e-Learning for Educators

Mississippi e-Learning for Educators uses an online delivery model to provide effective professional development, leading to gains in an educator’s content knowledge, improvements in teaching practices, and increased student achievement. Participants learn and share best practices and instructional resources through interactive communities.                                                                                   

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What is e-Learning for Educators

The e-Learning for Educators Initiative is funded by a U.S. Department of Education Ready to Teach Grant involving eight states (AL, DE, KY, MD, MS, MO, NC, NH, PA, and WV). The central goal of the initiative is to establish an effective and sustainable model of online professional development that will help address state-wide teacher quality needs and have an impact on student achievement. 

Each state participating in the E-Learning for Educators Initiative has a state leadership team consisting of staff from the State Department of Education and a partner public broadcasting station. Additionally, the Education Development Center (EDC) and Boston College are providing support in the areas of implementation and evaluation. 

Online learning can build capacity for technology integration and help school districts meet the challenge of providing effective professional development for teachers and administrators. In addition, vibrant, interactive communities of educators can be built online and have significant effects on classroom teacher practice. 

Mississippi e-Learning for Educators provides high-quality, research-based, online professional development facilitated by exemplary Mississippi educators.

Workshops last for seven weeks and emphasize theory-to-practice applications. The workshop assignments includes online discussions, reflection, readings, and projects. Participants receive a certificate of participation and/or CEU credits (for eligible participants). The e-LEARNING registration fee is $75.00. All payments are completed online with the exception of School Purchase Orders. They must be faxed to 601-432-6907. Please make the fax Attention to Melvin Robinson.

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Workshops

Workshops for Teachers of All Grade Levels and Content Areas  

  • Cell Phones as Learning Tools 
    In this workshop, participants will learn how even the most basic cell phones can be used as powerful tools for teaching and learning. When integrated with free, web-based resources, cell phones offer students the ability to share ideas through activities such as blogging, podcasting, and data gathering. While there are many legitimate concerns about using cell phones in schools, it is important that schools prepare students for success in a world overflowing with information. It is also important for students to learn how to use technology ethically and responsibly. This workshop will highlight meaningful ways that cell phones can be used as learning tools in and out of the classroom, while also addressing the challenges and resistance that many educators face when trying to integrate cell phones into learning activities.

 

  • Classroom Assessment Enhanced by Technology
    Effective assessment is a key element for student achievement and a topic that all people in the field of education must address. Assessment is an ongoing process, requiring multiple methods to assure that teachers gather accurate information that meets the needs of all students. In this workshop, participants will explore effective principles of classroom assessment at all grade levels and subject areas and a range of assessment methods supported by technology. Participants will review formative and performance assessment, backwards design, and various methods including rubrics and electronic portfolios. By the end of the workshop, participants will design new assessments to use with their curriculum. 

 

  • Designing a Virtual Field Trip 
    This workshop will enable teachers of all grade levels and subject areas to use Internet resources to design a "virtual field trip" for their students. Participants will become familiar with the strategies and resources that educators use to design these field trips, as well as tips and tricks to ensure their success. By the end of the workshop, participants will have designed effective and engaging virtual field trips for their students that are aligned to state and national standards. 

 

  • Differentiating Instruction to Accommodate Learning Styles
    Addressing the individual learning styles of students can be a challenge for teachers. The World Wide Web contains a vast number of resources to assist teachers in understanding and planning for the different avenues through which students learn best. Suitable for participants of all grade levels and subject areas, this workshop will review a range of web sites providing information about learning theory related to learning styles and multiple intelligences, as well as resources to assist teachers in both identifying students' learning styles and intelligences and engaging students in activities which best suit those styles and intelligences. Participants will become familiar with teaching strategies and tools targeted for each learning style and intelligence and develop a preliminary lesson plan using those strategies and tools. 

 

  • Finding the Best Educational Resources on the Web
    The World Wide Web provides rich resources for educators, but they are only useful if educators know what resources are there and how to find them. Participants in this course will explore the range of educational material available on the Internet and learn time-saving skills to search the Web more effectively for useful curricular resources. Participants will become familiar with popular search engines and subject directories and will learn techniques to use them appropriately and efficiently. The course will also examine the importance of critical evaluation of web resources and consider how to develop evaluation skills in the classroom. Participants will leave the course with a collection of web resources appropriate for their own classroom use. 
     

Prerequisites 

This is an introductory course for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers. In addition, participants should be proficient with using email, browsing the Internet, and navigating to computer files. 

Goals

  • This workshop will enable participants to: 
  • Learn effective techniques for using popular search engines and directories to find useful educational resources 
  • Critically assess the content and quality of web-based resources 
  • Teach students how to evaluate content on the Web 
  • Develop a collection of appropriate web-based resources for curricular use 
  • Assessment and Course Requirements 
  • Each session includes readings, an activity and a discussion assignment, which participants are required to complete. 

Course Products 

As a final product, participants will develop a collection of web-based resources to accompany a lesson plan. These resources will be planned on the Trackstar Template (http://www.edtechleaders.org/documents/finding/Track_Star_Template.doc ) and saved on the Internet in Trackstar, an online lesson-building tool. The completed collection will be submitted to the instructor for evaluation. 

