The following courses are available through state of Maryland Title IIA funding. Nonpublic school teachers have the option of enrolling in one or both weeks of the Institute. Registration priority will be given to educators employed by Maryland schools.
Course Title (Credits)
| | Location | | Textbook(s) |
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Accommodating Special Needs Students in the Regular Classroom
Using the principles of Universal Design for Learning, teachers will consider how they build their instructional plans “from the ground up”, making the curriculum as accessible as possible for the most learners. Once this has been accomplished, we will consider specific “plugin” supports, such as team teaching and assistive technology, so that an even broader range of students can be supported. | | SJR | | No textbooks |
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Blended Learning: How to Integrate Teaching Online with Classroom Instruction
Blended learning, using face-to-face traditional classroom skills along with collaborative communication in an online format is quickly gaining ground in education. Effective blended learning uses technology which encourages students to communicate, collaborate, gather information and learn outside the classroom and in groups. Using blended learning to effectively motivate a studentcentered approach requires consideration of twentyfirst century ideas and practice. In this course, participants will model effective use of online opportunities to gather information, create lessonplans and work collaboratively in group projects. | | Online | | No textbooks |
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Creating a Learning Community
Creating a Learning Community provides you with the tools you need to empower your 3-6 year olds to work together and build lasting relationships. We will cover Emotional Coaching, Principals of Playful Inquiry, Organizing for Instruction and Assessment, and Making Thinking and Learning Visible. | | CJE | | Epstein, Ann S. The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning. |
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Educating Children with Mild-Moderate Disabilities in Special Education Schools
The four sessions of this course will discuss the characteristics and diagnostic criteria of the most commonly seen disabilities that impact learning and overall cognitive function in school – specific learning disabilities, communication disorders, intellectual disabilities, autism spectrum disorder, attention deficit/hyperactivity disorder, and emotional/behavioral disorders. A brief discussion of brain development will be included. In addition, approaches to differentiation of instruction, use of technologies, and bridging the home to school gap will be discussed. The course will include interactive uses of content and the development of products that participants can take and use in their schools. | | CJE | | No textbooks |
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Materials for Reading Instruction
This course is designed to assist teachers in selecting and evaluating materials for teaching reading and related skills that are consistent with the findings of scientifically based reading research. Teachers should leave this course with an understanding of research-supported programs, approaches, and methods, so that they can address different levels of reading proficiency within the classroom and enable students to become strategic, fluent, and independent readers. Participants will use a variety of texts and other materials to promote student independent reading. Participants will be prepared to involve parents and members of the school and surrounding community to promote daily reading inside and outside of school. | | CJE | | Hancock, M.R. (2007). A Celebration of Literature and Response. (3rd ed.) |
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Mathematics in Elementary School
This course will examine methods for planning and delivering effective instruction in the elementary mathematics classroom. Instruction will focus on the components of effective mathematics instruction, ways to organize time and materials in the classroom, how to relate goals and objectives to long range and daily planning, how to use technology to support mathematics instruction, and ways to assess and evaluate student progress. This course will require lesson planning. Problem solving approaches, authentic tasks, and active learning strategies will be included. | | CJE | | No textbooks |
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Methods of Teaching Reading in the Content Area (Part 1)
This course teaches strategies to support reading comprehension in the content areas. The course will assist participants in learning how to integrate the processes of reading, writing and literature into their content areas. Participants will learn strategies to support readers at varying literacy levels in order to give students the opportunity to understand, explore and share knowledge. | | CJE | | Subjects Matter: Every Teacher’s Guide to Content-Area Reading by Harvey Daniels and Steven Zemelman. Heinemann (2004).
When Kids Can’t Read What Teachers Can Do by Kylene Beers. Heinemann (2002). |
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Smart Kids with Learning Disabilities
This course will present the basic characteristics and unique educational needs of students who are “smart” and simultaneously have “learning difficulties.” Legal issues, mandated identification procedures, and program trends for gifted students with disabilities will be discussed. Additionally, resources and related services available for smart kids with learning difficulties (SKLD) will be explored. Educational issues which include appropriate accommodations, adaptations, teaching strategies, and service delivery options will also be addressed. The following general course objectives will guide our discussions | | CJE | | Weinfeld, R., Barnes-Robinson, L., Jeweler, S., & Shevist, R.B. (2006). Smart Kids with Learning Difficulties: Overcoming Obstacles and Realizing Potential. |
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Utilizing Interactive Boards in the Classroom
The purpose of this course is to acquaint the participant with all aspects of interactive white boards. This will include use of SMART Board technology as well as BrightLink technology. Individuals engaged in this course will acquire the most basic skills associated with interactive technologies, those that will be mostly applicable to their teaching level/subject area, and skills that take them well beyond the basics so that their students are enriched and challenged on a daily basis. | | SJR | | No textbooks |
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Utilizing Science Inquiry in the Classroom
The use of scientific inquiry in the classroom serves as a model of how science is done in the real world. In this course, we will explore inquiry, looking at topics such as why inquiry is important for student understanding as well as several different types of inquiry that can be used within a lesson. You will leave this course with lessons that you can use in your
own classroom and the tools to create lessons on your own, enabling you to create a more engaging classroom environment for your students. | | Online | | No textbooks |
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Utilizing Today’s Technology in the 21st Century Classroom: Tablets, Apps, & Interactive Technologies
How can teachers make use of all the new technologies in their classrooms? How does technology effectively integrate into the curriculum? Educators will learn what technologies are “hot” today and how to effectively integrate them into their classrooms/schools, including information on the Common Core and how technology is helping to support the introduction of this new endeavor. | | Online | | No textbooks |
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| WEEK 2: June 24 - 27, 2013 | | | | |
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Boys vs. Girls: They Learn Differently!
