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  • EDUV 545: Mtg Needs Cult/Ling Divrse Sts

    3.00 Credits
    University of New England

    Meeting the Needs of Culturally and Linguistically Diverse Students is a graduate-level course developed for K-12 teachers. Upon successful completion, participants will be awarded credit of 3 semester-hours or 5 quarter-hours, based on the particular system practiced by the educational institution. This course explores teachers¿ views on the value of linguistic and cultural diversity and the powerful learning opportunities it affords today¿s classrooms and schools. Teachers examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and learn approaches for working together to ensure high levels of learning for all students. Strategies for ensuring equitable access to high-quality learning experiences are presented. Effective practices such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and developing academic vocabulary are explored.
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  • EDUV 546: Improv Read in theContent Area

    3.00 Credits
    University of New England

    Help students meet your subject-area standards. When you learn and use the dozens of strategies in this course, you can boost your student's mastery of content.
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  • EDUV 547: Teach Lead/Prof Lrng Comnties

    3.00 Credits
    University of New England

    Teacher Leadership in Professional Learning Communities is a graduate-level course developed for K - 12 teachers. Upon successful completion, participants will be awarded credit of 3 semester-hours or 5 quarter-hours, based on the particular system practiced by the educational institution. This course extends the sphere of influence of teacher-leaders from working with peers to engaging with stakeholders throughout the greater school community. Teacher leaders learn the processes, benefits and challenges of building and working in learning communities to identify issues and solve problems that affect student learning and achievement. Professional growth and development are addressed as an integral part of various types of school improvement processes.
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  • EDUV 548: Differentiating Instr/Stu Suc

    3.00 Credits
    University of New England

    No course description available.
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  • EDUV 549: Return Creativity to Classroom

    3.00 Credits
    University of New England

    No course description available.
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  • EDUV 550: Tech and 21st Cent Lit Skills

    3.00 Credits
    University of New England

    This course explores the skills that K-12 students will need to succeed in the 21st century, with emphasis on what it means to be literate in today¿s technology-rich world. While examining your own fluency with 21st century skills and literacies, you will learn how to cultivate them in your students. You will explore how different multimedia and Internet technologies can enhance learning, support collaborative problem-solving, and prepare your students for a digital information society. You will learn strategies for effectively preparing your students for the complex challenges related to reading, critical thinking, researching, and communicating in the 21st century.
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  • EDUV 551: Using Tech/Enhce Con Area Lrn

    3.00 Credits
    University of New England

    How can you increase your students' engagement and deepen their understanding of content area concepts and skills? How can you help them develop as self-directed, creative thinkers? How can you provide meaningful, authentic learning experiences to support and extend student learning? Technology can help you achieve all of these goals when integrated into your content area instruction. In this course, you will learn how to design technology-infused projects that will motivate students and help them meet specific curricular standards. You will explore strategies for using technology to develop authentic learning experiences that foster your students' creativity and independence as learners. You will also examine developmentally appropriate ways of using multimedia and Internet technologies to bring concepts to life and foster interdisciplinary connections that enhance learning across the curriculum.
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  • EDUV 552: Effective Reading Teacher

    3.00 Credits
    University of New England

    This course is designed to provide foundational knowledge, concepts, and skills that underpin the methods and strategies employed in the literacy program. In this course teachers will have to engage in a dialogue with colleagues about some of the most pressing issues in literacy education today. They will also have the opportunity to begin making changes in their thinking and in their teaching practices that will help them to become more competent and confident, and that will help students become more engaged, motivated, and proficient readers and writers. This course establishes a mind-set for reading and literacy instruction that recognizes the dynamic landscape of 21st century education. This course explores historical perspectives on, literacy education and the social, political, economic, and cultural forces that impact today¿s classroom. Teachers learn and apply research based foundations of effective literacy instruction. Topics include: language development, a developmental approach to literacy instruction, ¿new literacies¿ and technologies, the reading process, and the ¿five pillars¿ of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension), writing, learner diversity, and assessment. The importance of collaboration, parent/family connections, data-driven decision-making, and ongoing professional development is emphasized.
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  • EDUV 553: Teaching Beginning Readers

    3.00 Credits
    University of New England

    Research shows a strong link between early literacy development and academic achievement. Children who develop literacy skills at an early age are more likely to experience success in school and in life. Those who lack this solid foundation tend to fall further behind year after year. By understanding early literacy and how best to promote it, literacy educators can play a vital role in the education and the lives of young children. Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and in life. This course takes a developmental approach to reading and literacy instruction in preschool and elementary school. Using the "five pillars" of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as an organizational framework, teachers will explore the characteristics of emergent, beginning, and transitional readers and plan and implement developmentally appropriate assessments, materials, and strategies for instruction, including effective use of current technologies. Effective planning and organization in the literacy classroom are emphasized.
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  • EDUV 554: Motivating Students to Read

    3.00 Credits
    University of New England

    What makes someone love to read? Why are some students motivated to read while others are not? Teachers begin this course by examining the basic principles of learning motivation to lay a foundation for exploring what factors effect reading motivation. Teachers move on to discover how students attribute their success or failure at a task and how that attribution affects their motivation to read. Through readings, media, and self-reflection, teachers will review current educational practices to evaluate how these influence student motivation to read. Objective and subjective assessments of themselves and students will help teachers better understand what interests, motivates, and inspires readers. Teachers will investigate ways to balance curriculum requirements and the recreational reading necessary to promote a life-long love of reading. Teachers will learn practical research-based strategies that have been proven to increase reading motivation, including: Choice, availability of material, collaboration, student self-efficacy, and modeling. By assessing their classroom climate and environment, teachers will understand how external factors contribute to reading motivation. Finally, teachers will generate a plan to use technology as a motivating tool for reluctant readers.
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