709L Conflict Resolution

This 6 lesson course helps educators understand how they can teach conflict resolution skills and empower students to resolve conflicts. Based on the Johnson and Johnson book, Reducing School Violence, this course helps teachers understand how they can — and why they should — address conflict resolution in the classroom and, if feasible, in the school setting. Teachers’ responsibilities include: creating an environment that empowers students to resolve conflicts constructively; teaching students how to negotiate; teaching students how to mediate; knowing how and when to mediate if peer mediation fails; and knowing how and when to arbitrate if peer and teacher mediation fails. This course also features lessons from the Working Together to Resolve Conflict  curriculum published by the University of Florida's Conflict Resolution/Peer Mediation Project.

711L  Crafting Curriculum

This 6 lesson course focuses primarily on guiding curriculum development questions and examines the way in which instruction and assessment support — and are supported by — the curriculum. It also provides an opportunity for each learner to think about the choices educators make in the process of developing an instructional program. Among other learning goals, the participant will define curriculum and other terms associated with the curriculum development process; explore various types of curriculum; examine approaches educators often take when creating curriculum; determine how to ensure that curriculum is coherent; and explore the links between curriculum, instruction, and assessment.

712L  Creating an Effective Secondary Reading Program

Secondary educators today know that reading instruction and intervention is no longer the work of elementary teachers alone. As a result, secondary educators recognize the importance of implementing a comprehensive literacy program. In this course, author Tracy Wilson shares some of the tools needed for success in this endeavor. This course—a literacy roadmap—presents research and suggestions for implementing and sustaining change in a school's infrastructure and instructional programs. Among other learning goals, participants will learn strategies for effective reading intervention, review model programs that have successfully boosted literacy as well as examine the key components of a successful secondary literacy program.

713L  Creating an Effective Substitute Teacher Program

The words, "Substitute! Substitute! Yeah!" ringing down school corridors bring to mind images of kids running wild. But it doesn't have to be that way. This 6 lesson course is designed for anyone tasked with setting up substitute training programs who wants to go beyond the traditional bodily fluid and hazardous material type workshop. Successful programs are comprehensive and provide the following: clear expectations, professional development opportunities, subsequent training sessions, and supervision and feedback procedures. In short, our goal is to provide examples of exemplary programs, discuss why they are exemplary, and to provide the participant with the tools to create or improve your substitute training program so that it addresses specific district needs and gives substitute teachers an informed voice.

714L  Creating and Sustaining Professional Learning Communities

In an effort to address the question, How can we improve student learning, contemporary school leaders can create and sustain professional learning communities (PLCs), which provide support systems to accurately identify and meet the ever changing needs of each student. Schools that operate as professional learning communities enable their members to discuss problems and to develop strategies for dealing with those problems. In this 7-lesson course, we have three objectives. The first is to investigate how contemporary school leaders communicate and collaborate with all stakeholders, including parents, teachers, administrators, community members, and district personnel, to promote the vision of improved student learning. The second objective is to discuss the roles of student improvement plans (SIPs), issues of change, and professional development in building the spiral of reform that facilitates successful learning communities. Finally, our third objective is to offer several strategies for instantiating and sustaining the learning community process.

715L  Creating Standards-Based Curricula

The standards movement has brought sweeping changes to states, districts, and schools across the U.S. While the goals of standards are clear, the process involved in achieving those goals can be quite overwhelming. This 6 lesson course will introduce and help clarify the processes required to successfully implement standards into the curriculum. Participants of this course will learn what the standards movement is; understand the impact the standards movement has on teachers, administrators, students, and parents; review how national and state standards are influencing how teachers teach today and what steps need to be taken to ensure that all children are reaching the goals of those standards; understand the basic steps needed to implement standards; understand how to continue using various teaching strategies in the standards-based classroom; and understand the challenges involved in implementing standards.

717L  Differentiating Instruction

This 5 lesson course is designed to enhance participants' understanding of how to better meet the needs of different learners. Participants will examine the characteristics of a differentiated classroom; learn how to frame instruction around concepts and essential understandings; identify techniques for differentiating content, process, and product; and explore how to differentiate on the basis of students' readiness, interest, and learning profile. Participants will also reflect on their beliefs and practices relative to differentiation, read and analyze examples of differentiated learning activities, and design a differentiated activity.

