Using specific classroom scenarios, teachers and future teachers explore the practical implementation of an invention unit into their curriculum culminating in a school or classroom Invention Convention science fair style event. The course examines useful reflective strategies, hands-on learning approaches, and the application of Project-based learning (PBL) concepts via action planning. The Design-thinking Process will be covered including effectively utilizing Model-eliciting Activities (MEAs) to help students conceptualize their ideas and be innovative!
- Teacher: Nicole MacMillan
- Teacher: Kelly St Cyr
As part of the Minimum Standards for School Approval, the State of NH requires all high school courses to be competency-based. While this expectation might, at first, appear to be daunting, by the end of this course you will be confident in your ability to translate the New Hampshire College and Career Ready Standards that apply to your content area into competencies that support and demonstrate learning. This course is designed to give you a deep understanding of competency-based curriculum design and the knowledge and skills to write quality competencies that will enhance your teaching and the success of your students. You will explore your standards and pull out the big ideas that you want students to know and be able to do. Once identified, these ideas can be translated and refined into competencies. Finally, you will explore assessment of competency and begin the process of planning for instruction to support competency based learning.
- Teacher: Ethel Gaides
Games have engaged adults in children for centuries. In recent years, gaming in education has become an important practice in making learning engaging, relevant, and fun. In this course, you will explore the mechanics of gaming and identify ways in which gaming engages students in learning. You will look at possibilities and processes for using your curriculum to develop learning games across all grade levels. Finally, you will explore the assessment side of gaming and look at strategies for incorporating games into your classroom. As a final project, you will develop and share a game-based lesson designed for your particular content and grade level specialty. You will also have the opportunity to engage with other educators interested in gaming and look at ways to incorporate games into your regular learning and teaching practices to enhance your curriculum and excite your students.
- Teacher: Patricia Moriarty
With the influx of new technology and increased connectivity, focused strategic planning is more important than ever to ensure digital learning opportunities for all students and educators. Most school districts have made investments in technology equipment, bandwidth and networking, training teachers and supporting both the technology and those using it. Many are looking at upgrading and expanding their use of technology either because of a specific initiative such as online assessment or for a broader push to a 1 to 1 program to accomplish specific school improvement goals. There are a number of factors for districts to consider as they embark upon this effort, key among them being planning, professional learning, software and digital content, broadband, devices, pedagogy and technology support. This course will serve as guidance for teachers and administrators to consider as they heighten their school or district focus to ensure smooth implementation of digital learning. In addition, this course includes proven resources and digital learning examples from across the nation to support digital learning discussions and implementation plans.
- Teacher: Katrina Hall
All students have the capacity to be good writers and writers learn to write by writing. These are basic tenets of this workshop during which participants will learn instructional strategies to teach students in the upper elementary grades how to write narrative and informational text. Participants will explore how to teach their students about the traits of good writing through mini-lessons and writing conferences and how to use established criteria to evaluate writing. They will recognize that writing is a process and consider how to organize instruction to guide students through the stages. Participants will go through the instructional cycle from writing prompt to revision as they create their final projects.
- Teacher: Cheryl Pinette
In the Intel® Teach Elements: Project-Based Approaches course, teachers explore characteristics and benefits of Project-Based Approaches (PBA) using specific classroom scenarios. Throughout the course, teachers consider their own teaching practice as they follow a teacher new to project-based learning who discusses strategies with a mentor teacher. Participants also consider the ways that technology supports project-based approaches. Planning and project design modules guide teachers through organizing the curriculum, the classroom, technology, and students for successful 21st century projects. The assessment module demonstrates strategies for assessing students’ 21st century skills throughout an open-ended project. The course offers opportunities to apply the PBA concepts with action planning exercises. Direct connections to Common Core State Standards are provided throughout the course and can be connected within the final project as appropriate.
- Teacher: Katrina Hall
Intel® Teach Elements: Educational Leadership in the 21st Century is an interactive e-learning experience to support exploration and discussion of school leadership in students' technological 21st century world. School leaders review best practices, examine leadership behaviors, and develop strategies to better support their teachers. They follow two administrators who work together to better use technology to support teachers and improve student achievement. Participants discuss ideas and strategies with other leaders in the course and apply them to their own practice. Extension activities provide opportunities to explore more in depth topics of interest.
- Teacher: Ethel Gaides
ESOL Literacy Development takes educators/administrators into the world of how second language (L2) learners acquire reading skills. Participants will gain a working knowledge of philosophies behind L2 reading acquisition, the role of culture, how the brain works during L2 reading acquisition, five essentials of reading, and assessments that are unbiased to evaluate reading skills.
Participants will not only gain knowledge of how L2 learners acquire reading skills, but will also develop an outline, including a mission statement that will provide as a guide to use in classrooms for L2 reading acquisition. This outline will provide as a tool to create a classroom environment that will assist L2 learners in the acquisition of reading skills. Although educators are the primary focus for this course, administrators will find this course a useful tool in the development of a school-wide view and practice of L2 reading skill acquisition.
- Teacher: Jean Fahey
This course is designed for literacy coaches, reading specialists, classroom teachers, Title 1 educators/administrators, and special educators who are knowledgeable about literacy development, curriculum, and instruction and are interested in learning more about the role and responsibilities of a literacy coach. The course is aligned with the New Hampshire PreK-16 Literacy Action Plan for the 21st Century. Introduction to Literacy Coaching presents an overview of the literacy coach's authentic role in improvingthe literacy performance of students at his/her school/district. With the demanding rigor of statewide assessments and an ever changing educational leadership, policies, and procedures, the literacy coach's role is instrumental in closing the gap between performance and achievement. The literacy coach is charged with communicating the focus, supporting and building teacher capacity in literacy instruction. This course has been differentiated for participants not currently in a school system.
- Teacher: Jean Fahey