Discussion Participation
Participants will be evaluated on the frequency and quality of their discussion board participation. Participants are required to post a minimum of two substantial postings each session, including one that begins a new thread and one that responds to an existing thread. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other participants will be evaluated on relevance, degree to which they extend the discussion, and tone.

 

  • Instructional Approaches for Teachers of English Language Learning Styles 
    This workshop is designed to help teachers learn how they can more effectively include, instruct and nurture students whose native language is not English. Educators of all grade levels and subject areas will learn strategies and instructional approaches to help ELL students access all aspect s of the curriculum. The content covered in this course will help teachers learn to apply the ELP (English Language Proficiency) Standards to their classroom instruction, build their knowledge about second language acquisition, and inform them of strategies that will help them to provide English Language Learners with a safe and accepting environment in which to learn so that they can excel academically. This workshop will also highlight the many ways that technology can be used to help ELL students to access curriculum materials. Participants design their own lessons and activities that take advantage of available technologies to more effectively reach all students. 

 

  • Learning and Teaching with Web 2.0 Tools 
    The Internet as we know it has been constantly changing and improving over the past several years and these changes have been so numerous and so dramatic as to inspire people to refer to this "new" internet as Web 2.0 or the Read/Write Web. The content of the Read/Write Web, as we will call it, is characterized by open communication, freedom to share and re-use content, and dynamic interactivity among users of varying technical abilities around the globe. There are now a multitude of web-based tools available that can allow people to organize their favorite bookmarks, write online documents, and share information with others through social software like blogs and wikis. These tools can positively impact teaching and learning and the implications are significant. Students can be empowered to see how their ideas can be shared easily with the world and students around the globe can easily collaborate and communicate with each other to build knowledge communities that are not dependent on time and space. A few dedicated educators are sharing their ideas and blogging about these new tools so that they can be used effectively in classrooms. In this workshop, participants will be exposed to many of the tools of the Read/Write Web and will get the chance to experiment with new tools each week. The final session will focus on how educators can help students to use these new tools safely. Discussions will help participants focus on how these tools can be integrated into the classroom to make the most of their potential to enhance student learning. 

 

  • Special Students in Regular Classrooms: Technology, Teaching and Universal Design
    This workshop, co-developed by EDC and CAST (Center for Applied Special Technologies), provides an introduction to the concept of Universal Design for Learning™ (UDL), its neurological basis, and strategies for a UDL approach in instructional settings. The basic premise of universal design for learning is that a curriculum should include alternatives to make it accessible and applicable to students, teachers, and parents with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The workshop is designed to acquaint participants with the basic premise of UDL, and to provide practical, hands on experience using software tools and digital media for learning support. It is designed for all those interested in educating diverse learners in general education classrooms: teachers, administrators, curriculum coordinators, technology specialists, and parents.

 

  • Transforming the Classroom with Project-Based learning
    This workshop is designed to familiarize participants with the principles of Project-Based Learning (PBL) and strategies for implementing PBL projects in their classrooms. Throughout this six-week workshop, exemplary projects will be analyzed, critiqued, and evaluated for applicability to participants' classroom needs. Participants will gain hands-on experience developing collaborative, inquiry-based projects that support their curricular goals. Participants will learn to blend PBL and standards-based design strategies to create curriculum units that enhance student learning. Each participant will leave the online workshop with a detailed plan for a PBL project. 

Prerequisites

This is an introductory course for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers. In addition, participants should be proficient with using email, browsing the Internet, and navigating to computer files.

Goals 

This workshop will enable participants to: 

  • Learn about principles of PBL 
  • Develop a collection of web-based PBL resources to support curricular planning 
  • Learn how to develop PBL activities to support curricular goals 
  • Learn to utilize technology in the planning, implementation, and assessment of Project-Based Learning 
  • Develop techniques to help students effectively participate in Project-Based Learning 
  • Plan a standards-based, technology-enhanced PBL project for classroom use 
  • Participate in an online collegial network 

Assessment and Course Requirements 

Each session includes readings, an activity, and a discussion assignment, which participants are required to complete. Participants are expected to complete weekly assignments, including active participation in the online discussion board. In addition, participants will develop and share their ideas to incorporate tools and strategies presented in the workshop into their own curricula and complete a project-based unit. 

Course Products 

As a final product, participants will complete a Project-Based Learning template to generate a complete plan for a project-based unit to be implemented in the coming school year. 

Discussion Participation 

Participants will be evaluated on the frequency and quality of their discussion board participation. Participants are required to post a minimum of two substantial postings each session, including one that begins a new thread and one that responds to an existing thread. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other participants will be evaluated on relevance, degree to which they extend the discussion, and tone. 

 

  • Using Digital Portfolios to Foster Student Learning 
    Participants will take an in-depth look at the power of digital portfolios as a tool to document student learning through exploring various formats and uses of digital portfolios in classrooms. Participants will also be introduced to a wide variety of tools that can be used to create and assemble digital portfolios, and investigate criteria that may be used to select components that would be included in the portfolio. Participants will leave the workshop with detailed plans for implementing a digital portfolio project in their respective classrooms. 

