Reading Instruction and Phonics Theory

- 3 Graduate Credits -

Course Objectives

1. Educators will learn the sounds of American English and the theory of the alphabetic codes by focusing on letter-sound relationships of the alphabetic code instruction.
2. Teachers analyze the introduction to understand the author and his perspectives on the various reading instruction strategies in school systems and their outcomes.
3. Educators will review the history of reading instruction in the U.S and contrast the whole-language literacy compared to creating phonics frameworks for reading acquisition.
4. Participants will utilize the appendices supplement to stages, code sounds to letters, consonant blends, complex and frequently used words to enhance reading instruction.
5. Educators will research this topic, view videos and practice sounds stages from the book to create lessons/activities to improve reading/phonics instruction in classrooms.

Epidemic: Rot of American Culture: Absentee & Permissive Parenting

- 3 Graduate Credits -

Course Objectives

1. Educators will review the historical progression and decline of marriages and family system dysfunction and the impact they have on society, values and raising children.
2. Participants will be presented with a model for teaching children to love and respect other people and numerous positive strategies to utilize when teaching children.
3. Educators will examine early childhood education and the affects of day care on children and families as well as the social and economic issues families struggle with.
4. Participants will review the impact of media violence, blatant sexuality and other negative social behaviors that the media presents and how to instill morality and values in an indifferent world.
5. Educators will look at the issue of students growing up in an adult world of sex and violence without enjoying the innocence of childhood experiences and how that affects their development and ability to be successful in schools.

English Language Learners: 50 Strategies

- 3 Graduate Credits -

Course Objectives

1. Educators will learn about enhancing instruction through planning and visual scaffolding for language support and connecting communication to the real world.
2. Participants will learn how to create language-focused lessons, including read aloud techniques, to support ELL vocabulary building.
3. Educators will be exposed to academic language scaffolding and creating frameworks for language acquisition in skill level groupings while supporting individualized instructional needs.
4. Participants will be presented with dictoglos, GIST, and syntax surgery concepts for manipulating English grammar to comprehend a variety of language forms.
5. Educators will view the DVD 50 Instructional Strategies provided in the back of the book and complete activities to improve teaching techniques for ELL classrooms.

African-American Student Achievement

- 3 Graduate Credits -

Course Objectives

1. Teachers will develop a framework of knowledge and understanding of the various strategies for improving achievement for African-American students in the classroom and school situations.
2. Educators taking this course will learn about planning lessons inclusive to Africa-American culture as well as capitalizing on student interests.
3. Teachers will learn about the effective interactions with Urban African-American culture as well as awareness of African American gender issues.
4. Educators will examine the involvement of African-American parents in their child's educational experience and ways to improve support for schools.
5. Teachers will examine these complex issues and develop a lesson or unit plan strategies or activities in the book and how they can use instructional techniques for improving student achievement and behavior in schools.

A Framework For
Understanding Poverty

- 3 Graduate Credits -

Course Objectives

1. Educators will acquire a framework of the culture of poverty and the role of language.
2. Participants will learn about the hidden roles among social classes and how those roles influence how students work, behave and perceive the school experience.
3. Educators will learn about the characteristics of generational poverty and how the patters of behavior, problems and world views are passed to future generations.
4. Participants will explore the resources, role models, discipline and support systems.
5. Educators will research the culture of poverty issue regarding alternative theories and conclusions presented in the book, as well as present a variety of solutions.
6. Teachers will develop a lesson or unit plan that utilizes strategies or activities in the book and how to use instructional techniques to improve student achievement.

Character and Temperament Types: Please Understand Me

- 2 Graduate Credits -

Course Objectives

1. Educators will have a working knowledge of the four temperament types that include: Rational, Guardian, Artisan and Idealist personalities of their students and adults in educational and social settings.
2. Participants will take the personality test to determine what temperament type they are as well as their own particular teaching and learning styles preferences.
3. Educators will be able to apply the character and temperament types to classroom and school settings. They will also apply them to inter-faculty relationships and school staff to improve communications, productivity and effectiveness.
4. Educators will respond to the questions about how personality and character traits apply to classroom instruction, student and teacher effectiveness in school and society

Essentials of World Languages, Grades K-12

- 1 Graduate Credit -

Course Objectives

1. Teachers will examine the shift to performance-based model of language instruction programs and the challenges associated with new instructional activities, projects and academic assessments.
2. Students will learn about setting more realistic expectations for attaining student's second-language proficiency using a variety of instructional approaches.
3. Educators will be presented with new ways to arrange the instructional environment in languages classes as well as creating a new framework for the value of language learning in an increasing global social culture.
4. Teachers learn about designing curriculum and corresponding assessments. They will review current research in the field of world languages and design new lessons and classroom strategies.
5. Educators will review the new techniques and concepts that are being developed by teachers nationwide for possible implementation into their instruction.

Understanding Hispanic Students and Issues: Module A

- 3 Graduate Credits -

Course Objectives

1. Educators will analyze statistical, educational, and social demographics that are related to Hispanic students and schooling trends in the United States.
2. Participants will clarify the origins of Hispanic ethnic labels and accurate use of them as well as the cultural contributions of the Maya, Aztecs, and Islamic Spain.
3. Educators will examine the origins of Hispanic stereotypes and myths regarding Spanish history or culture and explore them from a Spanish perspective.
4. Participants will learn about and contrast various Hispanic cultural views, behaviors, and traits to distinguish them from U.S. culture and/or normal adolescent behavior.
5. Educators will understand Hispanic religious beliefs and practices as well as the current immigrant assimilation and acculturation process.
6. Participants will review and explore the current social, educational and political issues affecting U.S. Hispanos in school and society

1. Educators will review learning theory and methodology for improving their instructional effectiveness regarding teaching Hispanic student's basic skills and core knowledge.
2. Educators will synthesize the course content, power point shows and DVD's to develop a comprehensive approach to effective teaching and improving student achievement.

Module B: Understanding Hispanic Students and Issues

- 3 Graduate Credits -

Course Objectives

1. Analyze statistical, educational, and social demographics of Hispanic students.
2. Review the Mexican era 1821, United States era 1847 and 1900's to 2015.
3. Review contributions of farm labor, industrial manufacturing & service industries.
4. Examine the origins of Mexican stereotypes and myths regarding immigration.
5. Learn about and contrast various Hispanic cultural views, behaviors, and traits.
6. Understand Hispanic religious beliefs and the immigrant assimilation process.
7. Discern between traditional cultural behaviors and U.S. media social forces.
8. Learn about and discuss the current social- political issues affecting Hispanos.
9. Learn diagnostic skills- strategies to improve student academic achievement.
10. Examine the social backgrounds of Hispanic families and inter-ethnic diversity.
11. Learn about the various Hispanic educational obstacles and school dropout issues.
12. Review learning theory-methodology for improving instructional effectiveness.
13. Learn about current Latino/Chicano social subcultures and political ideologies.
14. Research, design and apply instructional units/lessons for classroom use.

Dropout Dilemma

- 3 Graduate Credits -

Course Objectives

1. Students will have a working knowledge of the statistical magnitude and the social demographic characteristics related to the dropout issue at national, state and local levels.
2. Educators read and review publishes articles on the dropout problem and view movie segments that examine dropout issues and the corresponding social issues.
3. Students will learn to categorize and label the causes associated with dropping out of school into the various areas of social responsibility and authority.
4. Participants will analyze the social and psychological dynamics involving family systems and the numerous issues that cause students to drop out of school.
5. Teachers will develop dropout interventions, solutions and prevention strategies that can reduce the likelihood of students dropping out of school.