701L  Becoming an Effective Substitute Teacher

Substitute teachers are critical to the success of our K–12 system. Substitutes are called in for short- and long-term assignments, for emergency absences, and to ensure that students still receive sound educational instruction when their regular teachers are participating in professional development. What does it mean to be effective? It means being prepared, knowledgeable, and professional. It means being able to manage classroom behavior and to provide stimulating instruction. It means communicating students' daily progress to the regular classroom teacher. In this 7 lesson course, the participant will be introduced to proven best practices for becoming an effective substitute teacher — from the use of a sub-pack, to classroom management strategies, to teaching suggestions.

702L  The Brain:  Memory and Learning Strategies

This 6 lesson course examines teaching strategies that have been proven to enhance learning, and will explore why these strategies might be effective in terms of how the brain remembers. This course will focus on memory and seek to relate it to classroom practices. Specifically, the course will explain the two memory systems that have been definitively identified by neuroscience — explicit and implicit  — and show how certain instructional strategies may promote particular types of memory formation. When you complete Memory and Learning Strategies, you will have become acquainted with the basics of how the brain forms new memories. It is the instructor's intention that this information will combine with your own clinical knowledge and experience to enhance learning opportunities for your students.

704L  Bridging Learning Theory in the Classroom

Giving the learner more control has been a key goal of education reform in recent years. The modern classroom should reflect a learning environment that is far different than what is now called the traditional model. When we eagerly adopt new learning theories, the implication is that older theories are outmoded, or just plain wrong, and that the newer theories offer a panacea — educate everyone in just the right way, at just the right time. This raises the question: Should older theories be discarded and newer theories be used to the exclusion of others? As we consider this question and related issues in this 6 lesson course, we'll explore several influential teaching models; discuss the role of personalization through the incorporation of learning and teaching styles into the educational paradigm; and preview how those learning theories are bridged in the classroom.

707L Classroom Management: Building Relationships for Better Learning

This 7 lesson course presents a broad conception of classroom management. Participants will explore how interpersonal relationships can provide the key to successful classroom management. In this course, participants will reflect on their relationships with students and develop a plan for enhancing these relationships; practice successful strategies for eliminating inappropriate classroom behavior; learn how to develop students' emotional intelligence as a way to manage classroom behavior; and adopt an approach to classroom management that will not be a constant drain on class time. This course provides reflective activities, opportunities to observe and analyze classroom interactions, and actual skill practice. 

708L  Classroom Management:  Managing Challenging Behavior

For many teachers, managing student behavior has become a challenge. Behavioral problems such as noncompliance, defiance, inattention, and aggression are an everyday occurrence. These day-to-day challenges steadily wear down the good and positive attitudes present at the beginning of the school year. This 7-lesson course offers strategies to help teachers move beyond judgments of challenging behaviors and look at the behaviors more objectively, allowing the teacher to shift focus from controlling the student to teaching the student personal responsibility — educating the student to become a self-regulated learner. Making this transition from a traditional discipline system to a more contemporary approach to managing challenging behaviors requires an understanding of several issues, including: challenging behavior risk factors; teacher self-monitoring skills; control versus power games; accepting personal responsibility; and family and community involvement.

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.

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.

720LEnglish Language Learners in the Mainstream:  Strategies That Work

English Language Learners (ELLs) make up the fastest-growing segment of the population in many schools across the United States. As a result, many general education teachers find they are in the position, with limited preparation and training, to teach these learners. In order to do this most effectively, teachers must learn about second language acquisition and find ways to meet the unique needs of their ELL students. This seven-lesson course aims to prepare teachers to work more effectively with English language learners in mainstream classes. Providing English language learners with appropriate instruction and support in the mainstream classroom takes extra time and effort, but the payoff is worth it. Not only do ELL students benefit, so does the rest of the class.

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.

723L  Helping Struggling Readers

The importance of knowing how to read can be summed up very simply: We must know how to read if we want to succeed in school and in life. In this seven-lesson course, we present strategies that teachers can use to help struggling readers. Among other course goals, participants will learn how to help students develop phonemic awareness and phonics knowledge, ways to teach vocabulary, and how to help students make meaning from text. Participants will also consider why sustained silent reading should be incorporated at all grade levels (K-12). Finally, after reviewing model reading improvement programs, participants will create an action plan that they can use with their own struggling readers.

725L  The Inclusive Classroom

In 1975, the U.S. government declared that all disabled children have the right to a free education. The law Congress passed also stipulated that students with disabilities must be educated with children who are not handicapped to the maximum extent possible. According to the lawmakers, the general education classroom was the least restrictive environment for learning and development to take place for a disabled person. Teachers who already have students with mild to moderate learning disabilities, or who teach (or will be teaching) severely disabled students, will find this seven-lesson course helpful. Each lesson addresses some of the most common concerns that educators have about teaching students with disabilities — concerns about the effectiveness of inclusion, anxiety about not having enough time or enough training, fear about the potential disruption to their class, and uncertainty about the most effective teaching strategies and assessment measures for disabled students.

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.

732L  Our Multiple Intelligences:  Translating Theory into Practice

It's hard to believe that the theory of multiple intelligences (MI) has been around for three decades. In that time, it has received national and international acclaim, and teachers around the world have been guided by what it suggests about learning and teaching. Even today, it is still relevant to classroom instruction. Our Multiple Intelligences: Translating Theory into Practice is a practical, 7-lesson, online course that provides updated information and ideas for using the theory to help students learn and understand. From an overview of the theory itself to practical and proven ways to use it with students, this course will help you use the theory of multiple intelligences to make learning come alive.

735L  Six Research-Based  Literacy Approaches          for the Elementary Classroom

This 7-lesson course provides participants with the reasons and research behind six components of a balanced literacy program for elementary students. You will explore the following reading instruction practices.

• Reading Aloud
• Shared Reading
• Guided Reading
• Independent Reading
• Words and Sounds
• Writing

The course also provides practical strategies on how to integrate these components into curriculum and instruction.

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.

740L  Surviving and Thriving in Your First Year of Teaching

Research reveals that up to one-third of new U.S. teachers leave the profession within the first few years. New teachers often feel overwhelmed by the challenges they face in their first year of teaching. This 7 lesson course is designed to give new teachers strategies for dealing with the realities and responsibilities of the classroom. Specifically, participants will identify expectations and set realistic goals; review strategies for starting the school year right; learn how to work with parents and the community; learn how to develop a relationship with a mentor; consider various classroom management strategies; explore ideas for lesson planning and assessment; and reflect on their first year of teaching.

742L  Teaching Mathematics Effectively:  Grades K-2

All children must be successful in mathematics because math achievement is the key to school and career opportunities, according to the National Research Council. Effective mathematics instruction

• Teaches students the mathematical concepts underlying these procedures.
• Facilitates their ability to reason and build on their conceptual knowledge.
• Gives them many opportunities to work on challenging and personally meaningful problems that encourage them to make connections within math. (Allen, 2003, p. 3)

This seven-lesson course addresses teaching mathematics to young children effectively in ways that build a child's level of confidence so that he or she can be successful. The first lesson briefly touches on what children need to learn. The other lessons focus on how to effectively teach mathematics. Each lesson includes course readings as well as links to appropriate Internet sites so that participants can explore topics in more detail. The Learner Forum provides an opportunity for participants to reflect on course content with colleagues.

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.

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.

751L  Using Assessment in the Differentiated Classroom

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