Virtual School Meanderings

January 24, 2017

LRN – MB Daily: Headlines and Analysts’ Updates for 1/23/2017

The MarketBeat update for K12, Inc. from yesterday…

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January 23, 2017

E-Learning Graduate Certificate Program

Also from Saturday’s inbox…

E-Learning Graduate Certificate Program


EDUC 655 Strategies for Dealing with Disruptive Behavior

Posted: 21 Jan 2017 01:20 PM PST

Dealing with Disruptive Behaviors
Online Course 3 semester hours graduate credit
Instructor: Faith Huitt
Spring: EDUC 655 930 January 30 – March 24, 2017
Not offered Summer 2017
Fall: October 2 – November 28, 2017
Tuition, Due Dates and Registration

Description

Evidence-based preventive strategies, positive behavioral supports, effective interventions, and classroom management strategies for addressing problem behaviors, chronic noncompliance, ADHD-related issues, and disruptive conduct.

This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university or reading certification program.

Who Should Enroll

  • PK-12 teachers
  • Special education teachers
  • Guidance counselors
  • Speech language pathologists
  • School psychologists
  • Principals
  • Leadership teams

Textbook

An e-textbook in in included with the tuition and provided provided after you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.

Colvin, Geoffrey T. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Corwin Press. ISBN: 9781412960892

If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from amazon.com as a new or used paperback.

Learning Outcomes

Upon completion of this course, students will be able to:

  1. Apply key concepts and research regarding the characteristics of noncompliant behavior when planning classroom instruction.
  2. Summarize the historical context of discipline and classroom management and interpret major theories of human behavior as applied to classroom management.
  3. Research and analyze the pros and cons of school-wide discipline surveys and screeners when assessing safe school environments to identify the existence of chronic noncompliance, intermittent misconduct, or the potential social-emotional needs of students.
  4. Self-assess the organization of space, materials, equipment, procedures, and routines for early prevention of possible disruptions.
  5. Analyze research-based instructional strategies compatible with the developmental characteristics, learning styles and cultural backgrounds of the non-compliant student.
  6. Demonstrate strategies for developing student-teacher rapport to prevent the escalation of problematic behavior and classroom power struggles.
  7. Articulate an understanding of student learning styles and academic needs and ways to significantly increase self-discipline and motivation.
  8. Analyze internal and external factors that affect student safety in a school or district.
  9. Match specific behaviors with proven interventions and design individual intervention plans to encourage positive social interaction, active engagement, and self-regulation for the non-compliant student.
  10. Apply single case design strategies that target and assess the impact of specific interventions on behaviors, including off-task behavior, rule violations, disrespect, agitation, noncompliance, and threats and intimidation.
  11. Demonstrate strategies for collaborating with special education staff to assist the disruptive students.
  12. Evaluate community services and integrate programs that promote school-family-community partnerships to assist the disruptive student.

Alignment with State and National Standards

  • Course objectives are aligned with the following:
  • Wisconsin Standards for Teacher Development and Licensure (WI DPI): 4, 5, 7, 10.
  • Wisconsin Standards for Administrator Development and Licensure – (WI DPI) 3
  • No travel to campus is required. Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule. Advanced computer or programming skills are not required. Learners need a basic understanding of Internet browsing, email, and word processing. Instruction will be differentiated to accommodate learners with varying levels of technical knowledge.
  • No travel to campus is required.
  • Participate from your home or work computer during hours that are best for your work and family schedule.
  • The class is highly interactive with a significant discussion component.
  • All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
  • Activities are conducted according to a schedule with specific due dates each week; there are no required “live” chat sessions.

Sign Up Soon!

Register onlineThe School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin – Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
e-Newsletter

EDUC 651 Project-based Learning in the Flipped Classroom

Posted: 21 Jan 2017 12:18 PM PST

Flipped Classroom Design and PBL

Online Course 2 graduate credits
Instructor: Maggie Rouman
Spring: January 30 – March 10, 2017
Summer: June 19 – July 28, 2017
Tuition, Due Dates, and Registration

You Will Learn

  • Instructional strategies for implementing the flipped/blended approach to support project-based learning
  • Implications for classroom management, learner motivation and engagement
  • Performance-based assessments for project-based learning
  • Cooperative learning and peer tutoring activities to support project-based learning
  • Theories of learning that support the use of flipped/project-based learning
  • Selection or creation of videos and other multimedia web-based learning objects using evidence-based flipped classroom instructional design principles
  • How flipped/project-based learning meets the needs of diverse learners, including differences based on race, age, gender, socioeconomic status, ability, disability, and learning styles

Who Should Enroll

  • K-12 teachers (blended classrooms and virtual schools)
  • Technical and community college instructors (adjunct and full-time)
  • College and university professors (adjunct and full-time)
  • Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
  • Trainers in corporations, professional associations, nonprofit organizations, government, and military
  • Curriculum consultants, professional development coordinators, and distance education and continuing education leaders

The flipped/blended model supports any grade level including primary grades, any subject and learner.