719L  Embracing Diversity, Respecting Others

This 7 lesson course is designed to give teachers the tools they need to create environments of acceptance and harmony in today's schools. Participants will first explore the diverse landscape that is the United States and its schools today. Participants will then be asked to look inward and reflect on their own beliefs and biases. Lastly, participants will be asked to set tolerance goals for their schools and to create an action plan that will help them accomplish their goals. This course will also give participants an opportunity to explore curricula and lessons that focus on tolerance and diversity. Additionally, participants will learn about instructional approaches that have been recommended by tolerance professionals and used by teachers.

722L  Global Education

This 7 lesson course provides an introduction to teaching using a global perspective. Merry Merryfield, Professor of Social Studies and Global Education at Ohio State University, and Tim Dove, Social Studies teacher at McCord Middle School in Worthington, Ohio, offer their perspectives throughout the course. Participants will explore elements of global education; observe how others have incorporated global education into their classrooms or schools; critique classroom-tested lesson plans and units; infuse global education into a lesson, unit, or theme you already teach; explore teaching strategies; locate national and state standards and frameworks that address global education; and find networking opportunities with others interested in global education through the ASCD Global Education Network. The Nuts and Bolts segments will help participants explore some practical questions and concerns about global education.

724L  Improving Student Achievement with Dimensions of Learning

In this 7-lesson course, you will look at what is known about the learning process and then investigate and apply research-based instructional strategies that will help your students become productive members of exciting and creative communities of learning. This course is ideal for instructors and central office curriculum specialists interested in creating and sustaining classrooms that promote the principles of equity and excellence. As you focus on the five Dimensions of Learning that reflect these principles, you will investigate strategies for creating a classroom climate that helps even resistant or underachieving students blossom by making them feel safe and accepted; learn how Dimensions of Learning can promote true standards-based instruction and learning; examine what is known about teaching thinking skills directly, including promoting students' ability to respond to open-ended and interpretive questions; look at ways for students to use complex reasoning processes within meaningful, real-world tasks and independent projects; and consider how educators can become catalysts for promoting students' commitment to lifelong learning.

726L  Mathematics for Grades 3-5

As mathematics professionals, it is our obligation to support effective teaching practices — to use the National Council of Teachers of Mathematics (NCTM) process and content standards as our benchmarks and to encourage and promote an integrated mathematics curriculum that introduces algebraic and geometric concepts early in our students' education careers. In this 7-lesson course, we'll investigate what makes a good mathematics program by examining the six fundamental principles that promote student understanding and learning; exploring the connections among NCTM's five process standards; identifying how teachers implement instructional practices that promote learning; examining effective assessment practices; reviewing grade-level expectations; analyzing the effects of the No Child Left Behind Act (NCLB) on educators in the United States; and considering the future changes that technology might bring about.

728L  Middle School Mathematics

In late 2003, Johnny Lott, president of National Council of Teachers of Mathematics (NCTM), hosted an online chat session where he asserted, in effect, that students are being trained to believe they cannot excel in mathematics. In fact, he even went so far as to term this "mathematical abuse" (Lott, 2003, para. 3). Although some participants thought his claim resembled tabloid hyperbole, others agreed with his ideas. Of course, we don't presume that this six-lesson course will address everyone's concerns about mathematics teaching and learning, but we do believe that it continues the tradition started with an earlier PD Online course, Early Childhood Mathematics, of aligning standards with solid teaching strategies. In particular, we address the role of NCTM in promoting best practices, and we underscore our belief that mathematics teaching can improve if we emphasis understanding rather than simply processes, support relevant activities and lessons, use brain-based strategies to facilitate learning, and combine the use of standards with a sense of mathematical wonder.

729L  Observing for Dimensions of Learning in Schools

Dimensions of Learning was one of the first comprehensive instructional improvement models to be based on the learning process itself. We know that learning improves when the learner's self-knowledge is taken into account and a variety of techniques are used within the learning environment to enhance the learning experience. Dimensions of Learning reflects these understandings. The central goal of this course is to further delve into Dimensions of Learning by exploring the process of observing for Dimensions of Learning. This 7-lesson course is ideal for administrators and central office curriculum specialists interested in sustaining classrooms and schools that promote effective learning principles — principles reflected in the five Dimensions of Learning. We believe that by exploring this acclaimed instructional improvement model, you and your colleagues will discover a range of strategies for using Dimensions of Learning principles to promote substantial school improvement.

730L  Our Multiple Intelligences

In this online course, we'll introduce you to the theory of multiple intelligences. You'll have an opportunity to explore each intelligence area and create your own intellectual profile. You'll also be asked to consider how your understanding of the multiple intelligences theory can guide your instruction so that student learning is enhanced. Psychologist Howard Gardner, who identified the eight distinct types of intelligence that comprise the theory of multiple intelligences, has said that the theory is like an ink blot test. Those who read about it often have very different ideas about how to apply it to curriculum, instruction, and assessment. Nonetheless, when educators believe that all students are unique and learn in different ways, they seek to personalize the educational experience and, through varied instructional approaches, try to make learning more meaningful for all students.

