Extended University Services Course Descriptions
Technology in Education (1)
Participants will explore how to effectively use technology in the classroom. Teachers will have an opportunity to read and dialogue about technology's impact on youth culture, to become familiar with current trends in technology, and to develop and share lesson plans integrating concepts learned.
Instructional Strategies: Learning Styles (1)
This course will teach participants to identify and explain basic learning styles and teaching methods that use solid, empirical research and translate it into practical strategies. The course emphasizes equipping teachers to teach their students to identify and use their learning style strengths to succeed in virtually any academic situation.
This course has an additional website/text fee of $42 paid directly to the Instructor.
Instructional Strategies: Best Practices (1)
This course will explore a variety of instructional strategies that lead to improved student achievement. Special emphasis will be placed on research-based instructional practices. Course Syllabus
Instructional Strategies: Classroom Management (1)
This course will explore the essential components of effective classroom management. Participants will learn practical and effective strategies to maintain a high level of student participation and achievement. Participants will discuss techniques for managing behaviors without coercion that will result in effective instruction and student management. Course Syllabus
Instructional Strategies: Differentiated Instruction (1)
This course will teach the elements of the differentiated classroom. Participants will gain an understanding of how to differentiate instruction in their own classrooms. As a result of this course participants will be able to increase student engagement and the level of instructional intensity in their classrooms and improve overall student learning. Course Syllabus
Self Care for the Professional (Time and Stress Management) (1)
The purpose of this course is to introduce the teaching professional to the importance of self-care and wellness as it relates to the whole person; physically, mentally, emotionally and spiritually. Lifestyle issues such as gender, religion, ethnicity, disabilities, will be addressed as outcome indicators of a self-care/wellness plan. Research, journal recording, self assessment, and the completion of an individualized and self-care/wellness plan are requirements for this course.
Teacher to Teacher Mentoring (1)
This course will provide an experienced teacher an understanding of the needs of new teachers and the strategies necessary to equip them for successful transition into their schools.
Introduction to Christian School Education (1)
This course will explain the essence of a Christian school and how this impacts the purpose, mission, vision, core values, internal and external relationships, including challenges within this Christian school community. Course Syllabus
Philosophy of Christian Education (formerly: Teaching With a Christian World View) (1)
How does one's worldview impact the way one teaches? This course examines what a worldview is, the nature and function of belief structures, and the value of developing and living a distinctly Christian worldview. Teachers will identify their own personal worldview and reconcile it in light of a biblical worldview, then explore how a biblical worldview can be integrated in their public or private classrooms. Course Syllabus
* This class satisfies the Philosophy requirement for ACSI certification.
Teaching the Bible through the Parables of Jesus (1)
This course will enhance the teaching of the Bible through an exegetical study of the parables of Jesus in the Synoptic Gospels, with attention to their interpretation in the past and present. Attention will be given to both the theological and pedagogical practices and postures when teaching the Bible. The Synoptic parables will be used as case studies to demonstrate profieciency. Course Syllabus
* This class applies toward the Bible requirement for ACSI certification.
Online Coursebuilding with ANGEL
Online Coursebuilding with ANGEL is an online professional development course designed to coach instructors in the mechanics of building online or hybrid courses and provide a glimpse into the nature of online learning. Participants will receive hands-on guidance in using the ANGEL course management system and other technologies. Course Syllabus
Online Course Design and Development
This seven-week online professional development course is for faculty who are developing or re-developing an online course. This course will provide an overview of the fundamentals of developing an online course based on best practices in teaching and learning online. Participants will begin the development of individual online course by defining specific goals and objectives; and creating course units that incorporate activities to address multiple learning styles, facilitate an online learning community, and assess student learning online. Course Syllabus
Educational Impact: Charlotte Danielson's Teaching Framework (1 credit each)
In Educational Impact's online video format, Charlotte Danielson presents and narrates segments of her "Framework for Teaching". The Framework for Teaching is a research-based set of components of instruction, alighned to INTASC standards. In Danielson's Framework, professional instruction is divided into 22 components and clustered into four domains of teaching responsibility: planning and preparation (Domain 1), classroom environment (Domain 2), instruction (Domain 3), and professional responsibilities (Domain 4).
EDEI5113 - Real Classroom
In this course, Danielson highlights the components of Domain 1 and 3. Participants will collaborate with peers, and share their knowledge and experience within their schools or districts. packed with 106 real classroom examples, this program features powerful observations from various grade levels and subjects. During the classroom observations users have the opportunity to listen as Charlotte critiques the instructional strategies shown in each video - then explains how they relate to the components of the Framework. Participants will collaborate with peers, and share their knowledge and experience within their schools or districts.
This course is a video-based online class of seven hours of online course work at www.educationalimpact.com (self-directed) with an additional 38 hours of research, collaborative meetings, and written work. The Framework instructional concepts may be used as the foundation of a school or district's mentoring, coaching, professional development, and teacher evaluation processes.
EDEI5773 - 22 Components of Great Teaching
In this course, Danielson presents commentary on each one of the twenty-two Framework components. This program is an essential guide for any educator who is using the Danielson Framework. In this thought-provoking presentation, Charlotte provides an in-depth look at each component, and then explores why each one is important and how they work together to define "good teaching." Using an array of examples, Charlotte also examines the challenges teachers face in achieving a "distinguished" level for each component. Educators will collaborate with peers, and share their knowledge and experience within their schools or districts.
This course is a video-based online class of three hours of online course work at www.educationalimpact.com (self-directed) with an additional 42 hours of research, collaborative meetings, and written work.
EDEI5774 - Teacher Evaluation
In this course, Charlotte examines the critical aspects of teacher evaluation, and then challenges educators to practice by observing video of real teachers in the classroom. This comprehensive mix of theory and practice provides administrators and mentors with the perfect tool to confidently evaluate teaching - then provide meaningful feedback to improve teacher practice. This course is a video based online class of eight hours of online coursework at www.educationalimpact.com (self-directed) with an additional 37 hours of research, collaborative meetings with peers and teachers, and additional written work.
The Framework instructional concepts may be used as the foundation of a school or district's mentoring, coaching, professional development, and teacher evaluation processes.