Spring 2010 Course Offerings
The beautiful Brooklyn College Campus just miles away!
In alphabetical order. Brooklyn College graduate courses have a course number as well as a title. Please note that all graduate courses may also be taken for in-service credit.
In-Service Offerings $90.00 per credit or $270.00 per 3 credit course/Brooklyn College Graduate Offerings $620.00.
PLEASE NOTE NEW BROOKLYN COLLEGE POLICY - GRADUATE CLASSES MUST HAVE A MINIMUM OF 5 GRADUATE STUDENTS TO RUN FOR GRADUATE CREDIT - NO EXCEPTIONS. YOU CAN CONTACT THE LIIPS OFFICE ONE WEEK PRIOR TO THE CLASS FOR STATUS. LIIPS APOLOGIES FOR ANY INCONVENIENCE THIS CAUSES OUR STUDENTS. THERE ARE NO LIMITS ON IN-SERVICE ATTENDEES.
New Student? Take $20.00 off the tuition of your first in-service course.
Mail registration, register on-site, e-mail us your registration or call 631-473-8500.
Session runs January 1 - June 26
Check out our hybrid courses - combining classroom and on-line work.
E-mail your registration: liips@optonline.net
Under construction....please check back often.....
 | ON-LINE COURSES: |
Multiple
Intelligences: The Key to Increasing Student Competency
(3 credits/45 hours)
in-service credit only
ON-LINE
January
11 – February 11, 2010
(registration through
January 25, 2010)
Course
Description: The study of
“Multiple Intelligences” is an exciting and important way to examine the
various learning styles of our students. This
becomes increasingly relevant as we prepare students of varying abilities for
the mandated New York State Exams. Encouraging
multiple intelligences within our classrooms is a key to developing each
student’s unique approach to learning. We
will be examining the pioneering theories of Harvard educator Howard Gardner
whose work has had a profound impact on thinking and practice in education.
Multiple intelligence research has particularly strong ramifications in
the classroom; it will help educators accommodate children according to their
different orientations to learning. Incorporating multiple intelligence
instruction increases student performance while simultaneously helping students
to become lifelong learners. A primary goal of multiple intelligence theory is
to enable our students to perform at their own highest level. Find out how to
unlock the academic potential of every student!
Suitable for all educators, K -12.
All work must be submitted
by February 11, 2010.
Instructor: Judi Weissman
Reclaiming
Reluctant Writers
(
3 credits/45 hours) In -service credit only
ON-LINE
January 11 - February 12th, 2010
(registration through
January 25, 2010)
Course
description: Methods to encourage students to face their fears in helping to
master the essential traits of good writers is critical. Reluctant writers,
for the specific purposes of our challenge, are any students in grades 3 and
up. These students often appear with drawn, sleepy, bored or
indifferent, and can be hard to teach and probably need us the most. the
design of this class is to address both writing and learning activities via
organizers, eye witness writer's notebook formats, shifts in teaching
practices, critical success factors, and much more in helping reluctant
writers to gain knowledge, understanding and confidence.
Suitable all educators, K - 12. All work must be submitted
by February 11, 2010.
Safe School Mandates: Preventing School Violence (3 credits/45 hours) in-service credit only
ON-LINE
Course
Description:
Safe school initiatives have become a priority for schools across the country.
Safe schools are essential to young people’s academic success; as educators,
we must be able to assure our students that school is a safe place where they
can learn without fear of violence. The “No Child Left Behind” act ensures
that all students will have the opportunity to attend a safe school.
Course participants will study programs and solutions
currently being used to prevent the occurrence of violent incidents in our
schools. School policies regarding discipline, security and crisis preparedness
will also be examined. Teachers will be given information that will help
them identify and address risk factors in student behavior that might lead to
incidents of violence. Problems such as bullying, gangs, and aggressive
behavior toward peers or teachers will also be studied. Information will
be offered through extensive handouts, assigned readings and group projects.
We can make our schools safer if we understand
what leads to violence and the interventions that will prevent it. School
violence may reflect the violence in our communities and neighborhoods;
therefore, schools are most effective in confronting school violence when the
community around them provides support.
Successful programs have been initiated in schools
throughout the country. We must create the programs that we strongly believe
will work for our own students, integrating the best resources our schools and
communities have to offer. This class will address concerns for all
educators and counselors, K - 12.
All work must be submitted by
February 11, 2010.
Instructor: Judi Weissman
Dealing with Difficult Parents (3 credits/45 hours) in-service credit only
ON-LINE
Course Description: A
course designed to develop the necessary teaching skills needed to promote a
positive atmosphere when presented with the task of gaining the support of
parents in your classroom setting. A variety of models, theories, and
philosophies pertaining to positive parental support will be explored and
opportunity for application will be provided.
