|Course Number:||EDU 5620 C19|
|Dates and Times:||3 face-to-face sessions on June 28, 29, 30, 2017 from 9 am to 4 pm, plus 2 days online|
Note: Please register online. Course payment or purchase order of $900, payable to RRWIB, is due at the time of registration. Please mail check or purchase order to the Castleton Center for Schools, PO Box 6049, Rutland, VT 05701. If you wish to pay by credit card, please call the Center for Schools at 802.770.7060. Thank you.
While books and pens might take a back seat to technology, reading and writing are more important than ever in an increasingly complicated and information-rich world. The ability to find, analyze, synthesize written information and translate it to a greater audience provides access to lifelong learning. Traditionally, educators have focused on the development of literacy in the early grades assuming older students didn’t need any specialized instruction. However, many recent studies (particularly those of the brain) has made it clear, we can no longer leave to chance our middle level students learning to handle an array of complex texts with skills only developed earlier in their educational lives. This course is designed to teach well-research skills, strategies, and tools that will enable teachers to provide a sound literacy program within their content areas across their teams, and in their schools.
To understand the intellectual, social and emotional developmental needs in light of adolescent literacy
To learn literacy strategies for instruction, using diverse texts, and teaching self-selection
To look at developing strong vocabulary instruction and discussion-based approaches to make meaning from texts
To engage students in thinking about their thinking, understanding how texts are organized, considering relationships between texts, and comprehending the complexities of text
To foster literacy through formative, informal and summative assessments
To explore participants’ own literacy development through reading, writing, speaking, and listening
Demonstrates a thorough understanding of the developmental nature and needs of early adolescence, and of ways to structure the learning environment and organize, implement, and assess curriculum and instruction to maximize students’ learning and development. Specifically, the educator understands:
- Embedded literacy strategies that promote the reading and writing skill development of all students across the content area
Middle grades educators draw upon their understanding of early adolescent development and learning theory; the interests and needs of their students; and their knowledge of subject matter, integrative curriculum, and assessment to design and implement learning experiences that enable students to confront, explore, and understand challenging concepts and issues and improve skills in purposeful and engaging ways. Specifically the educator:
- Incorporates embedded literacy strategies throughout all instruction
Required texts are not included in the course tuition.
Jacobs, Heidi Hayes. Active Literacy Across the Curriculum. An Eye on Education, 2006.
Susie M. Girardin