Content-Area Teaching Courses - Online and On-Site Based Courses for Continuing Education and Professional Development for Teachers | The Connecting Link

 

Courses by category: Content-Area Teaching

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This course is designed to provide K–12 educators an understanding and breakdown of, as well as strategies for teaching, the English Language Arts (ELA) Common Core Standards in the disciplines: History/Social Science, Science, and Technical (HST). Participants of this course will learn what the ELA HST standards are, what it means to be “literate” in each of the disciplines, and how to create such literacies.  Most significantly, participants will learn teaching strategies to embrace the new HST ELA standards, with a particular focus on strengthening classroom practice in the biggest shift areas from old to new literacy standards.
Participants will learn to develop, create, implement, and assess a STEAM (science, technology, engineering, arts, and math) program, lessons and units. A variety of frameworks will be reviewed and discussed to allow for easy replication of STEAM units and activities. Inquiry-based lessons for instruction and assessment will be explored to help gain a better understanding of possible classroom applications and projects. Educators will leave the course with a roadmap to better implement STEAM into their classroom, promote STEAM questioning, and develop STEAM PBL (Project-Based Learning) units.
This course is designed to help K–12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers. Teachers will learn the tenets of Positive Psychology (Seligman) and related theories and strategies. These, in turn, will provide the foundation for increasing personal and professional resilience, maintaining flexibility, and tending to physical and mental health as a basis to improve classroom experiences for all. Teachers will also survey current initiatives, standards, and skills, such as the Common Core State Standards, RtI, the Danielson Evaluation model, the Flipped Class model, and 21st century skills. 
The following themes will be investigated: purposes of assessment, scientifically based research in reading, the cycle of decision making for assessment and instruction, understanding phonological awareness and assessments, understanding phonics and word identification and their assessments, emergent literacy assessments, language and vocabulary development and assessment, assessing oral reading and fluency, assessing reading and listening comprehension, and formal and informal reading assessments and data interpretation to guide instruction.
This course is designed to provide an overview of and foundation for current literacy research components and practice with an emphasis on 6-12 classrooms.  Participants of this course will examine current literacy research and explore reading components as they apply to the 21st century classroom.  Foundational work will include the spectrum of reading development, fluency, word knowledge, and vocabulary as well as comprehension strategy investigation.  Participants will evaluate their classroom culture of literacy, reflect on their current practice, and formulate a literacy plan for implementation.
This course is designed to provide an overview of and foundation for current literacy research components and practice with an emphasis on the K-5 classroom.  Participants of this course will examine current literacy research and explore reading components as they apply to the 21st century classroom.  Foundational work will include the spectrum of reading development, fluency, word study, and vocabulary as well as comprehension strategy investigation.  Participants will evaluate their classroom culture of literacy, reflect on their current practice, and formulate a literacy plan for implementation.
This course is designed to provide an overview of and foundation for writing including current research components and practice.  Participants of this course will examine current writing research, study classroom pedagogy, and explore critical writing components as they apply to the 21st century classroom.  Foundational work will include studying the spectrum of writing development as well as learning to use mentor texts in the writing process.  Participants will examine teaching strategies to enhance specific genres of writing and develop sound assessment in both formative and summative measure.   Participants will evaluate a classroom culture of writing as well as implement and reflect on their own current practice.
This course is designed to provide an overview of and foundation for writing including current research components and practice.  Participants of this course will examine current writing research, study classroom pedagogy, and explore critical writing components as they apply to the 21st century classroom.  Foundational work will include studying the spectrum of writing development as well as learning to use mentor texts in the writing process.  Participants will examine teaching strategies to enhance specific genres of writing and develop sound assessment in both formative and summative measure.   Participants will evaluate a classroom culture of writing as well as implement and reflect on their own current practice.
Participants will explore useful techniques to create more effective technology lessons, software packages, web resources, graphing calculators, and instructional materials used to integrate technology into algebra instruction.  Course topics include technology use with number operations, ratios and proportions, functions, systems of equations, graphing, data analysis, and probabilities. Participants will develop lesson plans, activities, quizzes, and tests on each topic that adheres to local, state and national standards; evaluate instructional technologies for use in the classroom; and developing a technology project for students to complete. The course is aligned with NCTM standards and ISTE standards which promote the principle that students must learn mathematics with understanding and teachers must help students see the importance and relevance of mathematics in everyday life. This course is intended for experienced 6-12 educators seeking ways to expand their teaching expertise by applying increased technology skills as a means to greater and improved student learning.
Technology can be used to empower students and create a 21st century learning environment where mathematics can be presented in exciting and engaging ways. This course is designed for mathematics educators and possibly district mathematics curriculum directors interested in integrating technology into mathematics instruction in order to maximize student achievement. Participants will examine software packages and tools, Web resources, and other instructional materials used to integrate technology into mathematics instruction. Participants will learn how to evaluate instructional technologies for use in the classroom to meet the needs of diverse learners and how to create truly meaningful learning experiences that enhance the development of mathematical concepts. Additionally, the management and assessment of online learning environments and the Flipped Class model will be discussed.
This course is designed to provide teachers with relevant teaching strategies to make teaching and learning mathematics effective. By the time students reach high school, many have been unsuccessful in learning math or find math to be tedious. Learning math can be effective when students can connect mathematics to their experiences. Students can be given the tools for discovering and constructing knowledge and for deriving meaning for themselves. In turn, they can develop life-long skills and transform into successful, confident problem-solvers. In this course, teachers will learn methods and skills to facilitate this development process. This curriculum is designed to address current math standards, particularly the emerging Common Core State Standards and will include the incorporation of technology in the mathematics classroom.