    This workshop was influenced in part by a workshop designed by the Amherst Public Schools in Amherst, Massachusetts. 

Prerequisites 

This is an introductory workshop for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers, and proficiency with email and current web-browsers. 

Goals

This online workshop will enable participants to:

  • Learn about the potential of digital portfolios to demonstrate student understanding and growth over time; 
  • Learn how to select meaningful components for digital portfolios; 
  • Explore a variety of software tools for the creation of digital portfolios; 
  • Develop a collection of relevant, up-to-date, web-based digital portfolio resources; and  
  • Plan a digital portfolio project for classroom use. 

Assessment and Course Requirements 

This workshop is divided into six one-week sessions which each include readings, an activity, and an online discussion among workshop participants. The time for completing each session is estimated to be two to four hours. 

Course Products

As a final product, participants will complete a Planning Template ( http://www.edtechleaders.org/documents/portfolio/dp_template.doc) that will help them to plan to implement a portfolio project in their classroom

Discussion Participation 

Participants will be evaluated on the frequency and quality of their discussion board participation. Participants are required to post a minimum of two substantial postings each session, including one that begins a new thread and one that responds to an existing thread. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other participants will be evaluated on relevance, degree to which they extend the discussion, and tone. 

 

  • Using Handheld Computers in the Classroom 
    Handheld computers offer exciting new opportunities for educators and their students. Due to their low cost and versatility, handhelds are accessible to more classrooms than traditional computers. In this workshop, participants will be introduced to Palm OS handhelds and educational applications. Participants will explore the use of handheld computers for curricular use across grade-level and subject-area, as well as for administration and classroom management. Educators in this workshop will additionally consider the use of handhelds to meet individual learning needs of all students. Participants will complete the workshop with a lesson plan that integrates handhelds to use in their own classrooms. 

Prerequisites

This is an introductory course for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to a desktop (or laptop) computer with Palm Desktop software and handheld computers running the Palm OS. Throughout this workshop, participants will download and learn how to use several software applications for handheld computers. Participants will need to be familiar with this process or have the documentation for their handhelds readily available to learn how to download and install new software. In addition, participants should be proficient with using email, browsing the Internet, and navigating to computer files. 

Goals 

This workshop will enable participants to: 

  • Become familiar with the diverse ways that handhelds may be used in education 
  • Gain experience downloading and installing software for the Palm OS 
  • Gain experience learning several new programs and evaluating them for use in the classroom 
  • Develop ideas for using handhelds to address individual learning needs 
  • Discover how handhelds can be used to support the administrative tasks of teachers 

Assessment and Course Requirements 

Each session includes readings, an activity, and a discussion assignment, which participants are required to complete. 

Course Products 

As a final product, participants will create a lesson plan (http://www.edtechleaders.org/documents/handheld/palm_template.doc) that integrates handhelds to use in their own classrooms. 

Discussion Participation 

Participants will be evaluated on the frequency and quality of their discussion board participation. Participants are required to post a minimum of two substantial postings each session, including one that begins a new thread and one that responds to an existing thread. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other participants will be evaluated on relevance, degree to which they extend the discussion, and tone.

 

  • Using Technology to Support Research and Presentation
    Computers and the Internet provide powerful new tools for students and educators to use in research projects. In this workshop, participants will explore technology tools and resources that can support research and presentations at the middle and high school levels and across all subject areas.  Participants will learn about electronic tools to support brainstorming and concept mapping, locating relevant information resources, organizing and analyzing information, and preparing presentations and reports. By the end of the workshop, participants will have a research plan that has strategies for integrating technology into each phase of the research process, as well as a rubric for evaluating student presentations. 

Prerequisites 

This is an introductory course for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers. In addition, participants should be proficient with using email, browsing the Internet, and navigating to computer files. 

Goals 

This workshop will enable participants to: 

  • Learn about a research process that helps engage students in inquiry and analysis 
  • Learn about a variety of tools that support students in each step of the research process 
  • Develop strategies for evaluating Internet sources 
  • Learn the correct ways to cite digital sources and prevent copyright violations 
  • Assess student research presentations created with multimedia tools 
  • Develop preliminary plans for a research project, using a topic that participants select for their own classrooms, that integrates technology into each aspect of the research process 

Assessment and Course Requirements 

Each session includes readings, an activity, and a discussion assignment, which participants are required to complete. 

Course Products 

As a final product, students will develop a research plan that has strategies for integrating technology into each phase of the research process using the Technology-Enhanced Research Project Planning Template. (http://www.edtechleaders.org/documents/Research/Research_Template2.doc

Discussion Participation 

 

Participants will be evaluated on the frequency and quality of their discussion board participation. Participants are required to post a minimum of two substantial postings each session, including one that begins a new thread and one that responds to an existing thread. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other participants will be evaluated on relevance, degree to which they extend the discussion, and tone. 