Instructor: Hal Miskin
ON-LINE
February 1 - March
2, 2010
(registration through February 12, 2010)
Course Description: Each day upon your arrival at school, it is likely
that you will have to make choices involving an ethical issue. Whether it
involves plagiarism, a fight you witnessed, or inappropriate behavior on the
part of a student or colleague, your own ethical code will come into play. This
course will explore the broad variety of ethical and moral issues faced by
educators and all school personnel. Classroom activities that encourage students
to examine their own values and ethics will be discussed. Additionally,
participants will develop ways to motivate their own students to display ethical
behavior in their academics and in their personal lives. Ethical decisions and
behaviors of school district leaders and administrators will also be examined.
Standardized testing and school laws related to ethics will be addressed, as
will local issues of ethical or moral lapses in our schools. Through a diverse
variety of readings and accompanying assignments, this course will aim to help
participants strengthen their own understanding of the ethical and moral
concerns educators must deal with. This class will provide extensive
opportunities to study issues of ethics and morality related to all aspects of
education and the school environment. Suitable for all educators, K - 12. All work must be submitted by
March 2, 2010.
Instructor: Judi Hearst Weissman
Critical
Thinking Instruction: How to Teach Problem
Solving Skills
to All Students (3
credits/45 hours) in-service
credit only
ON-LINE February 8
- March 16, 2010 (registration
open through February
22, 2010)
"We
should be teaching students how to think. Instead,
we are teaching them what to think."
~from Cognitive
Process Instruction
Course
Description:
Critical
thinking is an important and vital topic in modern
education. One
way of enhancing instruction in all subject areas is to infuse critical thinking
into content instruction. Children
are not born with the power to think critically, nor do they develop this
ability naturally; it is a learned ability that must be taught. This
course will provide participants with techniques for customizing curriculum in
ways that ensure students will develop critical
thinking skills. Students
with critical thinking and problem solving skills are better prepared to tackle
daily problems – both in school and in their personal lives. This leads
to higher productivity in the classroom and greater independence in a
student’s approach to all areas of his or her education. For students to
successfully engage in critical
thinking skills, they must utilize the upper domains of Bloom’s
Taxonomy: analysis, synthesis and evaluation. Class materials, reading and
research will cover Bloom’s theories as well as all aspects of critical
thinking as it relates to students’ academic
achievement. Teachers in all subject areas will be able to enhance
student learning by developing strategies for instruction in critical thinking. Suitable
for all educators, K - 12.
Instructor:
Stacey Kimbell
Educational
Issues Affecting the Classroom
(3 credits/45
hours)
in-service credit only
NEW COURSE!!!!
ON-LINE February
12 - March 25, 2010 (registration through February 26, 2009)
Course Description: This course is designed to create an understanding of the mindset that shapes the educational process. Curricular, political, economic, and social paradigms that presently shape our educational system as well as current changes being thrust upon it shall be explored through current articles of prominent educational publications. Teachers will not only better understand the nature of assessments and curriculum changes, but also the changes affecting funding and accountability. The activities and content of this course are beneficial for teachers of all subject areas, K-12.
Instructor: Anthony Grilli
STRENGTHENING YOUR INCLUSION CLASSROOM; SUCCESSFUL STRATEGIES THAT WORK FOR ALL GRADES & SUBJECTS
(3 credits/45 hours) in-service credit only VACATION WEEK - ONE WEEK ON-LINE COURSE!!!!!!!
ON-LINE
Course Description: A course designed to develop the necessary teaching skills needed to promote a positive atmosphere in the classroom, while strengthening your instructional techniques in order to reach success with all students. A variety of models, theories, and philosophies pertaining to an inclusion setting will be explored and opportunity for application will be provided. Suitable all educators, K - 12. All work must be submitted by February 15, 2010.
Instructor: Hal Mishkin
Engaging
Writing Development (3
credits/45hours) in-service
only
ON-LINE
March 1 - April 2, 2010
Course
Description: Writing development is a process that touches virtually all
aspects of child development; making the connection between oral and written
language. Sessions will focus on: Print development in writing, the
writing process, graphic writing organizers, standard based writing
assignments, and assessment strategies( portfolios). The hope is that
this class will present classroom ready ideas in developing writing confidence
and competence in all students and how to make optimal use of these
possibilities; in the hope that it will foster and bring language arts to
life. Suitable to all educators, K-12. All
work must be submitted by April 2, 2010.
Immigration
and the 21st Century Classroom: Influences on Learning and Curriculum
Development (3
credits/45 hours) in-service
credit only
ON-LINE
March
1 - April 2, 2010 (registration
open through March 20, 2010)
Course
Description:
The explosive growth
in immigrant populations in the
The
purpose of the course is to stimulate critical thinking about how the
influx of immigrant students impacts curriculum and lesson planning.
Additionally, participants will have the opportunity to develop teaching
strategies and methodology that will have strong efficacy in meeting the needs
of a multi-cultural student population. This course will provide an opportunity
to explore the influence of immigration
on curriculum and learning in the 21st century classroom and how our public
schools are reinventing themselves to meet the challenge.
Appropriate all educators K - 12.
Instructor:
Stacey
Kimbell
Family Impact on Education (3 credits/45 hours) in-service credit only
ON-LINE
Course
Description: As educators, we have become increasingly aware of the many factors that can
influence a student’s ability to succeed in school. For many of our students,
it is clear that their home lives greatly impact on their school behavior and
performance. Those students living in an atmosphere of family dysfunction
will, unfortunately, tend to “bring” these problems with them to school.
