All CTE Classes

Showing 70 Results

  • This course provides an overview of how computer systems process data and information. Course material is aimed at students with little or no prior programming experience but provides a scientific foundation for those who desire to understand computational approaches to problem solving. Students can expect to learn how to think algorithmically, solve problems efficiently and use computational tools to help model and understand data. Students will be introduced to topics in high-level programming languages, database systems, operating systems, computer architecture, computer networks and artificial intelligence.  Note: This course is 12 weeks and covers both summer sessions.  

    Karen Carter

  • Python is comprised of simple syntax and has an association with a powerful set of ever-growing libraries. Because Python is an interpreted language, coupled with a robust debugger and profiler, it provides a rich programming environment from which to build basic logic and programming skills. This course provides an introduction to the Python programming language for students without prior programming experience. The course explores data types, control flow, object-oriented programming, and graphical user interface-driven applications. Time will also be spent discussing the concept of software development and its importance.  

    Karen Carter

  • This course examines the design and analysis of algorithms, including sorting and searching; recursion; analysis of complexity; algorithm paradigms; NP-complete problems; and complexity metrics.

    David E. Frazier

  • This course discusses innovative, engaging approaches for teaching writing in the middle or high school ELA classroom that go beyond the basic 5-paragraph essay.  Supported by research-based pedagogy connecting student inquiry to project-based learning, the course will explore “real world” writing experiences that exemplify the 5 C’s of Virginia’s profile of a Graduate –  Critical Thinking, Collaboration, Communication, Creative Thinking, and Citizenship – and align with the direction of Virginia SOL and PBA writing assessment.  You will leave with a collection of effective strategies, fun lesson plans, and ready-to-go resources to take back to your students.

    Stephanie Cassell

  • This course is meant to provide teachers with weekly lessons to build a child’s Emotional Intelligence or EQ.  Participants will engage their classrooms in EQ-building lessons and discuss the outcomes in weekly discussion boards.

    Lucas Shortt

  • Research proves that understanding poverty and its relationship to education can help open up a world of achievement for students and adults. In order for that to occur, one must first have a clear understanding of the definition of poverty and the hidden rules that divide the social classes. Students will learn about the role of language and the hidden rules related to poverty in order to understand what resources are missing and which ones are needed to make a change in the lives of the impoverished. The challenge this course brings is not only to learn the information but also to utilize this knowledge.

    Fay Garrison

  • Trauma has a severe, lasting, and pernicious effect on the brains and learning of students, from young children to adolescents. The educational community is awakening to the realization that they must address the underlying effects on learning readiness in students impacted by trauma. In many cases, this must happen BEFORE the student can effectively learn. In effect, we have to go back before “square one” to SQUARE ZERO, the thing that happened to the student before he or she ever entered the classroom, and that must be understood and treated before making erroneous assumptions about behavior or study habits. This course is designed to introduce educators to those effects, give them tools to recognize students who may be impacted, offer suggestions for connecting with professionals and resources who can help, and help them to better understand the needs of impacted students.

    William Allison

  • This course will guide students through several teaching strategies for the English classroom. The content will include strategies implemented using no technology, low technology, and high technology. “No Technology” strategies involve activities and approaches that are hands-on and involve little to no technology available to students and teachers. “Low Technology” strategies will consist of activities for classrooms with access to only one or two devices. “High Technology” will involve strategies in which access to classroom sets of devices is more readily available.

    Katie Vanover

  • NOTE THIS COURSE IS ONLY OPEN TO UVAWISE FACULTY AND STAFF. 
    With the rising tide of online learning options, it is easy to lose the solid instructional foundation to flashy web resources. This course is designed to help you build online learning environments in Canvas and other common learning management systems, based on research frameworks and essential elements that will increase participation, improve instructor/student and student/student relationships, and provide a user-friendly and effective online learning experience for all learners.

    Heather Askea

  • The course will focus on developing an understanding of social and emotional learning by focusing on the five core competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. We will learn why social and emotional learning is important and how it impacts student success both inside and outside of the classroom. Finally, we will learn approaches to incorporate social and emotional learning into our classroom practices.