 

Workshops for Elementary Teachers 

  • Creating a Language-Rich Environment 
    One of the most important tasks for children in the first five years of life is the development of language. Children enter early care settings with vast differences in vocabulary and oral language development, and early educators can meet this challenge by providing language-rich learning environments. This workshop will provide early childhood educators with an understanding of young children's oral language development and appropriate approaches for promoting language and emergent literacy in their classrooms. This workshop will focus on effective methods for developing children’s vocabulary knowledge through book reading and discussions, and advancing children’s language through extended conversations. Additionally, participants will learn to create opportunities for rich discourse and build children’s background knowledge. Workshops assignments will invite participants to apply relevant content and plan meaningful, language-rich curricular activities. Course Syllabus

 

  • Early Childhood Book Reading Practices 
    Book reading in the early childhood classroom is not only one of the most important practices for building later reading success, but it is probably one of the more enjoyable experiences for both teachers and children. In this workshop early childhood educators will explore quality children’s literature and best book reading practices. Participants will learn ways to share various genres of books in the classroom. They will learn the importance of multiple re-readings and strategies to foster children’s vocabulary knowledge, print concepts, phonological awareness, and reading comprehension during large and small group readings. Workshop assignments will invite participants to research quality children’s literature and develop book reading planners with specific goals for children’s learning.

 

  • Reading First: Supporting Early Reading Instruction 
    Participants in this workshop will discover the many ways in which new technologies can support classroom reading instruction in kindergarten through third grade. As they examine existing research on literacy technologies, participants will also review or familiarize themselves with the five areas of instruction discussed in the National Reading Panel's 2000 report on early reading: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The workshop will put special emphasis on evidence-based uses of technology for reading instruction. 

 

  • Supporting Literacy Development in Lower Elementary Classrooms 
    In this workshop, participants will explore how new technologies can support emerging literacy development in kindergarten through second grade. Participants will investigate tools and strategies that can help build phonemic awareness and facilitate the transition from invented spelling to English spelling. Participants will also explore strategies for integrating reading and writing with meaningful project-based activities, and experiment with software tools for publishing student work and creating class books. Participants will complete the workshop with a number of resources and ideas for immediate classroom use.

 

  • Supporting Literacy development in Upper Elementary Classrooms 
    This course will help teachers and specialists that work with students in grades three through six to develop a technology-enhanced lesson that addresses national and local literacy standards and that connects reading and writing with other curriculum areas. To support this development process, participants will examine a sample lesson plan that incorporates several ways technology can support reading and writing across the curriculum. Participants will experiment with technologies that can be used to develop vocabulary and facilitate each phase of the writing process, including concept-mapping, peer review, editing, and publishing student work. They will examine how the Internet can be used to foster reading-writing connections and to help students develop critical research skills. Participants will also be introduced to assistive technologies that can help students with special needs learn to read and write independently. Participants will also discuss assessment strategies for technology-enhanced literacy projects.

 

  • Using Technology in the Elementary Math Classroom
    In this workshop, participants will explore technologies that can be used in elementary math instruction in kindergarten through sixth grade. Participants will review NCTM and state standards and examine the ways in which tools like virtual manipulatives, calculators, spreadsheet programs, online data sources, and applets can support these goals. In particular, the workshop will address ways in which technology can support elementary algebra, geometry, and data analysis standards. Participants will leave the workshop with complete lesson plans for integrating technology into instruction in their own classrooms.

 

Workshops for Middle and High School Teacher

  • Getting Ready for Algebra by Using Virtual Manipulatives 
    This workshop will prepare teachers to use virtual manipulatives to help their students get ready for algebra. Participants will explore the 17 Algebra Readiness indicators developed by the SREB (Southern Region Education Board) and ETS (the Educational Testing Service), including the five "process" indicators and the twelve "content and skills" indicators. Participants will learn how they can use virtual manipulatives and other technologies to help their students gain proficiency in order to be successful algebra students. Participants will complete a technology enhanced classroom project for their students that is aligned to NCTM and state standards.

 

  • Helping Struggling Readers Improve Comprehension
    Struggling readers and writers may have difficulty decoding text, comprehending, and conveying ideas through writing. This workshop focuses specifically on supporting the academic development of students who are competent decoders but who struggle to understand the meaning of what they read. We will explore the different types of comprehension difficulties students may face and will introduce a number of research-based strategies to improve comprehension skills. As a final project, participants will design and implement a lesson plan focused on improving students' reading comprehension.

 

  • Improving Reading and Writing in the Content Areas
    In order to be successful in content area classes such as social studies, science, and mathematics, students must be able to read a variety of informational texts and produce written documents. This workshop will give teachers the tools they need to integrate literacy strategies into content learning to help raise student achievement. Participants will use the Literacy Matters web site as an anchor throughout this workshop for exploring instructional strategies. By the end of the workshop, participants will be able to locate web-based tools, strategies, and lessons that foster literacy skills in all content areas. They will also have developed a preliminary lesson plan incorporating these tools and strategies.  

 

  • Integrating Primary Sources into the Social Studies Classroom
    There is a tremendous wealth of Web-based resources that support active learning and primary research in the Social Studies classroom for teachers of all grade levels. Participants will explore the range of available primary and secondary resources including collections of original documents, vast reservoirs of secondary historical information, and online resources designed to support Social Studies teachers in curriculum development. Participants will consider effective research strategies and engage in critical analysis of web resources. In addition, participants will learn to develop a personal collection of web-based resources for curricular use and develop preliminary plans, using primary or secondary resources available on the Web, to enhance a curriculum unit.