Educators
must be prepared to address these issues while simultaneously keeping the focus
where it must be - helping students to learn and succeed. Often, our role
as teachers seems to be more far-reaching than it used to be; the boundaries of
what we do as teachers has, in many ways, expanded. This course will
examine the connection between students’ home lives and their school
performance. As teachers, we are the ones most likely to observe
changes in students’ behavior, academics, peer relationships and appropriate
interactions with adults. At times, these situations can even affect the
overall climate of your classroom and thus must be recognized and addressed.
Suitable for all educators and counselors, K - 12.
All work must be submitted by
April 13, 2010.
Instructor:
Judi Weissman
No
Child Left Behind and Mandated State Assessments: Impact on Curriculum and
Learning
(3 credits/45 hours) in-service
credit only
ON-LINE
March
11 - April 13, 2010
(registration through March 25, 2010)
Course Description: Course Description: As educators, we are
responsible for providing instruction that will ensure students' success on the
large number of mandated assessments each year. Clearly, this has a great impact
on curriculum development and our daily lesson planning. The “No Child Left
Behind Act” requires states to create an accountability system for tests,
graduation rates, attendance and other indicators. Schools also have to
meet adequate yearly progress goals by raising levels of achievement.
This course will explore how the NCLB Act and the
mandated state assessments effect our classroom instruction, our students,
and our curriculum development. We will explore the impact the tests themselves
have on our students’ performance and learning competency. We will also
explore whether or not the new assessments have successfully fulfilled their
original purpose - to bridge the gap between test scores of students from
different socioeconomic groups. Through the use of readings and assignments
participants will have the opportunity to study all aspects of the NCLB Act and
state assessments. Teachers will use their classroom experiences and
observations to reach their own conclusions about the efficacy of the present
system of testing and accountability. Suitable for all educators, K - 12. All work must be submitted by
April 13, 2010.
Instructor: Judi Hearst Weissman
Substance Abuse and Family Addiction: Impact on Student Learning and Behavior NEW COURSE!!!
(3 credits/45 hours) in-service
credit only
ON-LINE
March
23 - April 23, 2010
(registration through April 5, 2010)
Start
date: March 23, 2010---------All work submitted by April 23, 2010
Course
Description
Student substance abuse has been a growing problem in our schools. This course
will explore all forms of substance abuse and addictive behavior exhibited by
our students. This includes problems with alcohol; the abuse of a wide variety
of drugs that are increasingly available to children; eating disorders; and
other self-destructive behaviors. As teachers, we are often in a position to be
the first adults to notice changes in a student's performance that might
indicate possible substance abuse. School-aged children who abuse alcohol or
drugs are at increased risk for an array of other serious problems. Course
readings will examine the causes of student substance abuse and provide
opportunities to research effective measures for prevention and treatment. A
course objective will be to enable educators to understand the specific ways in
which substance abuse impacts a child's learning and behavior.
The second part of this course will address the significant problems that
exist when our students are living with family addiction. When parents,
siblings, and other relatives or caretakers are alcoholics or drug abusers, the
life of the child is drastically affected. Assignments will provide
readings and information that will help teachers recognize and understand the
consequences of family addiction. It will affect the student's learning and
behavior, both of which have an observable influence in the classroom.
The school environment provides an opportunity to help children who
are dealing with their own or a family member's substance abuse problems. This
course will help teachers learn how to effectively identify and guide these
students. Suitable for all educators, K-12.
Instructor: Judi Weissman
Cultural Changes that Shape American Education
ON-LINE March 26 - April 30, 2010 (registration through April 2, 2010)
Course
description:
Instructor: Anthony Grilli
Classroom Management K-12 (3 credits/45 hours) in-service credit only
ON-LINE
Course Description: A course designed to develop the necessary teaching skills needed to promote a positive atmosphere in the classroom. A variety of models, theories, and philosophies pertaining to classroom management will be explored and opportunity for application will be provided. A must of all educators, K- 12! All work must be submitted by April 30, 2010.
Instructor: Hal Miskin
Critical
Thinking Instruction: How to Teach Problem
Solving Skills
to All Students (3
credits/45 hours) in-service
credit only
ON-LINE April
5 - May 10, 2010
(registration
open through April
30, 2010)
"We
should be teaching students how to think. Instead,
we are teaching them what to think."
~from Cognitive
Process Instruction
Course
Description:
Critical thinking is an
important and vital topic in modern
education. One
way of enhancing instruction in all subject areas is to infuse critical thinking
into content instruction. Children
are not born with the power to think critically, nor do they develop this
ability naturally; it is a learned ability that must be taught. This
course will provide participants with techniques for customizing curriculum in
ways that ensure students will develop critical
thinking skills. Students
with critical thinking and problem solving skills are better prepared to tackle
daily problems – both in school and in their personal lives. This leads
to higher productivity in the classroom and greater independence in a
student’s approach to all areas of his or her education. For students to
successfully engage in critical
thinking skills, they must utilize the upper domains of Bloom’s
Taxonomy: analysis, synthesis and evaluation. Class materials, reading and
research will cover Bloom’s theories as well as all aspects of critical
thinking as it relates to students’ academic
achievement. Teachers in all subject areas will be able to enhance
student learning by developing strategies for instruction in critical thinking. Suitable
for all educators, K - 12.
