RAISE: Raising Achievement Improve Scores and Engagement (P-12)
Instructor: Mary Wood & Raquel Thorsen
Monday, February 10, 2014 - Friday, March 21, 2014
Section 2: April 7 - May 16, 2014
Instruction Mode: Internet-Asynchronous (Online Class)
Academic Level: K-12 Professional Development
Partner Course Fee: $695
This three (3) graduate course has been meticulously designed to provide the background, theory, research and emerging practices on raising student achievement. This course will provide strategies and methodologies for increasing student achievement by providing ways to improve classroom teaching practices to the end that students think at higher levels thereby raising assessment scores. These strategies and practices will be shared, studied and assessed, particularly as related to establishing high standards in the classroom and ways to help students achieve them. These standards include, but are not limited to, developing higher order thinking and questioning skills, application of Response to Intervention, and an understanding of Bloom’s Taxonomy in order to coordinate it with their schools standards and objectives. This course will also provide specific school and classroom ideas as well as powerful approaches that can be planned into instruction to facilitate learning and achieve specific learning outcomes. Course methodology will include reviews of relevant research, exploring differing approaches to increase retention, power point presentations, videos, cooperative learning activities, and modeling the practices studied during the course.
As a result of participation in this course, student will:
1. Possess a working knowledge and understanding of application of the nine instructional strategies, the component parts of each strategy, how and when to use each strategy and why each works in specific circumstances.
2 Possess a working knowledge and understanding of the background, rationale, principles, concepts and theories behind the current research on the aforementioned strategies.
3. Be able to analyze how to achieve higher order thinking skills in order to enhance student’s ability to reach the expected level of proficiency for a skill.
4. Have mastered a working understanding of how to modify methods of teaching including but not limited to the creation of lessons, homework assignments and tests that ensure learning experiences which allow the student to develop proficiency with new skills and processes.
5. Possess a working knowledge and understanding of Bloom’s Revised Taxonomy and incorporate that understanding in creating and aligning instructional planning that ensures movement among the cognitive levels.
6. Have developed a detailed Plan of Action for Response to Intervention based on learning strategies presented to implement in their professional setting
7. Have developed strategies for reinforcing effort so that students understand the relationship between effort and achievement to the end that students are active participants in their own learning.
8. Be able to demonstrate on the final examination, research, projects and assignments, an ability to analyze, synthesize and evaluate the learning acquired as measured by the results on the final examination.
The required text is:
Dean, Ceri B, Hubbell Elizabeth Ross, Pitler Howard, Stone B. J. (2012). Classroom Instruction that Works; Research-Based Strategies for Increasing Student Achievement, 2nd Edition. Alexandria, VA: ASCD and McREL.
The total cost includes the NDSU graduate credit however textbooks are not included.
You will be directed to the IGS website for registration.