731L  Our Multiple Intelligences:  Implications for Leadership

"When a school becomes a true MI school, every aspect of its program and curriculum changes," writes New City School principal Thomas R. Hoerr in his ASCD book Becoming a Multiple Intelligences School (2000). Managing such sweeping change obviously requires effective leadership. In this course, you'll explore which of the multiple intelligences, when honed, can enhance a leader's competence. You'll also consider how other intelligences not included in MI theory are key to effective leadership. And you'll explore Douglas Reeves's research on leadership characteristics that contribute to improved student achievement. This six-lesson course does not attempt to be a how-to guide for leaders. Instead, the ideas presented will allow course participants to explore various perspectives on effective leadership. We believe that if school leaders better understand how people learn, they can make better decisions about curriculum, instruction, assessment, and professional development. Moreover, if school leaders deepen their understanding of how to develop leadership traits that have been shown to be effective, student learning will be enhanced.

737L  Success with Differentiated Instruction

Differentiated instruction is responsive instruction — that is, instruction that responds to students' needs. In this seven-lesson course, we'll examine the characteristics of high-quality differentiation. By the end of the course, you will be able to articulate a rationale for differentiation; identify ways to introduce differentiation to students, parents, and your extended learning community; explain the roles of quality curriculum, respectful activities, and flexible grouping in quality differentiation; identify ways to assess for readiness, interest, and learning profile; describe and apply a range of instructional strategies that support differentiation for readiness, interest, and learning profile; reflect on your own classroom practices that fit in with the philosophy of differentiation; and devise a plan for continued professional growth in differentiation. Our goal for this course is to facilitate learning for each student of differentiation's journey as we collectively strive to rise to the challenge of providing the best learning opportunities for all of our children.

738L  Successful Strategies for Literacy and Learning

Many content area teachers balk at the idea of having to teach "reading" to their students, especially when their class curriculum is already so full. Still, several simple strategies that assist students in comprehending subject matter can be easily implemented into any lesson plan. These strategies not only help students connect with the ideas being presented to them in the text, but also give them a purpose for reading. This 8 lesson course will help participants understand why it's important for every teacher, in all subject areas, to become involved in teaching his or her students how to read, write, and comprehend the subject matter being presented to them. In addition, a Web-based bulletin board will give participants the opportunity to discuss their reactions to course content with colleagues also enrolled in the course. Using the simple strategies presented in this course will enable participants to take one step toward helping all students acquire the skills needed to excel not only in school, but also later in life.

739L  Supporting Student Health and Achievement

While health is not the primary mission of education, educators cannot ignore the many health-related factors that interfere with effective teaching and learning. Health barriers, such as school safety, asthma, obesity, and stress, reduce students' and teachers' ability to focus on the daily tasks of education and reduce the likelihood that students will become healthy, productive adults. This 7 lesson course introduces a coordinated approach to addressing school health issues that is useful for school administrators, teachers, and anyone concerned about promoting the well-being of students and staff. In this course, you will learn how to develop the case for a coordinated approach to school health; identify the health-related activities in your school or district that lay the foundation for a coordinated approach; structure a coordinated approach; and find resources to support school health efforts. While a coordinated approach to school health is not a panacea for removing the barriers to learning, it can, however, help to initiate a change process that enhances students' odds for success.

743L  Technology in Schools:  It's Not Just About Word Processing

For more than 20 years, educators have extolled the virtues of using technology to promote student success. Why, then, do arguments persist as to the viability of computers in the classroom? One side says too much money has been spent at the expense of continued student achievement. The other side disagrees and presents specialized programs demonstrating improved student achievement rates. The pertinent question seems to be not how many computers are in the classroom but, rather, how those computers are being used. This seven-lesson course is designed for the educator who is familiar with and uses technology but who appreciates that our use of technology in the classroom will need to change if we are to help all students become technologically literate. Specifically, this course addresses changing technologies, understanding the challenges of integrating technology, and reviewing how technology is currently used versus how it might be used in the future to promote deep understanding.

