote reading fluency. Participants will develop materials and strategies to promote oral reading fluency within their classrooms. Strategies will include instruction to increase word recognition and reading rate and rereading strategies, such as storytelling, readers theater, and choral reading.
Children’s natural interest in and affinity for animals are ways for educators to teach kindness and compassion, support academic achievement, and promote service learning. Preservice and in-service teachers enrolled in this class will:
The instructor has published extensively on this topic and works with several organizations committed to the protection of children and animals.
In their presentation, Bieger and Vold described three programs in the Professional Studies in Education Department that are designed to internationalize the perspectives of preservice teachers. By focusing the effort on preservice teachers, a multiplier effect can be achieved that will impact a much larger population and at a more formative time in their lives. The presentation described how, through involvement in an international consortium of teacher preparation institutions, exchange opportunities for their students can be personalized and a supportive host relationship can be developed to mitigate the impact of culture shock and diminish the sense of aloneness that often accompanies an exchange experience and which may reinforce negative stereotypes.
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