This course is based on reading and responding to the top-rated and inspiring resource book How to Teach so Students Remember by Marilee Sprenger, published by The Association for Supervision and Curriculum Development (ASCD) in 2005. (Ordering information is listed at the end of the syllabus.) Learn teaching strategies that give students the best possible chance to form meaning and remember things that are important academically. The book is one of the best written how-to books, revealing seven interesting strategies and giving recent research validating each. There is a lively introduction with an overview of the whole book, and a hint at the great strategies that would lie ahead. The appendices at the end of the book give a Brain Briefing and a rich and varied catalog of interesting graphic advanced organizers.
The author, Marilee Sprenger, has the excellent combination of teaching experience and a keen grasp of the research that clarifies best practice in the real world of accountability that students are facing in high-stakes tests. She has already written three other successful teaching books, including Becoming A Wiz at Brain-based Teaching, published by Corwin Press.
We advise you to review and download a summary of the course syllabus
Are you planning to attend at least one Academic Camp or Professional Development Workshop this year? This course is for you. Its open to teachers Nation Wide attending ANY Academic Camp or Professional Development Workshops related to your professional assignment. You can attend these sessions and earn 3 University Continuing Education Quarter Credits or 30 Washington Clock Hours or Oregon PDUs. Attending more than one event during the year? Then contact the instructor.
Most lesbian, gay, bisexual, transgender and queer/questioning (LGBTQ) students do not feel safe in school. This course is designed to open up communication lines by sharing techniques and strategies to build safety within effective learning environments for students of all genders and sexual orientations. K-12 students will develop advocacy skills that will be reflected in their confidence and in their ability to thrive at school.
Our students come to school every day to work on the outcomes, goals, and assignments provided by fantastic teachers. Capturing that learning and asking students to reflect in a way that is easily shared and maintained, can be achieved by using digital portfolios. Digital portfolios provide unique and compelling opportunities for students to document and share their learning with teachers and students. Appropriate for teachers of grades K-12
Traditional discipline plans usually frustrate chronically disruptive students and can be overkill for well- adjusted kids. Dr. Ross Greene's “Plan B” is a better approach for dealing with disruptive behavior. It assumes that even disruptive students want to succeed in school, but that they have obstacles in their lives which prevent them from being successful.
Enhance your K-12 cultural competence in this course exploring White Privilege and its impact. After choosing a text, such as How to Teach Students who Don’t Look Like You or Every Day Anti-Racism, you will learn to mitigate the negative effects of race and cultural bias.
Do students groan when you say it is time to edit and revise? Are you intimidated by grammar and writing conventions, perhaps never having been explicitly taught them in a way that made sense? Is there never enough time for editing in your writers' workshop?
Does it seem that your editing lessons are not really connected to what students are writing?