744L  Technology in Schools:  Planning with the LOCATE Model

Technology changes the way people live, learn, and work in today's world. Schools have little choice about incorporating technology into learning activities; their choice lies in how they do it and how well. Unfortunately, many efforts to introduce technology into classroom lessons fall well short of teacher and student expectations and are not used consistently to produce lasting effects on learning. Components of planning most frequently identified as lacking include poorly defined instructional goals, mismatches between technology resources and learner needs, and a lack of connection between technology resources and content materials. This set of seven lessons will introduce you to an easy-to-remember set of guidelines for choosing and using effective technology resources that will enhance the content you teach. With the combination of your content expertise and thoughtful selection and use of a variety of technology resources supporting curriculum goals, students can look forward to an engaging and satisfying learning experience.

745L  Technology in Schools:  Teaching Better

The title of this course — Technology in Schools: Teaching Better — says it all. Modern technology, for all of its bells and whistles, can never replace a good teacher. But, a good teacher, armed with effective tools and strategies to utilize technology, can become an even better teacher. I frequently hear technology defined as any sort of tool — from a piece of chalk to ultrafast parallel processing computers — that makes your life more productive and easier. It's your responsibility to take time to learn how to integrate these tools into your teaching. You may be concerned about the time required to become proficient at using some of those tools, but think of the time as an investment. Once you've mastered the tools, you'll save time and effort in the future. Technology in Schools: Teaching Better introduces you to a variety of technological tools and strategies that you can adapt to your teaching style and use in your classrooms. At the heart of the course are four "virtual computer labs" in which you will be asked to experiment with a piece of software or teaching tool tailored to your specific grade level and content area.

746L  Toward Equity in Achievement

Perhaps no issue in education today causes more distress, yet simultaneously inspires more determination, than what has been called “the achievement gap.” In the face of troubling statistics that reveal the deepest divisions in our society as a whole, schools are challenged with bringing underachieving students up to satisfactory levels of performance while continuing to provide enriching instruction for students who are in the ideal spot on the achievement continuum. This seven-lesson course will help district and school-level leaders explore what it means to strive for equity in achievement and provide insight about education policies that support their earnest efforts to attain equity in achievement.

747L  Understanding by Design:  An Introduction

This 7 lesson course introduces teachers in all grades and subjects to ASCD's Understanding by Design (UbD) program for curriculum, instruction, and assessment. This course offers insights into the research, learning theory, and design elements of UbD, and shows how educators can improve student achievement by teaching for understanding. Participants will explore curriculum design, assessment tasks, and instructional strategies that promote student understanding in the context of standards and high-stakes tests.

748L  Understanding by Design:  The Backward Design Process

This 6 lesson course is the third in a series designed to help practitioners understand and apply various aspects of Understanding by Design (UbD). It begins with an overview of the principles of unit design presented in the UbD framework. During the course, the learner will develop a unit based upon content standards, create appropriate assessments, and design instructional activities that ensure all students will be able to demonstrate genuine understanding. By the end of the course, the learner will be able to describe, explain, and apply the design principles and strategies associated with the UbD framework. This course is appropriate for individuals, school-based study groups, individual trainers, staff developers, instructional leaders, and administrators who have a role in bringing coherence to their school-based curriculum and assessment process.

749L  Understanding by Design:  The Six Facets of Understanding

This 7 lesson course is the second in a series designed to help practitioners understand and apply various aspects of Understanding by Design. It explores what Grant Wiggins and Jay McTighe, the framework authors, call the "six facets of understanding". These six interrelated behaviors provide avenues through which educators can observe and evaluate students' growing understanding of the curriculum they are studying. Beginning with an overview of why teaching for and assessing understanding can be both challenging and critically important, this course then addresses each of the six facets in greater detail. Subsequent lessons explore students' abilities to interpret what they learn, to apply it in new and unpredictable situations, to analyze different perspectives, to express empathy, and to exhibit self-knowledge. Each lesson emphasizes the relationship of the six facets to the backward-design process, including how the facets can be used to identify desired results and to improve assessment tasks and activities.

753L  What Works in Schools:  School-Level Factors

In this course, we will investigate the five school-level factors identified by Robert J. Marzano as making a statistically significant difference in student achievement. These factors — involving a combination of policy, procedure, and practice — have been proven highly effective in helping to make schools genuine communities of learning. This course begins with an overview of the eleven factors Marzano summarizes in his ground-breaking work, What Works in Schools: Translating Research into Action. We will revisit Marzano's general recommendations for improving student performance and school productivity, derived from his meta-analysis of 35 years of educational research. By the end of this course, you will be able to

• Describe and analyze five research-based school-level factors identified by Robert J. Marzano as making a statistically-significant difference in student achievement and organizational productivity.
  
• Develop and implement action steps and strategic plans for using Marzano’s research-based school-level strategies and recommendations within learning organizations.

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