GEDU courses are offered through Center for Adult Studies (CAS)

GEDU 20722:  AM SIGN LANG FUN & GAMES CLASS:  2 Hour(s)  

AMERICAN SIGN LANGUAGE FUN AND GAMES FOR THE WHOLE CLASSROOM~ Target Audience: PK-Elementary and Special Edu-cation Teachers, Home School Teachers. Gain classroom attention without raising your voice. As a teacher, you do not need to be fluent in sign language to reap the benefits of American Sign Language in the classroom. After learning a few basic signs, teachers can control class noise levels, disruptive student behavior, handle discipline problems and reinforce positive behavior without yelling. Incorporate American Sign Language into your elementary school, home school, special education and preschool lesson plans. Course activities will utilize "Signing Time Classroom Edition" (optional purchase) to get participants comfortable with sign language and ready for the new school year. Class-room resources and tips for signing in the classroom, lesson plans, and activities are included.

GEDU 50000:  GWS: NATURKIND:  2 Hour(s)  

WORKSHOP~NATURKIND~ The Naturkind program is designed for early childhood educators. Using the theory of emergent curriculum approach, teachers will learn how to carefully prepare an instructional environment and observe how students interact with that environment. Teachers will learn journaling techniques to record observations and to develop a process that promotes inquiry. that promotes inquiry.

GEDU 50010:  GWS:INCORP SCHOOLYARD HABITATS:  3 Hour(s)  

WORKSHOP~SCHOOLYARD HABITATS~ This workshop will provide teachers with basic knowledge for exploring field, pond, stream, and forest habitats with students that can then be applied to schoolyard environments. Participants will learn observation and journaling techniques, as well s scientific field methodology used to collect, census, and identify living and non-living organisms. Travel to nearby schools to generate ideas for incorporation into teachers' curricula.

GEDU 50020:  GWS:TEACHING EVOLUTION IN OHIO:  3 Hour(s)  

WORKSHOP~TEACHING EVOLUTION~ This workshop addresses the practical issue of how to teach evolution during an era of heightened sensitivity to religious beliefs. In addition to discussing the origin of the universe and biological evolution, teachers will learn why evolution was upheld in Ohio's content standards.

GEDU 50030:  GWS:FACING HISTORY & OURSELVES:  3 Hour(s)  

WORKSHOP~ FACING HISTORY~ This workshop will engage students of diverse backgrounds in an examination of racism, prejudice, and anti-Semitism to promote the development of a more humane and informed citizenry. It will begin with an exploration of individual and group behavior, followed by a detailed examination of the decisions made by Germans and other national citizens in the 1920s and '30s. The closing sessions assess questions of responsiblity and ethics.

GEDU 50040:  GWS:TODAY'S GERMANY:  3 Hour(s)  

WORKSHOP~ TODAY'S GERMANY~ This workshop will provide a two week educational trip to Germany for teachers. The group will visit German schools, observe their methods and approaches and discuss mutual problems. We will meet with national leaders of education, industry and politics. Historic sites such as the Reichstag Building, the German Parliment, a former concentration camp, museums, the Brandenburg Gate and other points of historic significance will be visited. Participants will have close and personal access to people that are influential in today's German society.

GEDU 50050:  GWS:CLASSROOM RESEARCH:  1-3 Hour(s)  
GEDU 50060:  GWS:WHALE EVOLUTION MODEL:  1 Hour(s)  
GEDU 50070:  MODELING FUTURE HEROS:  3 Hour(s)  

GWS:MODELING FUTURE HEROES~A PRACTICAL APPLICATION OF HUMAN VALUES: Target Audience: 4-12 Social Studies Teachers, School Administrators and Counselors. Are there universal techniques for solving problems peacefully that have repeatedly worked in various cultures around the globe? This course is a study in group dynamics and decision-making based on military heroes such as the Tuskegee Airmen and 20 world leaders who sought peaceful solutions to problems. Participants will be immersed in the history of these determined heroes and compare their unique abilities to resolve conflicts and endure challenges. An analysis of the successes of Nelson Mandela, the persistence of the Tuskegee Airmen, the optimism of Dr. Martin Luther King, Jr., the courage of Rigoberta Menchu, the wisdom of Eleanor Roosevelt, and the amazing accomplishments of some impoverished individuals living in South Africa, Tanzania, and Nicaragua, will help to identify conflict- resolution techniques and common values that endured under extreme duress and injustice. Discussion will include how these techniques and values can work for poor, rich, businesses, individuals, and for our families, youth, and schools. A revised version of this course is offered for four credit hours as GRADUATE STUDIES: GEDU 50440. A student may receive credit for only one of these courses.