    Rick Bolling

  • Access to and the effective use of current and emerging technologies are essential elements for contributing to a deeper learning experience for students. This class is designed to guide educators through the Virginia Standards of Learning for Digital Learning Integration.  This guided exploration of the standards also includes the curation and creation of resources, strategies, and lesson activities to help educators create learning experiences that empower student learners.

    Daniel Vanover

  • Motivating Math Summer Institute

    How do we keep math students motivated? That is the ongoing question. This four-day institute provides techniques and strategies that can be adapted across the curriculum for all learners in grades 6-12. Participants will engage in hands-on activities with loads of examples. No textbooks required, just a hunger for learning and sharing.

    Date/Time: June 13-16, 2022, 9-4PM 

    Location: The Southwest Virginia Higher Education Center, Abingdon, VA

    Tina Nunley

  • This class will allow students to let their imagination rocket as they create a variety of activities that will add zing to science instruction. The use of inquiry, games, technology, literature, and music are just a few of the ideas that will be integrated into the class. This class will focus on the development of materials that will address the Virginia Department of Education’s Science Standards of Learning.

    Angela Turley

  • CS for Absolute Beginners

    This four-day institute is for those educators who know absolutely nothing about computer science! We will break down the VA Computer Science Standards in a fun and hands-on way to demystify computer science education! Learn the basics of computational thinking with unplugged activities then move on to learning about circuits, coding, and even a bit about robotics!

    Date/Time: June 13-16, 2022, 9-4PM 

    Location: The Southwest Virginia Higher Education Center, Abingdon, VA

    Heather Askea

  • Every student has his/her way of learning, and when teachers incorporate that style in their teaching, they have their students’ undivided attention. The focus of this class will be to help teachers use strategies that will help students move “the concrete to the abstract” and improve achievement (Payne, 2011).

    Fay Garrison

  • In this course, we will look at a number of important Curriculum and Instructional Topics and learn about the principles and strategies that successful teachers understand and skillfully employ to achieve consistently outstanding results in their classrooms.

    Danny Dixon

  • This course is designed to provide a myriad of best practices to enhance the classroom experience. The course content will include exploring techniques and strategies that improve teacher efficacy, teacher affect, and increase satisfaction in education. Implications for instructional improvement efforts are discussed.

    Selena Kiser

  • This class will study and examine various positive discipline strategies for effective discipline and productive classroom environment in the elementary grades.

    Chad Hood

  • This course will allow participants the opportunity to have an understanding of current legislative action, the influence of past laws, and to develop an awareness of legal decisions. The results will yield a new-found knowledge of our “teaching parameters.”

    Chad Hood

  • If you are working in the field of education it is likely that you will encounter a student with autism sometime during your career. This course is designed to help educators understand autism and how it impacts students educationally and socially in the school setting. The course will also introduce you to some basic strategies and interventions that have been proven effective in teaching and supporting students with autism. The focus will be on practical information that can be applied immediately. This is an introductory level course. The information provided would be beneficial to special education teachers(with limited knowledge of the subject), general education teachers, administrators, paraprofessionals, and parents.

    Cindy Bates

  • Providing 21st-century learners with engaging, meaningful learning experiences can be challenging. By providing digital learners with opportunities to use technology, instructional content can be reinforced and retained. The Google Apps for Education course provides teachers with opportunities to learn about and use Google Apps in an educational setting. Teachers will begin the course with an introduction to Google Apps followed by an in-depth look at each specific Google App. Included in the course are helpful ideas and strategies for utilizing Google Apps in the classroom. Finally, an exploration into the Chrome Web Apps, followed by helpful guides for following copyright laws and policies is provided.

    Daniel Vanover

  • This course addresses identifying a gifted learner (this will be a brief intro, you cannot discuss the issues facing a gifted learner unless you understand truly gifted vs high achieving students), current problems (legislation and policy changes), the impact of technology on the gifted learner, and the social and economic needs of gifted learners.