 

  • Making the Most of Adolescent Literature
    When teachers integrate adolescent literature into the curriculum, students are given an opportunity to learn about themselves and the world during a critical time in their development. Recent research on reading development suggests a growing number of evidence-based practices that can help students with the complex process of reading to make meaning. In this workshop, participants will learn how to select literature for students of varied needs and how to improve students' reading comprehension through questioning techniques. They will also explore a wide range of literature response strategies and techniques for assessment. As a final product, participants will create a classroom lesson based on the strategies learned in this workshop.  

 

  • Science 2.0 Using Web Tools to Promote Inquiry-Based Science 
    In this workshop, participants will explore the use of online resources to enhance inquiry-based teaching and learning in science. Over the course of this six session workshop, participants will become familiar with science-themed websites, online collaborative projects, science blogs and wikis, and the mapping applications Google Maps and Google Earth. Considerable attention is paid to helping participants identify ways that they can integrate these tools into their practice, and thus enrich their students’ engagement with science content. Promoting scientific inquiry is a central theme, and serves as a lens for this course. Participants consider the issue of assessment, specifically as it relates to inquiry and the use of online tools, later in the course. As a final project, participants develop plans for an inquiry-based science lesson that uses an Internet-based data source.

 

  • Strategies and Tools for Teaching the Writing Process
    This workshop will support teachers of middle and high school students in their incorporation of technology tools into the writing curriculum. Participants will be introduced to powerful software and web-based tools that enhance the various stages of the writing process: prewriting, drafting, revising, and publishing. Participants will also explore a range of resources and exemplary projects that take advantage of these technologies in the classroom. For example, participants will discover the potential of writing exchanges on electronic networks, view examples of such projects, and think together about how these tools could be incorporated into their specific curricula. Participants will complete the workshop with a collection of resources and preliminary lesson plans that address their local or state standards and curricular goals. 

 

  • Using Patterns to Develop Algebraic Thinking
    In this workshop for middle school teachers of mathematics, participants will explore the nature of algebraic thinking and develop strategies for encouraging the development of algebraic thinking in their students. Through readings, video clips, and examination of student work, participants will learn to: 1) recognize and build on opportunities for algebraic thinking in a variety of mathematics contexts; 2) analyze their students' algebraic thinking; and 3) pose questions that encourage the development of algebraic thinking. Participants will also produce a lesson plan that incorporates the key concepts of the workshop.

 

  • Using Real Data in the Math Classroom
    Technology tools and web-based materials provide important ways for math educators to meet local and national standards that emphasize problem solving and making connections between mathematics, other disciplines and the real world. This workshop will enable middle and high school math teachers the opportunity to explore a range of web-based resources and exemplary projects which utilize technology to support these goals. Participants will learn how to find sources of real data on the web and explore technology tools that help students model, analyze, visualize and make sense of these data. Participants will complete the workshop with a collection of resources and beginning project ideas that serve their curricular goals.

 

Mississippi e-Learning for Educators Developed Courses

  • Approaches and Tools for a School Based Guidance Counselor
    In this workshop participants will examine and evaluate best practices for his or her counseling program in order to bring it into alignment with the ASCA Model and the state of Mississippi counseling guidelines. Participants will explore current technology enhanced resources that will promote academic success. They will also design a plan for involving parents and teachers and students. For their final project, participants will develop a plan designed by using the tools in the workshop to establish an environment for meaningful relationship.

    By the end of this workshop, participants will be able to:
  • Evaluate his or her school counseling program in order to bring it into alignment with the ASCA Model and state and federal guidelines. 
  • Examine current technology- enhanced resources to promote the academic success of students, parents and staff. 
  • Design a plan for involving parents and teachers in seeking solutions to social and behavioral issues encountered by students. 
  • Help counselors to establish an environment for meaningful relationships with the parents, students and staff.

  • Best Practices for Differentiated Instruction in K-12 Classrooms
    This workshop is designed to assist K – 12 teachers in effectively adapting lessons to meet the needs of a diverse group of learners. Participants will explore creative teaching strategies and assessments that support differentiated instruction and become familiar with strategies for managing a DI classroom. Teachers are encouraged to try some of the strategies in their classroom and discuss pros and cons with other learners in weekly discussions. 

    By the end of this workshop, participants will understand :
  • The principals of differentiated instruction. 
  • Strategies that support DI. 
  • Strategies for managing a differentiated classroom. 
  • How to develop a final product that incorporates DI strategies to meet the needs of learners.

 

  • Classroom Management Tips and Techniques 
    As educators we learn theories and philosophies about classroom management but seldom learn practical methods for effective management. Classroom management involves a positive classroom environment, appropriate standards of behavior for students, student engagement, and effective management of routines and transitions. Establishing daily routines early in the school year is essential to effective classroom management. This workshop is intended to give teachers a practical guide to classroom management.

