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    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.

    This course will be used for participants in the Instructing Virtual School Students course to experiment as Instructors in the Moodle environment.

    This course will be used for participants in the Instructing Virtual School Students course to experiment as Instructors in the Moodle environment.

    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.

    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.

    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.

    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.

    This course will be used for participants in the Instructing Virtual School Students course to experiment as Instructors in the Moodle environment.

     

    In this workshop, participants will explore the use of online resources to enhance inquiry-based teaching and learning in science. Over the course of this six session workshop, participants will become familiar with science-themed websites, online collaborative projects, science blogs and wikis, and the mapping applications Google Maps and Google Earth. Considerable attention is paid to helping participants identify ways that they can integrate these tools into their practice, and thus enrich their students’ engagement with science content. Promoting scientific inquiry is a central theme, and serves as a lens for this course. Participants consider the issue of assessment, specifically as it relates to inquiry and the use of online tools, later in the course. As a final project, participants develop plans for an inquiry-based science lesson that uses an Internet-based data source.

    This online course, co-developed by EDC and CAST (Center for Applied Special Technologies), provides an introduction to the concept of Universal Design for Learning™ (UDL), its neurological basis, and strategies for a UDL approach in instructional settings. The basic premise of universal design for learning is that a curriculum should include alternatives to make it accessible and applicable to students, teachers, and parents with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The online course is designed to acquaint participants with the basic premise of UDL, and to provide practical, hands on experience using software tools and digital media for learning support. It is designed for all those interested in educating diverse learners in general education classrooms: teachers, administrators, curriculum coordinators, technology specialists, and parents. 

    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 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.

    This course will be used for participants in the Instructing Virtual School Students course to experiment as Instructors in the Moodle environment.

    This online course, co-developed by EDC and CAST (Center for Applied Special Technologies), provides an introduction to the concept of Universal Design for Learning™ (UDL), its neurological basis, and strategies for a UDL approach in instructional settings. The basic premise of universal design for learning is that a curriculum should include alternatives to make it accessible and applicable to students, teachers, and parents with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The online course is designed to acquaint participants with the basic premise of UDL, and to provide practical, hands on experience using software tools and digital media for learning support. It is designed for all those interested in educating diverse learners in general education classrooms: teachers, administrators, curriculum coordinators, technology specialists, and parents. 

    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 online course prepares educators to teach in blended classroom environments. Participants 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. In addition, participants learn to meet the needs of all students by selecting and using a variety of teaching strategies that aid in personalizing learning.

    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.

    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.

    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.

    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 online course, co-developed by EDC and CAST (Center for Applied Special Technologies), provides an introduction to the concept of Universal Design for Learning™ (UDL), its neurological basis, and strategies for a UDL approach in instructional settings. The basic premise of universal design for learning is that a curriculum should include alternatives to make it accessible and applicable to students, teachers, and parents with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The online course is designed to acquaint participants with the basic premise of UDL, and to provide practical, hands on experience using software tools and digital media for learning support. It is designed for all those interested in educating diverse learners in general education classrooms: teachers, administrators, curriculum coordinators, technology specialists, and parents. 

    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.

    In this workshop, participants will explore the use of online resources to enhance inquiry-based teaching and learning in science. Over the course of this six session workshop, participants will become familiar with science-themed websites, online collaborative projects, science blogs and wikis, and the mapping applications Google Maps and Google Earth. Considerable attention is paid to helping participants identify ways that they can integrate these tools into their practice, and thus enrich their students’ engagement with science content. Promoting scientific inquiry is a central theme, and serves as a lens for this course. Participants consider the issue of assessment, specifically as it relates to inquiry and the use of online tools, later in the course. As a final project, participants develop plans for an inquiry-based science lesson that uses an Internet-based data source.