    Sarah Medukas

  • Conflict is a very real part of every workplace. Left unresolved, conflict can eventually destroy an organization. Deal with it properly, and conflict can produce positive change and encourage personal and professional growth among colleagues. This course is designed to help individuals at any level in any organization identify, face, and resolve conflict.

    James Garrison

  • Small Groups Big Results summer Institute

    The content of this hands-on four-day course is designed to provide teachers with organizational tips and research-based strategies for implementation during small group reading instruction. Emphasis will be placed on the development of guided reading and skills-focused strategies. Students will be provided materials for immediate use in classroom literacy centers as well as ideas for center management.

    Date/Time: June 13-16, 2022, 9-4PM 

    Location: The Southwest Virginia Higher Education Center, Abingdon, VA

    Heather Short

  • Student success for many years has been determined by their performance on state standardized tests.  Therefore, many teachers have found themselves helping students with the regurgitation of facts instead of a true application of knowledge through practice.   This course will help teachers understand what Performance Assessments are and how they can assure mastery and application of knowledge using Project Based Learning.  

    Dennis Carter

    Kimberly Williams

  • This course is designed to help educators target struggling readers in their classrooms and examine the different areas that could be causing their individual weaknesses. The course content will include exploring techniques and strategies that target the five main components of reading: phonological/phonemic awareness, phonics, vocabulary, fluency, and comprehension. The course will provide an online community where educators can explore these areas together and begin to formulate new and exciting ways to target specific areas of reading difficulty in their classrooms.

     

    Heather Short

  • This course focuses on using social media within the classroom setting. It will include a brief history of social media and its current role in society. Portions of the course will concentrate on how to use social media with students and parents for communication and learning. The course will also address using social media for professional development and the advancement of instructional skills for the educator. Digital citizenship and best practices for using social media in the classroom setting will also be discussed.

    David Ellena

  • The class is designed to study and examine how a growth mindset can increase engagement, improve results, and inspire students in the classroom.

    Scott Addison

  • This class does require virtual attendance throughout the semester as scheduled by the Instructor.  This course will examine cross-curricular argumentation and expository writing using science and social studies text sets. The participants will learn how to integrate reading and writing into instruction while utilizing strategies to break down complex text. The course will prepare students for future learning and professional work by providing them with a strong research base and practical application ideas to support their endeavors in seamlessly integrating reading and writing in history, science, English or math classes. The course develops community discourse by employing writing strategies that support self-regulation and respectful conversation.  

     

    Tamara Williams

  • This course focuses on identifying and enhancing leadership skills and knowledge for teachers. The course is designed to help teachers develop leadership skills that can be used in the general education setting and as a means to prepare a teacher for entry into school administration.

    David Ellena

  • The majority of the nation’s students will complete their education without ever being touched by peer violence. Nevertheless, televised images of frightened and injured students fleeing school grounds have imprinted themselves on the American consciousness. Compared to the other types of violence and crime children face both in and outside of school, school-based attacks are rare. Statistics indicate that few students will fall prey to serious violence in school settings.

    However, highly publicized school shootings have created uncertainty about the safety and security of this country’s schools and generated fear that an attack might occur in any school, in any community. Increased national attention to the problem of school violence has prompted educators, law enforcement officials, mental health professionals, and parents to press for answers to two central questions: "Could we have known that these attacks were being planned?" and, if so, "What could we have done to prevent these attacks from occurring?"

    Scott Addison

  • The purpose of this course will be to examine and discuss elements of a well-organized classroom. Participants will discuss what works in their own classrooms as well as what does not. Assignments will address strategies for overcoming areas of weakness and setting short and long-term improvement goals. The instructor will adjust the syllabus based on the needs of the class participants.

    Gequetta Bright

  • This course is designed to help educators teach higher-level reading concepts at a lower readability level. We will use texts by Dr. Seuss to address higher-level reading vocabulary and reading strategies.