 

  • Early Childhood Literacy Strategies - Under Development 
    The Early Childhood literacy course contains a wide variety of resources to provide teachers with links and activities to incorporate technology in the early childhood classroom. This course will help you to use Internet skills to search for activities that are in alignment with the Mississippi curriculum standards. Goals for this course include helping with positive self-concept, intellectual growth, and will help to increase the child’s competence in reading, writing, and listening.

 

  • Fit, Healthy and Ready to Succeed: Incorporating Positive Health Strategies in the Classroom 
    As of February 2007, Mississippi passed a new Healthy Students Act that describes eight components of overall wellness that our students need in order to increase healthy days at school and better academic performance. This piece of legislation is significant because its mission is to decrease obesity, emotional distress and lost years of life in our youth by requiring more physical activity, increased social support and healthier food choices in schools each day. This act also encourages staff wellness, which is important for teaching our teachers and administrators how to model healthy behaviors each day in front of Mississippi's young people. Statistics show that this generation of Mississippi children will be the first generation that will not outlive their parents--unless something is done to prevent this disparity. 

    This six-week online course is designed to equip teachers and physical education instructors with the skills and knowledge necessary to implement some components of the wellness policy in the classroom or any school setting. In this course participants will engage in a variety of activities and readings that focus on food choices, weight management, stress management, healthy relationships, and disease prevention that will increase awareness and promote positive behavior changes in the classroom.

 

 

  • Health Education for the Novice 

    The Mississippi Healthy Students Act was passed in the Spring of 2007. This act mandates that 45 minutes of health education be taught in kindergarten through 8th grade. There is presently a ½ Carnegie Unit requirement for grades 9-12. It is more important than ever that teachers have an understanding of state and national health standards and that they are equipped to provide quality assessment for health education in Mississippi classrooms.

    This six-week online course is designed to equip teachers with the skills and knowledge necessary to implement health education standards across the curriculum. In addition, health educators in the secondary school setting can use this course to become more proficient in teaching the skills based health education standards and in designing quality health education assessments. During this course, participants will engage in a variety of activities and readings that focus on state and national education standards and assessments that will assist them to provide quality health education programs in their classrooms.

 

  • HEAP of Books - Teaching Health Topics & Skills through Literacy
    The HEAP of Book – Teaching Health Topics & Skills Through Literacy course is designed to help teachers make connections between the health knowledge and skills their students should achieve in order to become health literate and the books they integrate into their daily lessons on reading and writing. 

Course Objectives

Participants will be able to:

  • Explain the health education standards and supporting teaching materials. 
  • Understand the connection between health and reading in developing health literacy. 
  • Gain resources to use in the classroom to implement health and reading 
  • Determine the relevance of health literacy to learning in the 21st century. 

 

  • Instructional Coaching - Under Development 
    A common complaint of professional development is that it is often delivered without follow-up. Are the teachers who received the training able to use what they learned? This workshop will explore instructional coaching, a way to provide professional development and support for teachers as they begin to implement new strategies. Coaches may be classroom teachers, content specialists or administrators. Their duties may be to train teachers to use a particular approach, to improve instructional practices, or to promote collaboration among faculty members. Coaching programs vary to meet the needs of the individual school. Through this training, participants will understand the following aspects of instructional coaching:
  • The definition of instructional coaching
  • Roles for coaches 
  • Tools to be used for effective coaching 
  • How to establish and maintain an effective coaching program 
  • How to create a supportive environment for coaching 
  • How to develop a clear vision for a coaching program

 

  • Language Arts: The Writing Strand 
    This workshop is designed to assist Middle School Language Arts teachers in the area of teaching writing to young adolescents. In this workshop, participants will examine the methodology of best practices for language arts in the 7th and 8th grade with a focus on writing. Participants will learn through best practices how to guide students through the writing process. Participants will also examine the challenge of becoming a highly qualified teacher.

    By the end of this workshop, participants will understand :
  • The advantage for students of having highly qualified teachers. 
  • How to design writing instruction to effectively target national/state standards. 
  • Characteristics and development issues of middle school students. 
  • How to create a learning environment that encourages students' motivation and interest in the writing process.

 

  • Solving Problems and Making Inferences Based on Scientific Observations 
    Scientifically literate citizens are critical in making decisions about a variety of issues, including such areas as health care, clean environments, adequate energy and food supplies, and space travel. Scientifically literate citizens are one of the goals of science education across the nation and that literacy must be a focus of teachers in all grades levels. Students must be given opportunities to work like scientists and 'do' science not just 'hear about' science. Inquiry-based learning is a concept designed for 'doing' science. In this workshop, teachers will be introduced to the principles and characteristics of inquiry-based science instruction through a series of readings. Sample lesson plans and activities will be studied as exemplars of what inquiry-based science should be. Through these activities teachers will learn how scientific investigations lead to student learning. Teachers will develop a preliminary inquiry-based lesson plan as a final project. Upon completion of this course, middle school science teachers will be equipped to increase their students' ability to use scientific observations to make inferences and solve problems.

