Course Catalog

This course features methods of teaching and learning through graphic organizers and word walls to increase comprehension in all subject areas. Teachers learn to use visual representations to help students organize ideas and thoughts; to understand relationships among those ideas; and to remember the information. Strategies are provided for teachers to use word walls in classrooms so that students build vocabulary and their understanding of the English language. Graphic organizers and word walls are effective for all students including special education students and English language learners. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

This course features methods of teaching and learning through rubrics and editing. Teachers learn to use rubrics in all subject areas to set learning expectations for students with a wide range of abilities. Active learning is promoted so that students become involved in their own learning. Teachers practice strategies for editing that provide specific feedback based on the use of rubrics for analysis. They also learn strategies that develop the students’ editing skills. The concept of editing is expanded to include visual products, performances, and processes as well as written products. These assessment skills are essential to all students including special education and English language learners. The rubrics set expectations for quality that provide for differentiated instruction for diverse populations. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

This course features methods of teaching and learning through partnering and note taking. Teachers learn to use partnering to build students’ communication and thinking skills; improve oral language development; and provide active learning. They learn a variety of strategies for note taking so that students learn to select and record the key ideas and relevant details in any listening situation or written materials. Partnering and note taking are important for increasing all students’ engagement in learning including special education and English language learners. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

This course features multiple ways to use the strategies of reflection and summarizing to increase learning. Teachers learn to design frequent opportunities for students to reflect about the important concepts in the subjects they teach. Based on brain research, reflection means “thinking about learning”. It is effective for use in all grades, subject areas, and for all students to enhance knowledge, clarify concepts, and relate new ideas to prior knowledge. Teachers learn to use summaries and summary frames to assist the students in organizing reflections, summarizing notes, and summarizing various types of written material. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

This course features an emphasis on teaching English Language Learners (ELL) strategies in reading and writing in the mainstream classroom. Teacher-learners will study and apply methods and strategies for teaching the English Language Learner in all grades and languages. Teacher-learners will learn to implement strategies that focus on oral and written skills in all subject areas. Many classroom examples are provided for all grade levels to assist the teacher-learner in learning and implementing these strategies in the classroom. All of these strategies help form a foundation that can be used, along with other Power Strategies, to improve reading and writing by helping students focus their thinking, clarify their learning, and organize their ideas.

This course assists teachers in organizing the classroom environment; working with students to design rules and routines; and using strategies to create and maintain a learning environment/community. Specific strategies are suggested to limit or decrease behaviors that interfere with learning. Teachers learn recording techniques for observing and analyzing student behavior in the classroom. They examine strategies to promote effective parental and community resources that will maximize learning in diverse classrooms. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

This course focuses on effective implementation of developmentally appropriate strategies in the classroom. Participants explore various domains and stages of development within age ranges from birth to 18. They learn the role of culture in the learning process and how collaboration among the many stakeholders in the school and community affects development. The stages relate to cognitive, emotional, physical, and social development and how teachers can facilitate student growth in these areas. The strategies focus on all aspects of the classroom from the decision making to the way instruction is delivered. Many examples are provided for all grade levels and for special populations to assist the teacher in understanding these stages and using effective strategies in the classroom.

This course builds teacher understanding about academic curriculum content and assessments. Types of assessments are explored and strategies for developing content assessments that align to the curriculum are presented. Teachers learn how to relate the curriculum and assessments to state, provincial, or country standards and adjust for diverse populations such as special education or English language learners. Many examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing effective curriculum and assessment strategies in the classroom.

This course builds teacher understanding about academic curriculum content and assessments. Types of assessments are explored and strategies for developing content assessments that align to the curriculum are presented. Teachers learn how to relate the curriculum and assessments to state, provincial, or country standards and adjust for diverse populations. Those populations include students who are English language learners and diagnosed as special education learners. Many examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing effective curriculum and assessment strategies in the classroom.

This course focuses on the special instructional needs related to special education students, gifted students, and English language learners. Teachers learn how to use learning styles, differentiated learning, and effective strategies that engage learners and provide for individual needs. Specific strategies are suggested for the various populations. Strategies for adapting a “regular” classroom to provide an appropriate learning environment for all children, including those outside the normal range, are provided and discussed. Many examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing effective strategies in the classroom.

