Participants will gain an understanding of widely-tested educational theories regarding the relationship between teaching efficient strategies and the impact this can have upon student learning. The importance of this course is underscored by the results of extensive research done over the past thirty years, which indicates that students who effectively utilize learning strategies in the classroom are better able to learn and retain information. As students develop learning efficiency, they will also develop a better attitude toward school and a greater belief in their ability to succeed. Though teachers must teach the information required by the school curriculum, they are also acutely aware of a need to teach strategies for long-term learning, and that is up to the teachers themselves to fulfill. This course is designed to make that goal more achievable.
Carlow University ED 617 • Madonna University EDU 5960.19 • Notre Dame College ED 617 D • The College of Saint Rose EDC 691
The required text for this course is Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, 2nd Ed. by Ceri B. Dean et al. ISBN 9781416613626
Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.
March 24-26 and March 31-April 2
Session 1: Introduction and Overview of the most current educational research regarding study strategies and their effects on student performance.
Session 2: Strategies for efficient organization and time management.
Session 3: Strategies to facilitate understanding of content textbooks.
Session 4: Methods designed for explicit instruction of summarizing and note-taking for proficient analysis and synthesis.
Session 5: Strategies to enhance recall of information based upon preferred learning styles.
Session 6: Incorporating instructional strategies into content teaching.
Session 7: Test-taking strategies to enhance performance and lessen test anxiety.
Session 8: Homework strategies for reinforcement of content skills.
Session 9: Effective communication skills and cooperative learning instruction.
Session 10: Issues and concerns within the educational setting.
Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.
Online 3-graduate credit courses are 13 weeks in length.
On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.
Weekday courses are Monday-Friday from 8:00am- 6:00pm.
It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.
Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.
Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.
Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.