    Ashley Boggs

  • This course will focus on the study of the foundations of education and the teaching profession as a whole. It will include reviewing the historical, philosophical, and sociological foundations underlying the role, development, and organization of public education in the United States. Participants will review the legal status of teachers and students, including federal and state laws and regulations; school as an organization and culture; and contemporary issues and current trends in education, including the impact of technology on education. Local, state, and federal governance of schools, including the roles of teachers and schools in communities will be reviewed. Professionalism and ethical standards, as well as personal integrity,  will be addressed. Students will be required to exhibit knowledge and understanding of Virginia’s guidelines for uniform performance standards and evaluation criteria for teachers.

    Dante Lee

    Deandra Jones

  • This course is designed to provide information on balanced reading instruction in grades PreK-6. Specific topics addressed will include theories/models of the reading process, language acquisition, phonemic awareness, word identification strategies (sight vocabulary, phonics knowledge, structural analysis, and contextual analysis), vocabulary development strategies, comprehension strategies, reading-writing connections, and assessments (formal and informal). 

    LeAnn Gunther

  • Instruction in this course focuses on the techniques, methods, and materials that can be used to effectively diagnose reading difficulties/deficiencies and strengths in students in grades K through 8. Course content will include a study of both formal and informal assessment measures with emphasis placed on the procedures for administering and interpreting an Informal Reading Inventory (IRI) and how to use results from this inventory to prescribe and then deliver appropriate reading instruction to students in grades K-8. 

    Sharon Moore

    Kimberly Williams

  • Skills in this area shall be designed to impart a thorough understanding of the complex nature of language acquisition and reading, including phonemic and other phonological awareness, phonics, fluency, vocabulary development, and comprehension strategies for adolescent learners. Additional skills shall include proficiency in writing strategies, as well as the ability to foster an appreciation of a variety of fiction and nonfiction texts and independent reading for adolescent learners.

    Kimberly Williams

  • The content of this course is designed to help special education teachers develop an understanding and application of service delivery, curriculum, and instruction of students with disabilities in reading and writing. Students will develop knowledge of the general curriculum, English requirements and expectations, and how to provide access to the curriculum based on student characteristics and needs. Students will assess, interpret data, and implement instructional practices to address the identified reading needs of the students. Skills in this area include the ability to identify, understand, and implement a range of specialized instructional strategies and research-based interventions that reflect best practices in reading and writing instruction for students with disabilities. Students will align instructional practices and intervention with the Virginia Standards of Learning and state assessments. Students will be guided to build knowledge and the ability to utilize current assistive and instructional reading and writing technologies to promote learning and independence for students with disabilities in the general curriculum and the ability to evaluate the effectiveness of the use of the technologies. Students will develop and use curriculum-based and standardized reading and writing assessments to conduct ongoing evaluations of instructional materials and practices to determine effectiveness and assess student needs as they relate to the curriculum design and delivery. Students will model and directly teach reading and writing instructional strategies in a variety of settings, collaborate and co-teach with general educators to develop and implement instructional practices that meet the needs of students with disabilities in the general curriculum, and monitor student progress.

    Sundy Adams

  • The content of this course is designed to provide information on various approaches and techniques for utilizing and teaching reading and writing in content areas. Skills in this area shall be designed to impart an understanding of vocabulary development and comprehension skills in English, mathematics, science, history and social science, and other content areas. Strategies include teaching students how to ask effective questions, summarize and retell both verbally and in writing, and listen effectively. Teaching strategies include literal, interpretive, critical, and evaluative comprehension, as well as the ability to foster appreciation of a variety of fiction and nonfiction texts and independent reading for adolescent learners. The student will learn, practice, and internalize strategies that are essential life - long learning skills for reading, writing, understanding and interpreting content specific materials. 

    Brenda Baker

    Todd Bennett

  • The principles and processes of human development from birth to adolescence are presented. Emphasis is placed on the development of the whole child.

    Kimberly Austin

    Tonya Deel

  • In this course, students will learn about the characteristics of students with learning disabilities and intellectual disabilities, their specific learning disorder related issues(E.G. medical aspects, physical aspects; assessment; early identification; learning and teaching theories; reading, oral language, writing, math, social-emotional behavior, and study skills) and the related teaching methods. The course also provides a study of the characteristics of intellectual disabilities, related teaching and training approaches, service programs for children with such disabilities.