 

  • Special Education Inclusion 
    Special Education Inclusion is a six week course designed for General Education and Special Education Instructors grades K - 12, as well as Administrators.  The course is designed to provide a basis for K-12 teachers and administrators to collaborate on understanding the best practices for integrating students with disabilities into the regular education classroom by defining key concepts in relation to Special Education Inclusion.

 

  • The New Literacies 
    Traditional Literacies are about print on pages, the New Literacies encompass 21st Century Skills for learners that include global awareness, business and entrepreneurial literacy, civic literacy and health literacy. It is no longer appropriate for students to be retainers of facts; they must become leaders for our future who are globally aware and have the ability to apply creativity, problem-solving skills, critical thinking and collaboration to all tasks. 

    By the end of this workshop, participants will understand : 
  • What the New Literacies are 
  • Flat Classroom practices 
  • The use of Web 2.0 tools 
  • The importance of internet safety for students 
  • Ethical use of copyrighted material 
  • The importance of authentic assessments

 

  • Understanding Depth of Knowledge in the Elementary Reading Curriculum 
    The Depth of Knowledge instructional model is designed to ensure that instruction and assessment are aligned with both the content (standard) and the depth (cognitive level) specified in the Mississippi Department of Education State Standards.  Since the MSDOE has adopted the DOK model, statewide assessments reflect the characteristics of the model.  Educators who understand the model will be able to improve their students’ learning opportunities and, therefore, enhance opportunities to improve scores on assessments.  This six week online workshop offers information regarding Depth of Knowledge (DOK) model, and importance of aligning instruction and assessment for K-6 Reading Teachers.

    This workshop will also focus on familiarizing educators with many resources and components related to the Depth of Knowledge. Participants will read, explore, and discuss information and activities related to the Depth of Knowledge, relationship of Depth of Knowledge assessment items to the Mississippi K-6 Reading Curriculum, and recognition of the Depth of Knowledge in a variety of assessment items.

 

  • Using Digital Portfolios in K-12 Classrooms
    This six-week professional development workshop trains K-12 teachers to assist students in the creation and development of digital portfolio projects to enhance learning in content area classrooms. Participants will explore various readings, complete learning activities, participate in on-line discussions, examine various types and purposes of portfolios, and examine assessment strategies for evaluating portfolio projects.

By the end of this workshop, participants will understand :

  • Various types, purposes, and methods for developing and presenting portfolios. 
  • How to prepare a portfolio using objects such as Word or Excel files, scanned artifacts, video segments, and digital photographs. 
  • How to design a portfolio project assignment to promote student mastery of national and state standards in the content area classrooms. 
  • Assessment of student-prepared portfolios.

 

  • Using WebQuests as an Instructional Aid 
    This workshop is designed for K - 12 teachers as an inquiry-based instructional tool for classroom use. Participants will create a web-based lesson for students that utilizes higher-order thinking skills, collaborative learning, and pertains to a unit or lesson from their curriculum. Participants will gain knowledge and skills in implementing technology in the classroom.

    By the end of this workshop, participants will be able to :
  • Describe components of an effective WebQuest. 
  • Design an effective WebQuest 
  • Assess a WebQuest completed by students. 
  • Incorporate a WebQuest into a curriculum unit

 

  • Writing Across the Curriculum
    This course is designed for K – 12 classroom teachers who share a responsibility for helping their students become successful writers.  Writing allows students to develop critical and creative thinking skills in every subject area. This course will assist you in developing techniques to teach and assess writing in all areas of the curriculum.

    By the end of this workshop, participants will understand:
  • How to use writing as a learning tool in all content areas
  • How writing can build critical thinking skills
  • How to incorporate technology with content area writing 
  • Evaluation methods for content area writing 
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Contact Us

For additional information regarding the Mississippi E-Learning for Educators Initiative please contact:

Mississippi Public Broadcasting
3825 Ridgewood Road
Jackson, MS 39211 
Phone:  601-432-6910
Fax: 601-432-6907
elearning@mpbonline.org

 
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FAQs

Q: If I drop a course, can I get a refund? 
A: No refunds are given for any online course(s).  

Q: When should I pay my registration fee?
A: Payment are immediately done online while registering for a workshop(s).

Notice: Payment and Refund Policy: This program accepts American Express, Discover, Master and Visa cards and electronic checks. No refund is granted for any enrolled or registered workshop.

Q: Is there a cost for the online professional development courses?
A: The registration fee is $75.00.

Q: How many CEU credits will I earn? 
A: Upon completion of the workshop participants are eligible for 3.0 CEUs.  IMPORTANT: You must complete the workshop as well as pay the registration fee to receive CEU credits. These credits will be mailed to your address. Please read MDE's Office of Educator Licensure policy on the license process.  

Q: How long will the workshop last? 
A: The workshops are scheduled for a four or seven- week period of time. In the Orientation session (week 1), you will get to know one another and familiarize yourself with the online the Moodle learning environment and tools in which the courses are delivered.

 Q: What skills are necessary to succeed in an online workshop?
A: An understanding of e-mail use and the use of a web browser. An e-mail account is required as the primary means of communication between the workshop facilitator and the participants.