GEDU 50080:  GWS:CHEMICAL ENERGETICS:  3 Hour(s)  
GEDU 50090:  GWS:TEACHING POETRY:  3 Hour(s)  
GEDU 50100:  RUNNING THE RIVER:  3 Hour(s)  
GEDU 50110:  GWS:HS & CLG RESEARCH COLLAB:  1-5 Hour(s)  

GWS~HIGH SCHOOL TEACHERS AND THE HIRAM GENOMICS INITIATIVE AS RESEARCH COLLABORATORS: Unique research experiences are designed to strengthen problem-solving and critical thinking skills and to motivate students to take greater control of their learning and to prepare them to take the next step in their academic training. Biology and Life Science teachers will develop their own lab skills through research experiences alongside Hiram faculty and students. Teachers will work with bacteria to isolate, purify, and identify strains from environmental samples, as well as isolate and analyze genes from a bacterial genome. Teachers will design collaborative research projects with Hiram faculty, and then develop implementation plans for their own classrooms.

GEDU 50120:  GWS:SCHLYARD ECOLGCL RESEARCH:  3 Hour(s)  
GEDU 50130:  GWS:HUMAN ENHANCMNT TECHNLGIES:  3 Hour(s)  
GEDU 50140:  TEACHING THE HOLOCAUST:  3 Hour(s)  

GWS~TEACHING THE HOLOCAUST~AN INTENSIVE ONE-WEEK STUDY~ Target Audience: Grade 6-12 Social Studies Teachers. This workshop is designed to provide teachers with better insights into one of the pivotal events of the twentieth century, the Holocaust. Participants will gain familiarity with materials that are available for classroom instruction and the methodology necessary for presenting the material. Topics to be addressed include European political history, church history, the history of anti-Semitism, the rise of Nazism, world apathy, rescue and resistance, revisionists and deniers, methodology, and more.

GEDU 50150:  GWS:INVESTING IN INQUIRY:  3 Hour(s)  
GEDU 50160:  GWS:DISCOVERING WONDR OF NATUR:  1 Hour(s)  

GWS: DISCOVERING THE WONDERS OF NATURE~

GEDU 50170:  GWS: GLOBAL:OUR CHANGING WORLD:  3 Hour(s)  
GEDU 50180:  GWS:SEC BLACK MIL UNITS WWII:  3 Hour(s)  
GEDU 50190:  GWS:MEET IN THE MID:CHILD READ:  3 Hour(s)  
GEDU 50200:  GWS:GLOBAL HEALTH CARE JUSTICE:  3 Hour(s)  
GEDU 50210:  GWS: FIELD BOTANY:  3 Hour(s)  
GEDU 50211:  PRACTICAL BOTANY FOR TEACHERS:  3 Hour(s)  

PRACTICAL BOTANY FOR TEACHERS~ Target Audience: K-12 teachers This course is designed for Elementary, Middle, and High School teachers of biology, ecology, and science. One area which is sometimes missing in science education is the identification of plants and their structures. This class will focus on identification of common weeds, wildflowers and trees in forests, fields, roadside ditches and even landscaping. Participants will utilize field guides and simple plant keys to learn identification techniques, as well as methods to create an herbarium. Hiram College and the James H. Barrow Field Stations will be the focus areas of the course with field trips to Holden Arboretum, Kent Bog and other nearby sites.

GEDU 50220:  GWS: TEACH LIT JOURNALISM PROJ:  3 Hour(s)  
GEDU 50230:  GWS:DRAMA & WRITING CURR:  3 Hour(s)  

GWS~WRITING AND DRAMA ACROSS THE CURRICULUM:Teachers of any content area and any grade level can engage their students in classroom writing and process drama activities. "Process drama" is improvisational drama that encourages students to co-create with their teachers' ways to solve a dilemma, reflect on historical or current social conditions, or explore new directions to take. In a hands-on approach, participants will experience process drama episodes and writing activities throughout the course that they will apply to their own curricula in a course project. This course supports standards by emphasizing ways for teachers to incorporate oral and written communication skills, problem-solving skills, and real-world relevance into future lessons.