    Lara Kennedy

  • A survey of the field of special education. Emphasis is on techniques for integrating students with intellectual, emotional, social, and physical handicaps into the least restrictive educational environment. Students will review legal aspects that include an understanding/application of regulatory requirements and expectations associated with the identification, education, and evaluation of students with disabilities. 

    Priscilla Brame

    Lara Kennedy

    Cindy Bates

  • This course is designed to help students identify the definition and characteristics associated with specific disabilities and the learning and behavioral needs of students with those disabilities as they access the general education curriculum at the elementary, middle, and high school levels. The disabilities discussed in this course are: learning disabilities, emotional disabilities, intellectual disabilities, developmental delay, autism, other health impairments, traumatic brain injury, and multiple disabilities.

    Stacey Sturgill

  • In this course, we will be examining various aspects of student assessment including test construction, administration, scoring, and interpretation of results. We will focus on the use of test data to make educational decisions for students, with an emphasis on developing programs for students with special needs. Attention will be given to both norm-referenced tests and curriculum-based assessments.

    William Allison

  • The study of emotional handicaps and behavior disorders including their characteristics, etiology, and assessment criteria. The class will include preparation in behavior management, psychoeducational, and ecological strategies for instructing students with emotional and behavior disorders. The student will learn to apply a variety of techniques to design educational plans for students with behavioral and emotional disabilities. 

    Cindy Bates

  • This course addresses techniques for assessing and remediating specific learning and behavior problems of elementary-age students with learning and behavior disorders.  Specific attention is given to teaching basic academic subjects and methods of classroom management. The development and implementation of Individual Education Plans will also be stressed.

    Stacey Sturgill

  • This course is designed to provide special education candidates an extensive study of the components of effective transition education curriculum and service models, service guidelines, parents’ involvement, transition assessment, job placement, training and supervision, the transition to adult life, instructional strategies and community resources. Candidates will also learn to develop skills as case managers, develop an individualized transitional curriculum relevant to vocational training, life skills, and functional skills domain. 

    The course emphasizes techniques for fostering motivation to acquire basic academic and social/personal skills as well as meeting the long term goals of transition education in the special education collaboration and consultation procedures. Fundamentals of collaboration, applications of collaboration (i.e., consultation, and teamwork, co-teaching, working with paraprofessionals, staff development, interpersonal problem solving, pragmatic issues of collaboration, techniques in interpersonal communication, etc.) and issues in collaboration are also studied.

    Cindy Bates

  • The goal of this course is to prepare special education teacher candidates to develop high-quality IEPs, and design and implement services that accurately reflect those IEPs. One of the most important and challenging duties of a Special Educator is the development of Individualized Education Plans. Designed to ensure that a student with a disability receives a free and appropriate education, an IEP is a legally binding document that outlines exactly what services and accommodations a school system will provide for a student with a disability. This course will take students through the process of eligibility determination and IEP development, with an emphasis on the associated state guidelines and legal responsibilities. Students completing this course will learn about and practice the steps to developing an IEP for students participating in a general education curriculum and the Virginia K-12 Standards of Learning. How to organize and implement services, as well as how to objectively measure and monitor progress will also be addressed. Students will be required to develop a sample IEP and create a plan for implementation. There will be ample opportunities for participants to exchange feedback, ideas, and suggestions.

    Cindy Bates

  • In this course, participants will examine a research-based trajectory for the development of calculations, reasoning, and problem-solving skills needed for students to have an in-depth understanding of mathematical concepts required by the Virginia Standards of Learning for Mathematics. Participants will create and implement lessons to reach students with disabilities in a variety of settings while balancing concepts and procedures for effective learning. Participants will acquire the ability to assess, interpret data, and implement instructional practices to address the needs of students.

    Tara Piper

    Tina Nunley

  • The purpose of this course will be to examine and discuss elements of teaching history and social sciences in the elementary and middle school grades. Participants will discuss methods of instruction based upon the knowledge, skills, and processes of history and the social sciences that are necessary for teaching content in the classroom. Assignments will address a variety of strategies of instruction, observation of the history and social science classroom at the elementary and/or middle-level grades, construction of lesson plans for daily, unit and semester planning, and completion of a textbook critique.