Instructor:
Stacey Kimbell
Teaching to the Brain's Natural Learning System, Brain-based Learning to Improve Students Memory
(3credits/45hours) in-service only
ON-LINE
April 12th-May 14th
The
objective of this class is to teach how to increase student's capacity to
receive information in immediate memory, act on it in working memory, store it
in long term memory, and retrieve and manipulate it in unanticipated
situations. A simple approach to basic neuroscience, the teaching of the
brain-best practices and best strategies, as a natural educational practice,
will ne explored and examined. Suitable to all educators.
Multiple Intelligences: The Key to Increasing Student Competency (3 credits/45 hours) in-service credit only
ON-LINE April 19 - May 19, 2010 (registration through May 3, 2010)
Course
Description: The
study of “Multiple Intelligences” is an exciting and important way to
examine the various learning styles of our students. This becomes
increasingly relevant as we prepare students of varying abilities for the
mandated New York State Exams. Encouraging multiple intelligences within
our classrooms is a key to developing each student’s unique approach to
learning. We will be examining the pioneering theories of Harvard educator
Howard Gardner whose work has had a profound impact on thinking and practice in
education. Multiple intelligence research has particularly strong
ramifications in the classroom; it will help educators accommodate children
according to their different orientations to learning. Incorporating multiple
intelligence instruction increases student performance while simultaneously
helping students to become lifelong learners. A primary goal of multiple
intelligence theory is to enable our students to perform at their own highest
level. Find out how to unlock the academic potential of every student!
Suitable for all educators, K -12.
All work must be submitted by
May 19, 2010.
Instructor: Judi Weissman
Ethics
and Morality: Perspectives for Teachers
(3 credits/45 hours) in-service
credit only
ON-LINE
April 19 - May 19,
2010
(registration through May 3, 2010)
Course Description: Each day upon your arrival at school, it is likely
that you will have to make choices involving an ethical issue. Whether it
involves plagiarism, a fight you witnessed, or inappropriate behavior on the
part of a student or colleague, your own ethical code will come into play. This
course will explore the broad variety of ethical and moral issues faced by
educators and all school personnel. Classroom activities that encourage students
to examine their own values and ethics will be discussed. Additionally,
participants will develop ways to motivate their own students to display ethical
behavior in their academics and in their personal lives. Ethical decisions and
behaviors of school district leaders and administrators will also be examined.
Standardized testing and school laws related to ethics will be addressed, as
will local issues of ethical or moral lapses in our schools. Through a diverse
variety of readings and accompanying assignments, this course will aim to help
participants strengthen their own understanding of the ethical and moral
concerns educators must deal with. This class will provide extensive
opportunities to study issues of ethics and morality related to all aspects of
education and the school environment. Suitable for all educators, K - 12. All work must be submitted by
May 19, 2010.
Instructor: Judi Hearst Weissman
Immigration
and the 21st Century Classroom: Influences on Learning and Curriculum
Development
(3
credits/45 hours) in-service
credit only
ON-LINE
May
1 - June 4, 2010 (registration
open through May 20, 2010)
Course
Description:
The explosive growth
in immigrant populations in the
The
purpose of the course is to stimulate critical thinking about how the
influx of immigrant students impacts curriculum and lesson planning.
Additionally, participants will have the opportunity to develop teaching
strategies and methodology that will have strong efficacy in meeting the needs
of a multi-cultural student population. This course will provide an opportunity
to explore the influence of immigration
on curriculum and learning in the 21st century classroom and how our public
schools are reinventing themselves to meet the challenge.
Appropriate all educators K - 12.
Instructor: Stacey Kimbell
Dealing with Difficult Parents (3 credits/45 hours) in-service credit only
ON-LINE
Course Description: A
course designed to develop the necessary teaching skills needed to promote a
positive atmosphere when presented with the task of gaining the support of
parents in your classroom setting. A variety of models, theories, and
philosophies pertaining to positive parental support will be explored and
opportunity for application will be provided.
Instructor: Hal Miskin
Family Impact on Education (3 credits/45 hours) in-service credit only
ON-LINE
Course
Description:
As educators, we have become increasingly aware of the many factors that can
influence a student’s ability to succeed in school. For many of our students,
it is clear that their home lives greatly impact on their school behavior and
performance. Those students living in an atmosphere of family dysfunction
will, unfortunately, tend to “bring” these problems with them to school.
Educators
must be prepared to address these issues while simultaneously keeping the focus
where it must be - helping students to learn and succeed. Often, our role
as teachers seems to be more far-reaching than it used to be; the boundaries of
what we do as teachers has, in many ways, expanded. This course will
examine the connection between students’ home lives and their school
performance. As teachers, we are the ones most likely to observe
changes in students’ behavior, academics, peer relationships and appropriate
interactions with adults. At times, these situations can even affect the
overall climate of your classroom and thus must be recognized and addressed.
