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    Teachers find themselves faced with many challenges, including getting students ready for the PARCC Assessment, meeting Common Core and C3 standards, providing service learning activities, and teaching argument-based writing and document-based analysis. They have to do this while still teaching content and keeping students engaged. The Maryland History Day Program can help with all of this. Earn three CPD credits while learning how to help students create research based projects that they can enter in county, state, or nationwide competitions. Maryland History Day is a program for 6th-12th graders, but teachers of any grade or subject matter can use this course to learn how engage students in creative research projects. Learn about local resources, and how to get kids excited about working with documents. Conduct your own research and create a website, documentary, performance, paper, or exhibit, like the ones your students will produce in the classroom. This online course is offered through the Maryland Humanities Council, and the weekly assignments will help you create classroom materials to support student research projects, along with your own example History Day project.

    The World Wide Web from over a decade ago delivered information—a website's owner created content for others to view. Today's Web, thanks to new developments in technology, is much more participatory. There are a multitude of Web-based tools—blogs, wikis, microblogs, social bookmarks, and social networks to name a few—that allow people to collaborate and share information with each other. This use of the Web is so different than before that it has been dubbed "Web 2.0" while the era of the static content is considered “Web 1.0.” The participatory nature of Web 2.0 has caught the interest of many educators; students can create and share content, collaborate with each other, and build knowledge communities using the same tools that they enjoy using outside of school. Many educators are sharing their ideas through various personal learning networks and sharing how these new tools can be used effectively in the classroom. In this workshop, participants will learn how to develop and grow their own personal learning networks to learn more about Web 2.0 and how to harness the interactive and collaborative nature of the tools to better engage and educate their students, both safely and responsibly.

    In this workshop, participants will take an in-depth look at the power of digital portfolios as a tool to document student learning through exploring various formats and uses of digital portfolios in classrooms. Participants will also be introduced to a wide variety of tools that can be used to create and assemble digital portfolios, and investigate criteria that may be used to select components that would be included in the portfolio. Participants will leave the workshop with detailed plans for implementing a Digital Portfolio Project in their respective classrooms.

    Every classroom is made up of individuals with diverse strengths, backgrounds, and approaches to learning. Understanding and responding to students' individual learning needs can be a challenge for teachers. Participants in this course, Meeting Student Needs Through Differentiated Instruction, will learn how to identify student learning needs and they will explore many strategies and tools that will help them to plan lessons so that all students are appropriately challenged and supported. Participants will also explore technology tools that will facilitate differentiated instruction and strategies to differentiate assessment. To apply what they learn in the course, participants will create or modify a lesson plan demonstrating how they will differentiate instruction to meet a variety of student learning needs.

    This workshop provides an introduction to the concept of Universal Design for Learning (UDL), and strategies for implementing a UDL approach in instructional settings. Universal Design for Learning is an approach to teaching and learning and the development of curriculum and assessment that draws on current brain research and new media technologies to respond to individual differences. This workshop is designed to acquaint participants with UDL principles and provide practical, hands-on experience using software tools and digital media for learning support. Participants will explore how these tools can be incorporated into their classroom practice and plan a lesson that uses these tools.

    In this workshop, participants will examine best practices for direct vocabulary instruction in order to build the breadth and depth of students? vocabulary for both comprehension and written expression in grades three through five. Participants will learn the importance of creating a word-conscious learning environment that encourages motivation and interest in learning new words. Participants will learn how to model and encourage independent word-learning strategies that students can apply while engaging in wide and varied reading. They will also explore the value of instructing students to infer the meaning of words from context and word parts. For their final project, participants will incorporate components of a balanced vocabulary program by designing a vocabulary lesson based on a classroom text - either fiction or non-fiction.

    This course prepares educators to teach in blended classroom environments. Participants will learn effective strategies for managing and teaching students in blended environments and explore the ways blended learning can effectively support standards-based teaching and learning in all subject areas. Participants will learn techniques to foster student collaboration in an online learning community through online discussion and group projects and to assess student work. In addition, participants will learn to meet the learning needs of all students by selecting and using a variety of teaching strategies that aid in personalizing learning for students. During this course, participants will learn about and practice using tools to teach critical thinking skills and explore student academic integrity issues and the safe and legal use of online resources. Additionally, teachers will learn about and practice using instructor tools in a course management system. Course content includes online readings, web-based and multimedia activities, and facilitated online discussions.

    The goal of the Digital Citizenship module is to prepare you, as an educator, to become proficient with Standard III of the Maryland Teacher Technology Standards. This standard requires that teachers demonstrate an understanding of the legal, social, and ethical issues related to technology use.