    Gequetta Bright

  • The purpose of this course will be to examine and discuss elements of teaching science in the elementary and middle school grades. Participants will discuss methods of instruction based upon the knowledge, skills, and processes of sciences that are necessary for teaching content in the classroom. Assignments will address a variety of strategies of instruction, construction of lesson plans for daily, unit and semester planning.

    Angela Turley

  • A study of the mathematical topics for those seeking licensure for teaching PK-8. Methods of teaching mathematics for elementary and middle school math will be investigated. Topics to include: number sense, operations, fractions, decimals, ratios, and proportions.

    Jolene Lambert

  • This course will address students’ understanding and application of classroom and behavior management techniques, classroom community building, and individual interventions. It will include techniques that promote emotional well-being, teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the educational environment. Content will address diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice that support professionally appropriate practices and promote positive redirection of behavior, development of social skills, and of self-discipline. In addition, students will explore the relationship between age and behavior management as well as appropriate classroom management techniques and behavioral intervention when working with students who have disabilities.

    Heather Askea

    David Lee

  • In this course, we will be examining various aspects of student assessment including classroom and state assessment. It will examine the relationship between assessment and effective instruction at all stages of instruction: before, during, and after. The course will focus on the collection and evaluation of data that inform instructional planning, assessment tools for gathering data prior to instruction, design, and implementation of effective formative assessments, and development of summative assessments appropriately aligned to learning targets. The course will emphasize the importance of the integration of assessment before, during, and after instruction as essential to student learning success.

    Rick Bolling

  • Organizational and Instructional Procedures for Pre-Kindergarten-6th Grade: Principles and techniques of planning and teaching at the Pre-6 levels are presented. 

    Selena Kiser

  • This course is designed to provide future special education teachers extensive study in preparing students with disabilities to make transitions throughout their educational experience and into adulthood.  Course participants will study strategies that will enable them to prepare students and work with families to provide successful student transitions throughout the educational experience to include post-secondary training, employment, and independent living which addresses an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy, and self-determination, guardianship and legal considerations. Participants will identify strategies that are essential in teaching life skills to students and are necessary to achieve the greatest level of personal independence.  This course will prepare students to work with families, students with disabilities, and related agencies to plan and prepare for transitional needs that will enhance each student’s capacity for personal independence.

    Lara Kennedy

  • This course is designed to provide future special education teachers extensive practice in developing skills necessary to collaborate or consult effectively with school professionals, students and their families, and outside agencies in order to provide the most beneficial educational services for students with disabilities. Students will also develop necessary case management strategies.

    Stacey Sturgill

  • This course is designed to prepare students to teach at the middle and high school level by developing the necessary knowledge & skills to design, implement, & evaluate instruction. In this course, the student will learn about a number of critical issues and topics that teachers must understand and be able to skillfully apply in order to successfully overcome the challenges of today’s classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day. 

    Danny Dixon

    Fay Garrison

  • This course will prepare students to teach Career and Technical courses effectively by developing the necessary knowledge and skills to design, implement, and evaluate instruction. This course will provide prospective CTE teachers with resources and curricula for teaching CTE courses in the field they have chosen. Prospective teachers in this class will learn the process for planning, developing, and evaluating curricula that will prepare their students in today’s classroom for future careers and/or higher education. 

    Russell Street

  • This course is designed to prepare future teachers who are planning to teach in PK-12 endorsement areas such as music, art, health, and P. E, etc, by developing the necessary knowledge and skills to design, implement, and evaluate instruction. In this course, the student will be introduced to the concepts of curriculum and instruction with a focus on the interaction of the two. The class will consider a number of issues and topics that teachers must understand and skillfully apply in addressing the day-to-day adventures and challenges inherent in modern classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.

  • The purpose of this course will be to study how humans and their environments (both physical and cultural) interact.  Course topics will focus on describing and analyzing geography, population, migration, culture, languages, religions, ethnicity & race, political geography, food & agriculture, development, industry, services & settlements, urban patterns and resource issues.