Suitable for all educators and counselors, K - 12.
All work must be submitted by
June 9, 2010.
Instructor:
Judi Weissman
Behavior Modification: Succeeding with Difficult Children (3 credits/45 hours) in-service credit only
ON-LINE June 1 - 30, 2010 (registration through June 14, 2010)
Course Description: Course participants will learn how to build positive relationships with difficult students as well as how to guide students toward more constructive behavior. Additional aspects of this course will focus on building broken trust and developing positive relationships with more challenging students. We will identify when and why a difficult student misbehaves, and then develop and individualized plan based on the student's special needs. Intervention strategies to limit confrontations and the office referrals will also be discussed. K-12 welcomed. All work must be submitted by June 30, 2010.
Instructor: Nancy Washington
Learning Disabilities (3 credits/45 hours) in-service credit only
ON-LINE June 1 - 30
Course Description: Learning Disabilities is a course which will provide a foundation of knowledge that will allow the teacher to understand the differences in learning disabilities and the related characteristics. Teachers will explore the historical perspective to understand how the laws throughout the years have changed to accommodate students who have been classified with a learning disability. Teachers will review a variety of materials, learn new strategies, and try new activities to develop innovative methods for creating lessons to assist students with learning disabilities. This course is suitable for all educators, K - 12! All work must be submitted by June 30, 2010.
Instructors: Norma Egic and Laurie Graziano
Power
of
Poetry
(3credits/45hours) in-service only
ON-LINE
June 1 - June 30, 2010 (registration
through June 7, 2010)
STRENGTHENING YOUR INCLUSION CLASSROOM; SUCCESSFUL STRATEGIES THAT WORK FOR ALL GRADES & SUBJECTS
(3 credits/45 hours) in-service credit only
ON-LINE
Instructor: Hal Mishkin
Reading and Writing in the Content Areas (3 credits/45 hours) in-service credit only NEW COURSE!!!!!
ON-LINE
Course
Description: "Every teacher is a teacher of reading".
Reading and writing are the backbones of education today. Students
are required to read and write in all of their subject areas as well as employ
their reading and writing skills to meet NYS standardized test
requirements. To ensure that students perform well on these exams, to
promote lifelong readers and writers, we as educators need to enhance student
interest, vision, and comprehension in these areas.
In
this course, you will learn carefully crafted reading and writing
techniques that could be incorporated into any discipline. Lessons and
graphic organizers for mathematics, social studies, science, health, art,
physical education, career skills, and English language learners will be
covered, as well as scaffolding techniques for immediate use in the classroom.
The
course will focus on creative ways to implement reading and writing into your
curriculum. You will walk away with a multitude of ideas and strategies to
immerse your students with. Particular focus will be on read alouds,
double-entry journals, literature circles, partnered reading and
writing, vocabulary splashes, memo writes, and on-demand task writing
activities.
In
the end, teachers and students alike will be refreshed. Everyone will
be a lifelong reader and writer, and will see reading as a pathway to
success. A must for all elementary and secondary educators!!!!!
Instructor:
Gayle Meinkes-Lumia
|
Hybrid Courses: The perfect blend of classroom and on-line work. |
Character
Education: Utilizing School and Community Resources (3 Credits/45 hours)
HYBRID Smithtown
Site
Wednesdays January 13, 20 and 27
Course
Description: Character education is now a mandated part of our
curriculum. New York State Education Law directs schools to “ensure that the
course of instruction in grades kindergarten through twelve includes a
component on civility, citizenship and character education.” In the school
environment, character education is a means of promoting integrity and
teaching students about the principles of honesty, tolerance, personal
responsibility and respect for others. The hope is that this instruction will
enhance the quality of our students’ lives as well as encourage them to make
positive contributions to their communities. A key component of the course
will be developing curriculum projects and relevant, grade appropriate
lessons. Character building must be a collaborative effort between our
schools and our communities. Integrity, compassion, and excellence are
universal principles that can be taught. Schools must lead the charge to
ensure that these qualities are instilled in our students; the result will be
better schools and stronger communities. Suitable for all educators, K - 12.
All
work must be submitted by February 1, 2010.
Instructor: Judi Hearst Weissman
Dynamics of
Successful Teaching: Impact on Student Performance
(3
Credits / 45 hours)
in-service credit
only
Course
Description: What makes a teacher one of the “great
ones?” Our performance as teachers has a great deal to do with
students’ success in our classrooms. The teacher-student relationship
must foster academic achievement and be the foundation for a dynamic learning
environment. This course will examine strategies for creating a classroom
atmosphere conducive to student success. Many teachers today recognize the
importance of finding the right balance of professionalism and caring in their
relationships with students. In these challenging times, we are
increasingly called upon to take on many different roles as we perform our jobs
as educators. We must prepare our students for all of the mandated New
York State Exams and cover broader curriculum requirements as well. With
the help of articles and ideas from a variety of professional publications, we
will explore the dynamics of successful teaching and its impact on student
performance. When students genuinely enjoy being in a teacher’s
classroom, their performance improves. Learn how to be the kind of teacher
that students respect and admire. This course will give you the skills to
develop a learning environment that students will look forward to!