Description

Instructional strategies for design, management, and assessment of standards-focused, project-based learning (PBL) in the flipped classroom. Use of multimedia and online resources to support collaboration and increase learner motivation and engagement.
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university.

Technology Skills Needed

A basic understanding of how to search online for instructional videos or other media and/or how to create and upload a video file

Textbook

Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR. International Society for Technology in Education. ISBN: 978-1564843159.

Learning Outcomes

Upon completion of this course, learners will be able to:

  1. Critically analyze and reflect on benefits and drawbacks of the flipped approach based on curricular need.
  2. Collaborate with others using online tools and demonstrate how to locate or create video  and other teaching materials for home use by learners for a specific instructional need.
  3. Create project-based learning units and assessment action plans and field test the flipped approach and demonstrate ability to determine a curricular/training fit in instructional decision-making.
  4. Design cooperative learning and peer tutoring activities using the flipped approach and utilize self and group assessment rubrics to assess group work and team activities.
  5. Critique scenarios and analyze best practices for effective management to minimize disruptive behavior and increase engaged learning.
  6. Interpret assessment results of field tests and assess the effectiveness in supporting identified learner outcomes.

Alignment with Standards

  • Course objectives are aligned with the following:
  • Wisconsin Standards for Teacher Development and Licensure (WI DPI) 4, 6, 7, 9, 10
  • National Board for Professional Teaching Standards 3
  • No travel to campus is required.
  • Participate from your home or work computer during hours that are best for your work and family schedule.
  • The class is highly interactive with a significant discussion component.
  • All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week.

Sign Up Soon!

Register onlineThe School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

Request Information Online
Browse Courses
e-Newsletter

EDUC 660 Teaching for Creativity and Innovation: The Maker Culture and Makerspaces

Posted: 21 Jan 2017 11:35 AM PST

Teaching for Creativity and Innovation: The Maker Culture and Makerspaces

Online Course 3 semester hours graduate credit
Instructor: Shannon Mersand
Spring: January 30 – March 24, 2017
Summer: June 5 – July 28, 2017

You Will Learn How to

  • Build a Makerspace in your school, library or classroom
  • Guide students through design challenges, and explore fixed stations versus workshops
  • Unleash your creativity with innovative tools and maker project ideas that support learning.

Who should enroll?

  • PK-12 classroom teachers
  • School library media specialists
  • Teacher-librarians
  • STEM educators
  • Tech integration teachers
  • Educational technology teachers

Description

Learn evidence-based instructional strategies and how to use tools (physical or virtual) to support building models, prototypes, inventions and innovations and encourage creative problem solving and team collaboration across a wide range of subject matters and all grade levels.
Applications of learning theory and assessment strategies will be employed to create K-12 interdisciplinary inquiry-based maker experiences.
You may enroll in this course for
  • professional development
  • license renewal
  • graduate credits
  • transfer credit to another university

Our Students Say …

“This was one of the best courses I have taken in YEARS  – and I have taken quite a few online courses from a variety of institutions. The course content was excellent, the activities were relevant, rigorous and thought provoking.”
“This was the most interesting and applicable elective course that I have taken–time and money well spent!”
– Molly Dall’Osto, Milwaukee, Wisconsin
“I like how we got to submit work product in different formats – infographics, cartoons, presentations, podcasts, etc. I never have time to learn those things during the school year and this course gave me the freedom to do that. I was able to take what I was doing for this course and apply it to my classroom during this school year!
“I have been looking for a course like this to engage students in learning while doing hands-on fun activities!Highly recommend this course to anyone involved with students!”
~Terri Lee Pocernich, Ashland, Wisconsin

