The Professional Studies in Education Department offers the following workshops for Summer 2009.
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.
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