 Q: When must the assignments be completed each week?
A: These courses offer you a great degree of flexibility. The workshop materials and requirements will be provided to you by your course facilitator during the first week. There is not a specific day of the week or time for participants to log-in to participate. However, you are encouraged to participate early-on during the week in case you encounter any difficulties or require assistance. 

 Q: How long does each session last?
A: The amount of time for each session will vary according to the weekly assignment. Please note that you will be required to post information on a discussion board and also to respond to other participants posting items on the discussion board. Therefore, early participation is critical for the completion of this task. The discussion board is one of the most valuable tools for online learning as it provides access for participants to ideas, resources, and effective management practices. 

 Q: How will I know if I am registered for the online workshop? 
A: You will receive a confirmation e-mail with information provided has been accepted and you are approved to register for courses. The week/weekend prior to the start date you will receive an e-mail correspondence from your facilitator welcoming you to the workshop with any workshop requirements.

Q: Whom do I contact if I have any questions regarding the registration process?
A: Please contact MPB at 601-432-6910 or elearning@mpbonline.org

Q: What if I forget my online password for my online workshop? 
A: If you forget your password to access e-LEARNING workshop/registration, click on the Forgot your password link provided at http://www.mpbonlinepd.org/login/forgot_password.php

 

Q: I did not receive any e-mails regarding the workshop(s)? What do I do? 
A: Please check your spam/junk folder. Some ISP providers will place e-mails from non-cognizable e-mail addresses in a spam/junk folder. If you do not find the e-mail communication, contact us at 601-432-6910 or elearning@mpbonline.org

 

Q: I have attempted to log-on and am experiencing difficulties? What do I do? 
A: Contact us at 601-432-6910 or elearning@mpbonline.org.

 

Q: I cannot access the survey? Do I really need to participate in the survey?
A: Please note that the pre-survey is not accessible until the actual course start date. It is crucial that each participant teacher participate in the pre- and post- surveys in order to ensure continued funding opportunities for the initiative and to provide up-to-date course content and resources. 

 

Q: How many workshops may I register for and receive CEU credits? 
A: It is recommended that you participate in only two offering at a specific scheduled period. You may enroll in additional workshops as they are made available through MPB. You will earn CEU credits for each course upon successful completion of the workshop requirements. 

 

Q: What will happen if I find that I cannot complete the workshop requirements?
A: It is crucial that you communicate with your workshop facilitator. Should you find yourself unable to complete the workshop assignments, please notify your facilitator and request to be dropped. Otherwise, you will receive a failing status.

 

Q: How many missed or incomplete workshops can I have before I am excluded from participating in future e-LEARNING workshops?
A: Participant Attrition Requirement - A participant who enrolls in an e-LEARNING workshop is allowed one (1) no-show, incomplete, dropped workshop without penalty. A second no-show, incomplete, or dropped workshop will result in the participant being excluded from enrolling in any future e-LEARNING workshops for six (6) months. 

 

 

 

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Register Here!

 Click Here to Register!  (Earn your CEUs before June 30, 2015)

Fall 1 Workshops - 4 Weeks (30 hours)
(August 20 - September, 16 2014)

Offerings:

4 week workshops

  • Best Practices for Differentiated Instruction (K-12)
  • Classroom Management Tips and Techniques (K-12)
  • The New Literacies (K-12)
  • Writing Across the Curriculum (K-12)
  • Algebraic Thinking in Elementary School ( Grades 3-5) (Elementary)
  • Cell Phones as Learning Tools (K-12)
  • Finding the Best Educational Resources on the Web (K-12)

 

Fall 1 Workshops - 7 Weeks (30 hours)
(August 20 - October 7, 2014)

Offerings:

7 week workshops

  • Cell Phones as Learning Tools (K-12)
  • Finding the Best Educational Resources on the Web (K-12)                                                              


Click Here to Register!   (Earn your CEUs before June 30, 2015)
Fall 2 Workshops - 4 Weeks (30 hours)
(October 29 - November 25, 2014)

Offerings:



4 week workshops
•Best Practices for Differentiated Instruction (K-12)
•Classroom Management Tips and Techniques (K-12)
•The New Literacies (K-12)


Click Here to Register!
Fall 2 Workshops - 7 Weeks (30 hours)
(October 29 – December 16, 2014)

Offerings:

7 week workshops
•Algebraic Thinking in Elementary School ( Grades 3-5) (Elementary)
•Cell Phones as Learning Tools (K-12)
•Early Childhood Book Reading Practices (Elementary)
•Finding the Best Educational Resources on the Web (K-12)
•Helping Struggling Readers Improve Comprehension (Elementary)
•Special Education Inclusion (K-12)

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Workshop Calendar

Workshop Dates

Registration Deadlines

 

Fall 1 -August 20  - September 16, 2014 (4 weeks)

Fall 1 -August 20  - September 16, 2014 (4 weeks)

August 18, 2014

Fall 1 -August 20 - October 7, 2014 (7 weeks)

August 18, 2014

Fall 2 -October 29  - November 25, 2014 (4 weeks)

October 28, 2014

 

Fall 1 -August 20 - October 7, 2014 (7 weeks)

Fall 2 -October 29 - December 16,  2014 (7 weeks)

October 28, 2014

 

 

 

 
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