Suitable for all teachers, K - 12.
Instructor: Judi Weissman
Safe
Course
Description:
Safe school initiatives have become a priority for schools across the country.
Safe schools are essential to young people's academic success; as educators, we
must be able to assure our students that school is a safe place where they can
learn without fear of violence. The “No Child Left Behind” act ensures that
all students will have the opportunity to attend a safe school.
This course will provide a forum to research and
discuss programs and solutions currently being used to prevent the occurrence of
violent incidents in our schools. School policies regarding discipline, security
and crisis preparedness will also be examined. Teachers will be given
techniques to help them identify and address risk factors in student behavior
that might lead to incidents of violence. Problems such as bullying,
gangs, and aggressive behavior toward peers or teachers will also be studied.
Information will be offered through extensive handouts and assigned readings.
We can make our schools safer if we understand
what leads to violence and the interventions that will prevent it. School
violence may reflect the violence in our communities and neighborhoods;
therefore, schools are most effective in confronting school violence when the
community around them provides support.
Successful programs have been initiated in schools
throughout the country. We must create the programs that we strongly believe
will work for our own students, integrating the best resources our schools and
communities have to offer. This class will address concerns for all
educators and counselors, K - 12. All
work must be submitted by April 29, 2010
Instructor: Judi Weissman
ONE WEEK COURSES: Winter and
Spring Break
2010 SPRING BREAK COURSE @ SMITHTOWN
Assessing
and Teaching Struggling Readers
NEW COURSE! - COURSE POSTPONED UNTIL SUMMER
2010
(3
Credits / 45 hours) in-service
credit only
Smithtown
Site
Monday - Friday 8:00 - 5:00 p.m.
Course Description: This course focuses on assessment-based intervention strategies for struggling readers. We will discuss the concept of running records or individual reading inventories to determine the needs of readers.
The first part of this course is designed to create an understanding of the philosophy of leveled books, leveled libraries, and leveled readers. We will review the entire assessment process including: administration of running records and other forms of assessment, miscue analysis, evaluation and interpretation of results.
The second part of the course will focus on the instructional implications and instructional planning based on the results of the assessments. We will discuss various intervention strategies including: flexible skill based grouping, small group instruction, guided reading, word work, 1:1 techniques, scaffolding strategies, comprehension and fluency strategies.
Instructor:
Rose Marino
2010 Winter Break Courses
“AT-RISK
YOUTH: TEACHING ACADEMICALLY UNDER-PREPARED STUDENTS” (3
Credits / 45 hours) in-service
credit only
Smithtown
Site
Monday - Friday February 15 - 19, 2010 8:00 - 5:00 p.m.
“It
is now clear that the solution to the crisis of at-risk youth is education.
It is education that creates literacy and leads to a productive
participation in our society.”
~Rachel
D. Barr and William H. Parrett, Hope Fulfilled for At-Risk Youth
This
course will provide an overview of the nature of at-risk students and explore
the various education programs and alternative learning environments that have
proven successful. Through readings,
class handouts, research and discussions, participants will learn about
behaviors that at-risk students exhibit and examine the causes of these
behaviors. We will also discuss identifying factors including poverty, violence,
failure to learn to read, substance abuse, family instability, language deficits
and student mobility. Differentiating instructional practices is essential in
reaching at-risk students. Specific teaching strategies and educational
objectives will be reviewed. For at-risk students, the school environment is
typically the place of greatest stability.
With current initiatives that increase expectations and standards, schools must ensure that all students, particularly those at risk, are able to succeed. How instruction is developed often becomes the deciding factor in an at-risk student’s success in the learning process. This course will aim to provide all educators with the information, strategies and research that will make this possible. Suitable for all educators, K - 12. Course limited to the first 50 students only.
Instructor:
Judi Hearst Weissman
Going
Green in the Classroom
Smithtown Site Monday - Friday February 15 - 19, 2010 8:00 am - 5:00 pm
Course Description: We
will examine the areas of the natural world that humans have negatively impacted
and what can be done to reduce our impact on these regions and in some cases
repair the damage that has been done. This course will be reviewing
different forms of educational media, analyzing case studies and conducting
field work that will allow you to “go green” with your students at any grade
level in any discipline.
Instructor: Frank Vaughn
Special Topics in Education 799.5X (3 credits/45 hours) NEW COURSE!!!!
Brooklyn
Jericho Jewish Center Saturdays February 15 - 19th 8:00 am - 5:00 pm
Graduate or In Service
Course Description: Selected topics or recent advances in education that reflect current interests and concerns, professional needs/ developments, and educational problems of teachers and other school personnel. Issues include: school culture/climate, curriculum concerns, testing, classroom instruction/management, special education, mentoring/coaching, lead verse boss management, the drop out rate, alternative schools,e-learning, public school law and the NCLB act. The course is a candid assessment of conventional practices for everyone in education and anyone concerned about the quality of teaching and learning. Suitable all educators, K - 12.