Classroom teachers can become more effective when equipped with the knowledge of how gender differences affect the way boys and girls receive and process information. This class will first lay a foundation for understanding brain-based gender research, then examine the role that gender plays in achievement, classroom management, and student engagement. Teachers will have opportunities to discuss and explore instructional strategies that will help each boy and each girl reach their full potential. | | SPX | | Gurian, Michael. Boys and Girls Learn Differently. (10th Anniversary Edition, 2011)
King, Kelley. Writing the Playbook. A Practitioner's Guide to Creating a Boy-Friendly School (2013). Choose ONE of the following, depending upon the grade level taught:
For Elementary Level (Grades PreK-5): Gurian, Michael, Stevens, Kathy, King, Kelley. Strategies to Teach Boys and Girls (2008). For Secondary Level (Grades 6-12): Gurian, Michael, Stevens, Kathy, King, Kelley. Strategies to Teach Boys and Girls (2008). |
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Current Topics in Instructional Technology
What new tools and concepts are available on the Web to motivate learning? We will explore many of them and evaluate which tools are the best choices for each of us and our own students. Our study will include navigating the class wiki, review of current literature, Scoop It,ScreenCastoMatic, Diigo, Yola, YouTube ,Safe Share and a plethora of other ideas of your own choosing. The class will culminate in a Project that incorporates the use of one of the tools we studied. | | Online | | No textbooks |
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Educating Children with Mild to Moderate Disabilities in the Traditional Classroom
Research is increasingly demonstrating that, in many cases, the optimal learning environment for students with mild and moderate disabilities is the regular education classroom which creates a need for all educators to be skilled in the instruction of both typical learners and students with special learning needs. This course will focus on providing administrators and teachers with the skills and insights needed to successfully include students with mild and moderate in regular education classrooms. | | SPX | | No textbooks |
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Integrating iPads into the Classroom
This course will offer teachers of all grade levels ideas for best practice for implementing various forms of technology into strong dynamic, lesson plans (laptops, cell phones and iPads, etc). Imperative to an effective 21st Century classroom is strong classroom management and planning. | | MAA | | No textbooks |
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Methods of Reading Instruction
This course is designed to provide classroom teachers the research-based best practices, techniques and strategies in reading instruction. Learners will explore how observation, interpretation, and evaluation result in effective, efficient instructional planning for each of the stages of literacy development. Learners will focus on strategies for managing and allocating instruction time while developing the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as they relate to the implementation of a comprehensive reading program. | | SPX | | Creating Literacy Instruction for all Students, by Thomas Gunning (2013, eighth edition). |
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Methods of Teaching Reading in the Content Area (Part 2)
This course teaches strategies to support reading comprehension in the content areas. The course will assist participants in learning how to integrate the processes of reading, writing and literature into their content areas in order to give students the opportunity to interact and reflect on the information that they are acquiring. Participants will learn strategies to support English Language Learners and reluctant readers in building academic vocabulary and confidence. | | SPX | | Marzano, Robert and Pickering, Debra. Building Academic Vocabulary: Teacher's Manual (2005).
Tovani, Cris. Do I Really Have to Teach Reading? (2004). |
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Skills for 21st Century Learners
This proposed MSDE 3-credit course is designed to for teachers to explore the pedagogical techniques that promote skills necessary for students to be successful learners in order to meet the demands of 21st century. Teachers will participate in collaborative learning that investigates students’ diverse and global learning needs. | | SPX | | No textbooks |
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Successful Classroom Management for the Early Childhood Classroom
Successful Classroom Management for the Early Childhood Classroom helps you become a proactive teacher who uses intentionality to create peaceful classrooms. In this class we will look at Child Centered Classrooms, Use of Environment as the 3rd teacher, Moving from Technician to Humanist, Active Listening Skills, and Negotiating with Children. | | SPX | | Reynolds, Eleanor (2008). Guiding Young Children, A Child Centered Approach.
Bredekamp, S. and Carol Copple. (1997) NAEYC Developmentally Appropriate Practice in Early Childhood Programs. |
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Addressing Student Learning Styles: Utilizing Differentiated Learning Resources for the Gifted and Talented Learner in the Elementary Classroom
Gifted and talented students require differentiation in all curriculum areas and in thinking critically, creatively, and reflectively. Tools are needed to address their needs, to engage them, and challenge them, on a continuous basis. This course will help you identify bright and gifted students will give you tools and resources that can be utilized in your classroom to challenge and engage the learner. | | Online | | No textbooks |
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Utilizing Today’s Technology in the 21st Century Classroom: Tablets, Apps, & Interactive Technologies
How can teachers make use of all the new technologies in their classrooms? How does technology effectively integrate into the curriculum? Educators will learn what technologies are “hot” today and how to effectively integrate them into their classrooms/schools, including information on the Common Core and how technology is helping to support the introduction of this new endeavor. | | Online | | No textbooks |
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