GEDU 50240:  GWS:NATURE WORKS:SCH SCIENCE:  3 Hour(s)  
GEDU 50260:  SCIENCE IN THE SCHOOLYARD:  1-7 Hour(s)  

GWS:SCIENCE IN THE SCHOOLYARD:Science in the Schoolyard is a collaborative learning partnership between Hiram College and PreK-6 teachers that involves science conceptual understand- ing, theme-based unit planning, teaching experiences and classroom implementation. Teachers will explore nature and their school environment through hands-on, real-world learn- ing experiences and establish connections with their students, the school and the surrounding community. Science in the Schoolyard emphasizes an integration of schoolyard nature resources with topics in math, social studies, langauge arts, writing, and art. By extending teachers' classrooms into the schoolyard and neighborhood, students can engage in learning that is relavant to their world, take pride in the place in which they learn, and connect with their community in a natural way. All expenses, including tuition, fees, teacher stipends and equipment allowances are generously provided by grant funding from the Ohio Board of Regents Improving Teacher Quality Fund.

GEDU 50270:  GWS: MUSIC FOR TEACHERS:  1 Hour(s)  

GWS~MUSIC FOR TEACHERS WHO DON'T TEACH MUSIC (BUT LOVE MUSIC): This course uncovers the connection between music and science, math, and social studies using a variety of musical works ranging from the Medieval Period to the 20th Century. The main goal of the course is to aid teachers with their instruction of science, math, and social studies by incorporating musical compositions integral to the lesson and to determine how to foster an appreciation of music in your students. Class sessions include discussions of recorded listening materials and handouts, lesson-plan writing, and a small group project. Three live performances by professional ensembles on the campus of Kent State University are required.

GEDU 50280:  GWS: RIVER OF WORDS:  0 Hour(s)  
GEDU 50290:  WEBQUESTS: SOC STUD & SCI:  3 Hour(s)  

GWS~INCORPORATING MULTI-MODAL WEBQUESTS IN SOCIAL STUDIES AND SCIENCE. This course is designed to teach participants to create science and social studies content based WebQuests with audio, video, images, animation, and text in order to reach and engage all learners. Review of learning styles, research on instructional effectiveness of WebQuests, connection to the content standards, and implementation of appropriate assessment included. Participants will create one multi-modal WebQuest and begin the assessment included. This course will include 3 face-to-face meetings (4 hours each) as well as discussion, critique, and feedback in an online environment between meetings.

GEDU 50300:  GWS:LEVERAGING CHANGE:POL/ECON:  3 Hour(s)  

GWS~LEVERAGING CHANGE~THE POLITICS AND ECONOMICS OF GLOBAL POVERTY AND HEALTH CARE: This course and symposium will address critical topics in international health care and issues of disparity within the U.S. health care system, paying attention to the political and economic forces that contribute to these health care disparities/inequities. It will focus on potential solutions to the many problems that exist and how humanities, especially literature and the arts, might contribute to those solutions. During the symposium, participants will engage with researchers, health care professionals, humanities and social sicence scholars, and artists on issues related to human moral equity and jusitce, and the role of the biomedical research community and health care planners/providers.

GEDU 50310:  MEETING READERS NEEDS:  3 Hour(s)  

GWS~MEETINGS READERS' NEEDS~ANOTHER LOOK AT COMPREHENSION: This course will introduce and model for teachers the explicit instruction of specific comprehension strategies such as making connections, developing mental images, inferring, asking questions, and synthesizing theme and main idea of text. Teachers will have opportunities to discuss and "fine tune" the framework of their literacy program as they examine theories of comprehension and learning. Teachers will create "anchor lessons" that meet the needs of learners at differing levels, while exploring different genres and titles applicable to their grade level.

GEDU 50320:  POPULAR FICTION: LANGUAGE ART:  2 Hour(s)  

GWS~WHODUNIT? USING POPULAR FICTION IN THE LANGUAGE ARTS CLASSROOM. This workshop is designed for secondary teachers who are interested in using popular fiction in the language arts curriculum. Participants will develop strategies for effectively using the kind of popular fiction-such as mysteries-that draws in reluctant readers. Taking Dashiell Hammett's The Maltese Falcon as the focus, participants will develop a strategy for teaching popular novels in the secondary curriculum and develop lesson plans that support the Ohio Academic Content Standards using Maltese Falcon or similar popular novels. Participants will be immersed in the novel from a variety of perspectives, including historical context, hot-button discussion topics, pedagogical hurdles and approaches, resources for involving students in the novel, and much more.

GEDU 50330:  GWS:CONNECTING READING WRITING:  1 Hour(s)  

GWS:CONNECTING READING AND WRITING IN THE WORLD OF SPITE FENCES: Author Trudy Krisher teams up with Jennifer Miller of Hiram College to offer a unique experience for teachers. This 3-day workshop will focus on Krisher's novel "Spite Fences" to develop strategies to use the book to address reading comprehension and literary appreciation using historical fiction with your students. On the final day of the course, the author will lead a creative writing workshop.