Instructor:
Sal Lentini
SATURDAYS ONLY
774.2T Improvement of Teaching: Open Classroom, Individual, and Small-Group Teaching (3 credits/45 hrs)
Brooklyn
Smithtown Site Saturdays February 6, 27, March 6, 13 and 20 8:00 am - 5:00 pm
Graduate or In Service
Course Description: Practice with models and strategies applicable to open classroom, individualized, and small-group teaching. Emphasis will be placed on learning stations within the class that are defined and modeled for students. Placing students at the forefront of the classroom requires a great amount of preparation on the teacher's part; therefore, a plethora of interdisciplinary lessons will be provided as well as ideas to incorporate collaboration and community involvement. Suitable all educators, K - 12.
Instructor: Gayle
Meinkes-Lumia
716.33T Collaboration with Families (3 credits / 45 hours) (formerly 728.11T Parent Education) On William Floyd Approved Courses List
Brooklyn
Graduate or In-Service
Smithtown Site Saturdays
March
Note this course overlaps other courses on 3/20. An additional day(s) will be added as a make-up day for 3/20 for those students. Students must attend 5 full day or a combination of 4 full da
y and evening sessions along with meeting all course requirements.Course Description: Issues of disability as it affects the family unit; development of teacher competence in applying appropriate collaborative approaches and strategies, utilizing community resources and improving communication in culturally and linguistically diverse contexts. Critical exploration of research.
Instructor: Hal Mishkin
Assisting Students with Autism/Asperger's Syndrome (3 credits/45 hours) in-service credit only
On William Floyd Approved Courses List
Smithtown Site Saturdays 4/10, 17, 24, 5/1, 8 8:00 am - 5:00 pm
Course Description: Autism is a complex disorder; often described as a "spectrum disorder", a disease that can range from mild to severe. The number of students diagnosed with autism is increasing steadfastly in our society. Although currently there is not known cure, autism is treatable. This course will provide a comprehensive explanation of the various components of the autistic disorder. Current research will be presented on the most successful treatment of modalities that will guide and assist the teacher working with multi-level autistic students.
Instructor: Alonna Rubin
719.T
Learning Theory and the Education Process
(3 Credits,
graduate or in-service / 45 hours)
Brooklyn
Graduate or In Service
Smithtown Site Saturdays
May 1, 8, 15, 22 and June 5 ------------
Course
Description: Critical exposition, in light of recent research, of
present developments in learning theory and their import for education.
Examination of the psychological approach to such representative
educational problems as drill, rewards, punishment, meaning, organization,
motivation, and programmed learning. Recognizing
and acknowledging the learning styles of all students will create a positive
school climate. Ideally, students
should have multiple options for taking in information and making sense of
ideas.
A primary objective of this course is to provide educators with teaching
strategies that will successfully implement the most current research on how
students learn. Focus will include an examination of learning theories such as
behaviorism, brain-based learning, differentiated instruction, Piaget’s
theories, constructivism, social cognition, and observational learning.
An overview of Gardner’s theories of multiple intelligences and of
Goleman’s emotional intelligence will also be presented.
Strategies will be offered to help teachers identify whether students are
primarily auditory, visual, or kinesthetic/tactile learners.
Understanding our students’ learning processes becomes increasingly
important as we prepare them for the mandated New York State Exams.
As educators, our ability to assess individual learning styles and make
accommodations in our instructional techniques will lead to increased student
confidence and performance.
Participants will be given a comprehensive packet of materials aimed at
providing instruction and ideas for all aspects of learning theories and the
educational process. Teachers can structure their lessons to meet a wide range
of student needs. Find out how to
unlock ALL of your students’ potential to be successful learners!
Suitable for all educators, K-12.
Instructor:
Judi Weissman
FRIDAYS
ONLY
Thinking Inside the Box (3 credits/45 hours) in-service credit only NOTE: COURSE CANCELLED
Smithtown Site Fridays 3/5, 12, 19, 26, 4/9, 16, 23, 5/7, 14, 21 4:15 - 8:45 pm
Course Description: The classroom being the box where students and teachers meet. What goes on at those meetings can be tedious or electric, prosaic or memorable. This course will enhance the range of the teacher's "learning style" and how to utilize them to best assist students in reaching and surpassing the New York State Learning Standards. Participants will receive an abundance of new ideas to share in their classrooms, but the best ideas will be generated by their own thinking.
Instructor: Bruce Stasiuk
Traditional Classroom Courses:
NASSAU SITE COURSES
732.1T Contemporary Thought and Education (3 credits/45 hours)
Brooklyn
Graduate or In-Service
Jericho Jewish Center Tuesdays and Thursdays 2/2, 4, 9, 11, 23, 25, 3/2, 4, 9, 11, 16, 18 4:30 - 8:15 pm
Course Description: Original source materials are used to develop a philosophical perspective characteristic of the twentieth-century mind that bears on educational theory and practice. This course is designed to create an understanding of the mindset that shapes the educational process through exploration of current articles in prominent educational publications. This course also stresses student participation and encourages individuals' thoughts and ideas concerning education at present and in the future.