Textbook to Purchase

Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press. ISBN: 978-0989151108
You will be provided a second book as an e-textbook. When you login to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader. If you prefer to have a hard copy, you may purchase the book used or new, or rent the textbook from an online book source such as amazon.com or www.textbooks.com.
Honey, M., & Kanter, D. (2013). Design, make, play: Growing the next generation of STEM innovators. New York, NY: Routledge. ISBN: 978-0415539203
Additional web-based readings, virtual field trips, and videos will be available within the course.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Articulate an understanding of K-12 interdisciplinary maker movement characteristics and differentiate between emerging “maker,” “digital fabrication,” hacker spaces, entrepreneurial spaces, and collaborative learning spaces.
  2. Research and distinguish between hands-on, inquiry-based learning and traditional K-12 instructional design and teaching strategies.
  3. Examine the relationship between inquiry-based maker experiences and academic disciplines.
  4. Analyze and identify opportunities, barriers, options and alternatives to incorporate the maker mindset.
  5. Establish a process-driven curriculum based on student interest that is adaptable to a variety of grade levels.
  6. Evaluate examples of maker projects that are integrated with curriculum across grade levels and disciplines and designed for a diverse group of K-12 learners.
  7. Evaluate, select, utilize and apply materials and technologies with the maximum learning impact to encourage interdisciplinary creative problem-solving when designing functional prototype projects.
  8. Examine the roles of the teacher and school media specialist as collaborators and leaders in the school-based maker movement.
  9. Utilize online social platforms that assist learners in finding, joining, and interacting with their own personal learning communities including other students and professionals, both within and outside of their school.
  10. Analyze and demonstrate appropriate teaching behaviors that support student reflection about an open-ended process, failure as part of the process, resourcefulness, and sharing work with others.
  11. Apply learning theories that support making principles when designing learning activities.
  12. Align instructional goals with flexible and customizable curricula and differentiate the appropriate and inappropriate use of assessment of inquiry-based learning projects.
  13. Synthesize the principles of learning by making with teaching strategies, instructional technology, and effective authentic, ongoing and continuous feedback and summative assessments.

Alignment with Standards

Course objectives are aligned with the following:
  • Wisconsin Standards for Teacher Development and Licensure (WI DPI) 3, 4, 7, 9
  • National Board for Professional Teaching Standard 3 and 4
  • Next Generation Science Standards
  • Common Core State Standards for English and Math
  • International Society for Technology in Education, National Educational Technology Standards for Teachers, (NETS-T) 2 – Design and Develop Digital-Age Learning Experiences and Assessments
No travel to campus is required.
This class is asynchronous and open to you 24/7.
Participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
Activities are conducted according to a schedule with specific due dates each week. This is not a self-paced class.

Sign Up Soon!

Register online

The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

EDUC 665 Mindful Approaches to Classroom Management

Posted: 21 Jan 2017 11:09 AM PST

Online Course 3 semester hours graduate credit

Mindful Approaches to Classroom Management
Spring: February 6 – April 7, 2017
Not offered Summer term
Tuition, Due Dates, and Registration
Practice strategies to minimize and prevent classroom and behavior management problems.

Course Description

Research-based strategies to improve class climate that integrate Mindful practices and improve students’ social-emotional learning, self-regulation, motivation and academic performance while reducing test anxiety and bullying. Mindful approaches applied to student-teacher interpersonal communication and to the organization of space, routines, and procedures at all grade levels.

Who Should Enroll

  • Elementary, middle school, and high school educators
  • Guidance counselors
  • Special education teachers
  • School library media specialists
  • Principals
  • School social workers
  • Those working with incarcerated youth outside of traditional K-12 education

This course is an approved elective in the Master of Science in Education online degree program.

You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer to another university.

e-Textbooks

E-textbooks will be provided when you login to the course.

Jennings, P. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. W. W. Norton & Company. ISBN: 978-0-393-70807
Goleman, D. (2011). The Brain and Emotional Intelligence: New Insights. More than Sound: Florence, MA.  ISBN: 978-1-934-441152

You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or using Chrome as the browser on a fully internet-capable device. It is not compatible with a Kindle Reader.

Additional recommended web-based articles will be available via the course modules.

Learning Outcomes

Upon completion of this course, students will be able to:

  1. Analyze the research on mindfulness within the neurosciences, psychology and education.
  2. Examine a variety of mindful practices and summarize ways in which they could be used in the context of self care for education professionals and a diverse group of learners.
  3. Summarize the historical context of discipline and classroom management and interpret major theories of mindfulness as applied to classroom management.
  4. Analyze a classroom of students to determine the profile of a typical class.
  5. Analyze school-wide behavior expectations for major common areas in the school and individual classrooms.
  6. Self-assess the organization of space, materials, and equipment for early prevention of possible distractions and disruptions.
  7. Apply key concepts and research regarding mindfulness when organizing space, materials and equipment.
  8. Self-assess classroom procedures and routines for early prevention of possible disruptions.
  9. Apply key concepts and research regarding mindfulness when planning classroom procedures and routine.
  10. Analyze internal and external factors that affect student safety in a classroom or school.
  11. Apply key concepts and research to develop mindful strategies and procedures to better insure student safety within the classroom.
  12. Design mindful instructional strategies compatible with the developmental characteristics, learning styles and cultural backgrounds of the student.
  13. Demonstrate mindful communication strategies to encourage positive social interaction, active engagement, and self regulation for the instructor and the student.
  14. Demonstrate strategies for developing student-teacher rapport to prevent the escalation of problematic behavior and classroom power struggles.
  15. Articulate an understanding of student learning styles and academic needs and ways to significantly increase self-discipline and motivation.
  16. Identify and select resources within and outside of schools that could be used as a network of support.
  17. Apply single case design strategies that target and assess the impact of specific mindfulness strategies on aspects of classroom management.

