The Fall 2017 Session is our 45th session of OPEN NH courses! 
  • Courses that are currently active in the Fall 2017 Session are placed in this category.
  • Session courses do not become visible until the start of the course session.
  • Courses offered in past sessions were moved to their respective content categories. Categories respond to the course number.
  • Content Category Courses with more than 1 content area, or for all content areas (elementary) can be found in the "General Course" category.
  • Note: The Summer 2017 Session courses have been relocated to their respective categories.  If you participated in any of our past courses, you can still access all all of them either through My Courses in your user profile, or by finding them in their proper Course Category.

Using the arts is a way to engage learners, enliven the curriculum, expand thinking, approach creative problem solving, and support all content areas in an effort to meet the diverse needs of students. In this 7 week course you will learn about effective practices in arts integration and how to apply such practices to your own teaching. Current research supports arts integration and New Hampshire has examples of several models that effectively implement arts integration in the curriculum of schools around the state.

This course is designed for classroom and special education teachers who want to increase their knowledge and skills in building and using assessment rubrics to aid in student understanding. Many rubrics used are checklists, and while they may be useful, they often do not allow for growth of students. This course will address the need for teachers to be able to use the wealth of information available about assessment and rubrics, and their knowledge of content to design rubrics that allow students use the rubrics for self assessment and reflection purposes. Formative rubrics help students create understanding not only of the content being taught, but also of the performance standards they are meeting and quality of their work. Summative rubrics will help both students and teachers assess the amount of learning achieved. Throughout the course, you will engage in readings, discussions, and exploratory activities that will help you create rubrics that assess the learning of your students while focusing your students on the goals and objectives of their assignments.

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!

Competency based learning systems support personalization and flexibility by focusing on mastery of academic content and abilities, regardless of the time, place, or pace of learning.  In this seven week course, you will be introduced to competency based learning and strategies for implementing it in your school or district.  You will explore best practices for unpacking and using quality learning standards, developing flexible curriculum, shifting pedagogy, and assessment strategies as they pertain to competency based learning.  You will also explore the school wide system of support, policies and procedures, and legal implications that should be considered when moving to competency based learning in your schools.  As a final project, you will draft an action plan that can be used in your school or district to begin to move towards competency based learning.   

The Next Generation Science Standards provide an important opportunity for educators not only to improve the science education of our students, but also the achievement of our students.  The standards represent conceptual shifts that move the vision of science education towards scientific practice and cross cutting concepts in order to deepen the understanding of the disciplinary core ideas that comprise the individual science domains.  In this course, you will explore the important concepts that are form the disciplinary core ideas of Earth and Space Science.  You will become familiar with these concepts and the performance expectations of the Next Generation Science Standards so that you can more effectively provide your students with opportunities to achieve competency in them.  As you explore the standards and the expectations for learning at each core idea, you will begin to think of assessments and activities that will engage your students and enhance their learning experiences.  As a final project, you will develop a lesson plan that you can use with your students that provides them with the experience and practice they need to be competent in a standard of your choice.

Education has changed dramatically for both teachers and students. With mandated testing, increasingly diverse student populations, and constantly increasing professional responsibilities it is now more important than ever for each of us to use all available teaching strategies to make sure that we effectively and efficiently teach every student.

This course will provide opportunities for you to identify and use a variety of such strategies in your classrooms and to develop lessons incorporating key elements from several of the most current learning theories. Concepts and methods presented in "Universal Design for Learning," "Differentiated Instruction," "Gradual Release of Responsibility," and "Constructivist Teaching" will be addressed in order to help you to build an expanded set of instructional tools for your classroom practice.

Equally important to the design of good lessons is the development of authentic and appropriate assessments to guide your instructional planning. In this course you will also design pre- and post-assessment instruments to evaluate your students' prior knowledge, to measure their learning in response to your instruction, and to evaluate and deconstruct curriculum standards so as to present their content in student-friendly language.

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