Week 1 June 22-26, 2015

Brain-based Research: Implications for the Classroom Teacher (3 credits)
ED 608.902 Maureen Flanigan
M-F 8:30 A.M. - 4:00 P.M. This course provides the what, when, where, how and why the brain learns and or may not learn. By examining current brain research, participants will gain an understanding of how physical, neurological, and environmental aspects in a child's life affect how the brain grows and gains knowledge. The course will cover gender differences in learning, how sleep affects the brain, the role attention plays in retaining information, and how emotions can increase or decrease learning. Most importantly, participants will apply current research to the everyday classroom and develop/share instruction based on how the brain truly learns. Elementary, Middle, High

Supporting Students with Autism Spectrum Disorders through Inclusive Practices (3 credits)
ED 609.902 Andrea Parrish
M-F 8:30 A.M. - 4:00 P.M. This course is designed to assist educators in developing strategies and techniques to support students with Autism Spectrum Disorders in accessing the general education environment. This introductory class is designed to familiarize participants with the complexity of the autism spectrum, while instructional and behavioral strategies will focus primarily on the needs of students who exhibit characteristics of high functioning autism or Asperger's Syndrome. The course content allows participants to discuss theories and practical instructional strategies that provide students with autism the opportunity to receive instruction in their least restrictive environment. Participants will gain a better understanding of key issues related to inclusive practices, such as how to achieve academic success and adjust to behavioral challenges as well as foster social perception and social thinking skills. This course also will address effective strategies for communicating with parents and will include experiences for the educator to see the child with autism through the family's perspective. Elementary, Middle, High

Differentiating Instruction: Responding to Every Student's Needs (3 credits)
ED 610.902 Lauri Silver
M-F 8:30 A.M. - 4:00 P.M. This course will offer the opportunity for educators to deepen their knowledge about topics relating to differentiated instruction through the exploration of tools, simulations, discussions, and research. They will apply their learnings through the creation of original, differentiated products and will reflect on how differentiated instruction connects to their work in the classroom. Throughout the course, differentiated strategies will be embedded and modeled. Students are asked to bring a laptop to each face-to-face class in order to access online resources. Elementary, Middle, High

Teaching Students to Write Using Multiple Strategies: Composing (3 credits)
ED 620A.902 Rebecca Fischer
M-F 8:30 A.M. - 4:00 P.M. This course is designed for educators who are teaching writing with a focus on the development of characteristics in quality written products-especially the development of ideas, organization, voice, word choice, sentence fluency, conventions and presentation. The workshop approach, with units of study for the instruction of writing, will be examined and enriched with process writing strategies and concepts. Participants will investigate several frameworks incorporating concrete, practical and engaging teaching skills for the writing process. Strategies for identifying students' strengths and needs through formative and summative assessment also will be explored. During the course, participants will have the opportunity to write memoirs, create a Writer's Notebook, and be engaged in a plethora of writing pieces and activities. Development of writing mini-lessons for utilization in the classroom also will be integrated into the course, reflecting best practices for teaching effective writing. In addition, work in writing response groups will provide an avenue for peer sharing and review, as well as the opportunity for personal writing. The Common Core State framework and standards will be studied for practical application in the classroom. Elementary and Middle

Special Project Seminar in Reading Intervention: Vocabulary and Comprehension (3 credits)
ED 638.902 Nancy Perkins
M-F 8:30 A.M. - 4:00 P.M. This course provides a detailed examination of vocabulary and reading comprehension instruction. Through many interactive activities, participants will increase their knowledge base of word learning strategies. The second half of the course will focus on utilizing comprehension strategies. Information on text complexity also is included. Integrating these strategies into all content areas is emphasized. Elementary, Middle, High

Educational Technology Applications in the Classroom (3 credits)
ED 648.902 Warren Nelson
M-F 8:30 A.M. - 4:00 P.M. This course provides a review of computer fundamentals and then instruction in many of the advanced features of Microsoft Office while exploring approaches by which computers can become an integral element of classroom learning and instruction. The course will emphasize word processing, spreadsheet, database, and desktop presentation
skill sets, file management, Internet use, and other aspects of computer literacy. In
addition, participants will explore ways in which common computer applications can become
significant elements in the learning experiences of students, (not merely
add-ons to an already-packed curriculum), and will develop activities to be used with students. Elementary, Middle, High

Using Technology to Integrate Universal Design for Learning into Classroom Instruction (3 credits)
ED 663.902 Nancy Reed
Online and Face-to-Face T 6/22 & Th 6/24, 2:00 - 4:00 P.M. Diversity is the norm, not the exception, in schools today. When curricula are designed only to meet the needs of a few, those with different abilities, learning styles, backgrounds, and preferences may fall behind. Twenty-first century teaching and learning focuses on ensuring that all individuals have fair and equal opportunities to learn. Universal Design for Learning (UDL) is a research-based framework that addresses learner diversity at the beginning of the design or planning effort. This course will expose participants to brain networks, the history and principles of UDL, strategies for approaching all learners, what will be taught, and how it will be taught. Participants will experiment with technology tools and redesign a lesson using these tools, demonstrating multiple ways to access resources and content so learners are ensured the opportunity engage in learning. Elementary, Middle, High

Teachers as Writers, Writers as Teachers (3 credits)
ED 695.902 Margaret Meacham
M-F 8:30 A.M. - 4:00 P.M. This course is designed for teachers who are engaged, or soon to be engaged, in the teaching of writing to students of all ages. The course will include strategies and exercises for constructing an argument, writing an informative essay, and creating narrative pieces (as called for in the Common Core State Standards). Participants will examine current methodologies for the teaching of writing, exploring new approaches and techniques. Teachers who are interested in exploring their own creative and professional writing potential, and developing fiction and non-fiction projects, will find this course very beneficial. Participants will be encouraged to develop their own writing skills and to further their teaching abilities through the study and practice of the craft. Elementary, Middle, High