Alignment with Teaching Standards

Course objectives are aligned with the following:
Wisconsin Teaching Standards (WI DPI) 3, 5, 10

  • National Board for Professional Teaching Standards: 3
  • Teachers are Responsible for Managing and Monitoring Student Learning
  • No travel to campus is required.
  • Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
  • The class is highly interactive with a significant discussion component. This is not a self-paced class.
  • All discussion postings, projects and assignments will be submitted via the course discussion board and dropbox.
  • Activities are conducted according to a schedule with specific due dates each week; there are no required “live” chat sessions.

For More Information

Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin – Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
e-Newsletter

Professional Learning Communities, Personalized PD: New Spotlights From Education Week

From Saturday’s inbox…

New Spotlights From Education Week
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Education Week Spotlights contain essential news and commentary on the big issues. For a limited time, download these PDFs for free.
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FLVS Corkboard: January Highlights

From Saturday’s inbox…

January Highlights

January is certainly jumping with activities and things to do!

We’re diving into spring semester full steam ahead, with exciting student events, celebrations, and course options available. As always, we encourage you to stay connected with your teacher(s), view the student resources on our website, and follow us on social media for more information.

Are you or your student(s) heading to college soon?

Join FLVS on Thursday. Jan. 26 at 6 p.m. for a Financial Aid webinar that will review how to apply for the Free Application for Federal Student Aid (FAFSA). The webinar will also review how to complete the Florida Financial Aid Application (FFAA) and how to find additional resources to assist students in paying for higher education. Join on Thursday evening here.

Here are a few other highlights for you to note for the weeks ahead…

Celebrate Literacy Week 2017 begins this week, Jan. 23-27.

We hope you’ll join us at the kick-off on Monday, Jan. 23 at 9:30 a.m. to hear from Dr. Jodi Marshall and special guest author and former student, Makaila Nichols.

Join the kick-off on Monday morning here! 

FLVS is hosting the Celebrate Literacy Poetry Slam next Friday, Jan. 27 at 4 p.m.If you would like to participate in the Poetry Slam, sign up now.

The FLVS Literacy team is very excited to share all that is planned next week! There are 45 incredible sessions available to attend, including some authors and special guest speakers, so be sure to check out the schedule.

View all of our Celebrate Literacy Week events here!

View the schedule
One of your most valuable assets is your freedom to choose! This year, National School Choice Week is being held Jan. 22-28.

Be sure to keep an eye on our social media pages for some interesting facts and future blog posts on effective education options for every child.

Learn more about School Choice Week at http://schoolchoiceweek.com.

Learn more about #SchoolChoice
Come celebrate Chinese New Year with our Team Chinese teachers and FLVS Language team!

Join us on Jan. 24 at 24 at 7 p.m.

View our events calendar
Interested in taking a half-credit Advanced Placement® (AP) Course?

Don’t delay! Sign up before it’s too late. The registration deadline for one-segment AP courses is next Tuesday, January 31.

Register Now for AP Courses
Spring is a great time to get ahead in your courses, make up a credit, and even satisfy your online graduation requirement.

Check out our featured courses for spring and sign up today!

View Featured Spring Courses
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The Leadership Dilemma: Developing the ‘New’ Post-Secondary Leader

From Friday’s inbox…

Online Learning Consortium -
The Leadership Dilemma: Developing the ‘New’ Post-Secondary Leader
Dear Michael,

In her most recent blog post on OLC Insights, “The Leadership Dilemma: Developing the New Post-Secondary Leader,” OLC CEO, Dr. Kathleen Ives, discusses the importance of continuously developing “the skills and capabilities necessary to guide, direct, and navigate the institution through a rapidly emerging higher education environment.” Ives points out that as the field of online and digital education evolves and matures, emerging leaders will need more than a ‘learn by doing’ strategy.

Kathleen-150x150_circle.png

OLC CEO Dr. Kathleen Ives ponders “The Leadership Dilemma: Developing the New Post-Secondary Leader” in her recent blog post.

READ MORE
Are you ready to take the next step build upon your leadership competencies? The OLC Institute for Professional Development invites you to join faculty member, Dr. Laurie Hillstock, for the nextLeadership in Online Learning Mastery Series which begins onFebruary 1st.

You’re also invited to join a select group of your peers for a unique blended learning leadership development program offered by Penn State and OLC, The Institute for Emerging Leadership in Online Learning (IELOL). Deadline to complete the application is April 14, 2017.

Best Regards,

Jennifer
Rafferty-Paloma_Jennifer_circle.png
Jennifer Rafferty | Director of the OLC Institute for Professional Development | Online Learning Consortium | 617-716-1414 | info@onlinelearning-c.org

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The Online Learning Consortium | P.O. Box 1238 | Newburyport | MA | 01950

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