    Gequetta Bright

  • Student Liability: From the Classroom to the Field

    This four-day institute focuses on issues related to teacher liability in regards to students and athletes whether in the classroom or at the location of student play. Through in-class activities, readings, and onsite activities students will review safety policy and procedures addressing guidelines that are relevant in any school setting. Students will also review the following: developing strategies for meeting the needs of students with disabilities; developing and maintaining protocol for student athletic facilities; developing positive relationships with parents; assessing equipment needs versus wants, and reviewing proper protocol and procedures to purchasing and repairing gym/school equipment.

    Date/Time: June 20-23, 2022, 9-4PM 

    Location: The Southwest Virginia Higher Education Center, Abingdon, VA

    Phil Robbins

  • This course is designed to prepare students to teach health-related courses. The main focus is the development of knowledge and skills for designing, implementing, and evaluating health instruction in K-12 curricula.

    Chad Hood

  • This course is designed to prepare students to teach a foreign language by developing the necessary knowledge & skills to design, implement, & evaluate instruction. In this course, the student will learn about a number of critical issues and topics that teachers must understand and be able to skillfully apply in order to successfully overcome the challenges of today’s classrooms. The emphasis will be on providing participants with practical advice and strategies to deal with real-world problems that teachers face every day.

    Joseph Kern

  • Math C406 is designed to refresh your conceptual knowledge of algebra while gaining a greater understanding of algebraic thinking skills. We will explore algebra concepts through real-world applications and problem-solving. This course will cover topics including linear equations, inequalities, polynomials, quadratic equations, rational expressions, and rational equations. Throughout the course, we will also discuss various methods of teaching these algebraic topics. This class is designed to be a truly supportive learning community where students can learn and work together in an online format. Since there are no face-to-face meetings, students are required to post on a teaching tip forum each week to share activities and ideas. Students are also required to submit homework every week.

    Tina Nunley

  • Math C407 is designed to refresh your conceptual knowledge of geometry while gaining technology tools to enhance your geometry classroom. Explore geometry concepts through real-world applications that combine technology and problem-solving skills to make math exciting and challenging for today's learners. Throughout the course, we will also discuss various methods of teaching these geometric topics. This class is designed to be a truly supportive learning community where students can learn and work together in an online format. Since there are no face-to-face meetings, students are required to post on a teaching tip forum each week to share activities and ideas. Students are also required to submit homework weekly or biweekly.

    Jolene Lambert

  • This course is designed to refresh your conceptual knowledge of statistics while gaining a greater understanding of statistical thinking skills. We will explore statistical concepts through real-world applications and problem-solving. This course will cover descriptive statistics, probability, probability distributions, sampling, confidence intervals, statistical inference, and hypothesis testing, and linear correlation and regression. Throughout the course, we will also discuss various methods of teaching these statistical topics.

    Jolene Lambert

  • This course will cover basic musical concepts in the elementary classroom, appropriate PreK-6 activities, including singing, movement, listening, and instrumental activities appropriate to child growth and development. In addition, the student will complete a comprehensive study in materials, techniques, methods, and problem-solving strategies for the teaching of choral and instrumental music in secondary schools through lectures, demonstrations, and field experience.

    Ryan Wardell

  • This course is a study of current social issues related to sport. Students will explore topics such as deviance, mental health, politics, and other factors.  There will be an emphasis on the effect of social issues and how they play a current major role in sport and the health and well-being of student-athletes.  

    Matthew Williams

  • Join CTE's Instructional Technology Coordinator, Heather Askea as she discusses considerations for supporting students in virtual learning environments.  Topics will focus on building your support network and resources for students, teachers, and parents.  Heather has over a decade of experience in designing and teaching online courses, supporting students and educators, and over two decades of teaching and supporting teachers with educational technology.  She would be happy to help answer any questions that you may have to improve your online support plans! 

    Date: April 7, 2022, at 7 PM

    Register for this workshop.

     

     

    Heather Askea