Instructor: Anthony Grilli
719.1T Education & Theories of Mind (3 credits / 45 hours)
Brooklyn
Graduate or In-Service
Jericho Jewish Center Tuesdays and Thursdays 4/13, 4/15, 4/20, 4/22, 4/27, 4/29, 5/4, 5/6, 5/11, 5/13, 5/18, 5/20 4:30 - 8:15 pm
Course Description: This course will focus on the logic of learning (believing, thinking, understanding), and the analysis of the concept of learning in educational theory and practice. Implications of the philosophy of mind for the evaluation of teaching and learning will be discussed. This course is designed to deal with the process of change and how it affects our daily lives as educators. New reforms will be addressed and broken down from a philosophical to a pragmatic approach. This course is designed to be interactive leaving space for individual problems and situations that arise throughout the various sessions. All educators, K - 12.
Instructor: Anthony Grilli
Classroom Strategies for Managing Difficult Students (3 credits / 45 hours) in-service credit only
Jericho Jewish Center Mondays and Wednesdays January 25, 27, February 1, 3, 8, 10, 22, 24, March 1, 3, 8, 10 4:30 - 8:15 pm
Course Description: Often educators find it difficult to deal with those difficult few students. They affect the learning environment and disrupt the students who want to learn. They also affect teachers from having complete control over their classrooms. Educators want to maintain order, but at times it is very difficult. This course will arm teachers with the tools needed to keep your classroom your own while accommodating all types of learners. Strategies on how to develop and maintain the learning process and your lessons will be discussed. Strategies and techniques on how keep the difficult students in check will also be discussed. The primary goal of all educators is to enable our students to learn and perform at their best level. A classroom with proper management and order is the start to great success.
Suitable all educators K - 12.Instructor: Kim Tomlinson
Social/Emotional Development & Learning (SEDL): The Roles of the Student, Teacher and Administrators' Personal Development in Education (3 credits / 45 hours) in-service credit only NEW COURSE!!!!
Jericho Jewish Center Tuesdays and Thursdays January 26, 28, February 2, 4, 9, 11, 23, 25, March 2, 4 4:30 - 8:15 pm
Course Description: The latest research indicates that students who are guided successfully through their school years with the support of school, community and home are more likely to succeed both academically and emotionally, regardless of how disadvantaged their home environment is. NYS standards are presently begin developed to address this important educational concern. This concern is an introductory class for school personnel interested in implementing social/emotional strategies as well as learning to develop new and better relationships with their colleagues. Your efforts will result in a school setting more conducive to positive academic and social outcomes for your students. The course will address SEDL issues for elementary and secondary schools. Suitable all educators K - 12.
Instructor: David Spielberg NOTE>>>>>>COURSE CANCELLED
Decision Making "One of the most important aspects many of us take for granted" (3 credits/45 hours) in-service credit only
Smithtown Site Tuesday and Thursday April 13, 15, 21, 22, 27, 29, May 4, 6, 11, 13, 18, 20 4:15 - 8:00 pm
Course Description: As educators it is essential that we make the right decisions everyday. This course will include an overview of different situations an educator may face and is designed primarily as an outlet to discuss how to deal with encounters you may have in or out of your classroom. We will discuss strategies we or our districts may use. Topics included teacher-teacher relations, teacher-parent relations, violence in school, teacher-student process, sexual harassment issues, teacher-principal relations, drugs and alcohol and weapons, etc. The class will have the opportunity to share some of their most interesting situations they have experienced. The goal is to help you become better decision makers as teachers. Suitable all educators, K - 12.
Instructor: Anthony Gambino
750.3T Learning Environments for Students with Special Needs (3 credits/45 hrs)
Brooklyn
Smithtown Site Mondays and Wednesdays February 8, 10, 22, 24, 3/1, 3, 8, 10, 15, 17, 22, 24 4:15 - 8:00 pm
Graduate or In Service
Course Description: Approaches
to design, management, and evaluation of optimal learning environments.
Review of methods, including behavior management, crisis intervention, group
process, positive social interaction, skills and peer mediation. Case
studies in diverse settings as a basis for analysis, discussion, and
interpretation of behavior within and across cultures. Development of a
reflective approach to teaching and problem solving. Suitable for all teachers, K-12.
Instructor: Anthony
Gambino
726.2T Teaching in Least Restrictive Environment (3 credits / 45 hours) NEW COURSE!!!!!
Brooklyn
Graduate or In-Service
Smithtown Site Mondays and Wednesdays May 3, 5, 10, 12, 17, 19, 24, 26, June 2, 7, 9, 14 4:15 - 8:00 pm
Course Description: Strategies to integrate and support students with special needs in least restrictive environments. System and organizational change theories and strategies for developing models of inclusive education. Focus on curriculum and collaborative processes with other professionals including co-teaching, consultative, and itinerant models. Engagement of family members in collaborative efforts. Suitable all educators, K - 12.
Instructor: Anthony Gambino
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