This course features an emphasis on the foundation of historical, philosophical, and theoretical education for English Language Learners in the United States. It also engages the teacher-learner in valuable teaching practices and identifies effective instructional models to be utilized with English Language Learners. It analyzes key legislation that has had an impact on how second language learners receive necessary assistance in achieving academic success.

This course features an emphasis on teaching English Language Learners (ELL) in the mainstream classroom. Teacher-learners will study the development of language, culture, theory, programs, methods, and strategies for teaching the English Language Learner in all grades and subject areas. Teacher-learners will learn to implement effective programs and strategies that focus on oral and written language development and the teaching of reading, as well as the implementation of ELL strategies in all subject areas. Many classroom examples are provided for all grade levels to assist the teacher-learner in learning and implementing these strategies in the classroom.

This course presents language development theories and programs for English language learners. Teachers learn effective programs and strategies that focus on oral and written language development. The types of programs provided by states and districts are compared regarding their efficacy for English language learners. Strategies for teaching the skills of reading and writing using appropriate scaffolding are presented and practiced. Specific classroom strategies are designed, implemented, and analyzed. Many examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing effective strategies in the classroom.

This course involves understanding current norm and criterion-referenced assessments along with interpretation and monitoring students with disabilities. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA), No Child Left Behind (NCLB), and other US federal legislation will be discussed along with how Response to Intervention (RTI) is used as a pre-referral process for special education services. Diagnostic and summative assessments as required by IDEA will be presented and practiced. Many examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing effective strategies in the classroom.

This course provides the foundation and growth of Elementary Education in the United States. Elementary is defined as grades Kindergarten through 8th grade. Teachers learn how various curricular programs are established, organized, and implemented for the elementary school. Learning theory and research related to the establishment of effective school programs are presented. Classroom and school examples are analyzed for a variety of types of school programs. Teachers learn specific strategies for implementation related to developmentally appropriate elementary education. The course is organized to provide information and opportunities for discussion on the following topics:

• Historical perspective on the establishment and organization of the elementary school in the US
• The roles of staff and methods of decision-making
• The role of the parents and community in the elementary school
• Special programs and activities that are beyond the classroom
• Issues and solutions to meet the needs of the 21st century
• Analysis of the teacher-learners' schools in relation to the ideas presented throughout the course

This course provides the foundation and growth of Secondary Education in the United States. The definition of secondary includes grades 9-12 and is expanded to include grades that are found in junior high or middle schools that require highly qualified teachers as stated in No Child Left Behind (NCLB). Teachers learn how secondary school programs are established, organized, and implemented. Learning theory and research related to the establishment of course offerings and programs are presented. Classroom and school examples are analyzed for a variety of types of school programs, standards, and criteria for graduation. The course is organized to provide information and opportunities for discussion on the following topics:

• Historical perspective on the establishment and organization of the secondary school in the US
• The roles of staff members and methods of decision-making
• Special programs and activities that are beyond the classroom
• Issues and models of reform that have been introduced to meet the needs of the 21st century
• Analysis of the teacher-learners' schools in relation to the ideas presented throughout the course

This course focuses on the methods used in quantitative and qualitative research with an emphasis on action research in the classroom. Each teacher-learner will conduct an action research project that applies some aspect of the previous courses. Electronic portfolios are used to store and organize all the materials for the project such as logs, reflections and summaries, assessments, examples of curriculum and assessment development, case studies, charts, graphs, and video clips. The portfolio project is the final course of the master’s degree program and demonstrates proficiency of learning and applying skills learned and practiced throughout the program. A formal presentation of the portfolio project may be made to an audience such as the principal and staff or attendees at a conference, workshop, or seminar.

This course provides an opportunity for the teacher-learners to serve as graduate assistants to mentor colleagues in two situations: online in other AGSE courses and onsite in their schools. The focus of the practicum is on mentoring other teachers in an elementary or secondary setting as the teachers practice effective strategies for the classroom. The teachers who are mentored will have regular education, special education, and/or English as a Second Language assignments to align with the graduate assistant’s master’s program. After completing lessons on topics such as the principles of online mentoring and positive, constructive feedback, the teachers mentor online teacher-learners for six weeks. The second phase of the course presents the principles of onsite mentoring, while the graduate assistants establish an onsite mentoring opportunity with their principals. The onsite mentoring includes observation, demonstrations or modeling, analysis, and feedback. The graduate assistants interact with the Learning Coach throughout all the activities with an emphasis on analysis and reports by the graduate assistant with supportive feedback by the Learning Coach.