GEDU 50340:  THE CREATION OF ADOLESCENCE:  3 Hour(s)  

GWS~ THE CREATION OF ADOLESCENCE~(online course) According to popular conceptions, the period of adolescence is fraught with problems. Raging hormones, dysfunctional families, and bad genes are often blamed for youthful violence, suicide, and a host of other disorders and problems. But just how much trouble do teenagers really cause? At what point, historically, were young people singled out into an age-specific cohort? What role do the media, the educational system, and economics play in our conceptions of teenagers? This course will examine the social creation of the "teenager" and examine the definitions and stages of childhood, adolescence, and youth in traditional tribal societies, Europe, and the United States throughout history. Industrialization, changes in the family, population pressures, economics, employment and unemployment, world tensions, war, and post modernism all had direct and indirect effects on the lives of young people and how they were seen by others At each era, we will use an interdisciplinary approach to discuss the expressions of youth culture (or lack of culture), the effects youth culture had on other segments of society, and the major theories that arose to explain the behaviors and attitudes of young persons. We will pay special attention to the role of public education in the creation of adolescence and examine the rise of high schools in the United States.

GEDU 50350:  IGNITING STREAMS OF LEARNING:  3 Hour(s)  

GWS~IGNITING STREAMS OF LEARNING IN SCIENCE~SUPPORTING AND ENHANCING STEM CAREERS USING THE RECOVERING CUYAHOGA WATERSHED AS A LOCAL MODEL: This collaborative program pools the collective resources of faculty, graduate and undergraduate students from Hiram College, Kent State University and Akron University, and utilizes best practices in science education to engage learners in local examples of STEM (science, technology, engineering, and math) applications in the miraculous recovery of the Cuyahoga River. Igniting Streams of Learning involves an in-depth study of the upper and middle Cuyahoga Watershed including habitat analysis, stream water quality testing, transect studies, ecological microhabitat analysis and much more during a two week institute for teachers and high school students, and several follow- up workshops throughout the school year in which a learning module will be developed.

GEDU 50360:  GWS:HOLLYWOOD GOES TO SCHOOL:  2 Hour(s)  

GWS~HOLLYWOOD GOES TO SCHOOL~As the latest technological form of popular storytelling, feature films convey the great cultural lessons of our time. Filmmakers use the school setting and the teacher character to explore contemporary and social problems and to propose suggestions for their solutions. Selected feature films will be used to explore a variety of these social problems as related to schooling issues. Included will be explorations of how society defines and limits the behaviors and lifestyles of teaching professionals, the "great teacher myth," attitudes toward authority in school settings, and cross generational communication between students and adults. These explorations will be used to inform professional practice.

GEDU 50380:  PUTT LEARNING IN PERSPECTIVE:  3 Hour(s)  

PUTTING LEARNING INTO PERSPECTIVE IN THE NEW LANDSCAPES OF SCIENCE STANDARDS AND ASSESSMENTS~ In this workshop, we will explore what we have learned from two decades of research on learning and the brain. We will identify questions of concern to us as teachers and environmental stewards. We will collect data from our own learning experiences as we inquire into local environments (wetlands, streams, and urban forests). Participants will develop an action plan that emerges from their experiences and from field books and teacher resource materials already aligned to revised Core Curriculum, Next Generation Science Standards and the North East Ohio Regional Sewer District Watershed curriculum. Through generative collaborative experiences, teachers will develop an action plan on an important local environmental issue. By shifting our focus from teaching to learning, everyone will experience the value of critical colleagues among our shared STEM community of teachers, professors, professional scientists, and undergraduate students.

GEDU 50390:  PHYSICAL SCI-NATURE OF ENERGY:  3 Hour(s)  

GWS~PHYSICAL SCIENCE-NATURE OF ENERGY. Teachers will explore and discover concepts related to the Nature of Energy through an inquiry approach to teaching Physical Science. Concepts relating to temperature (thermal energy, conduction, convection, radiation), electrical energy, energy transformations (potential, kinetic), and light and sound (transmission, refraction, reflection) will be investigated. Participants will be provided time to design developmentally appropriate lessons and units of study based on conceptual understanding and inquiry that can be integrated into their own course of study.

GEDU 50400:  OWNING UP:  3 Hour(s)  

GWS~OWNING UP~ Educators, administrators, counselors, schools and youth organizations are inundated with messages about bullying. This course and curriculum is designed to create a lasting climate of social justice and respect in your building. The Owning Up curriculum does just that, it provides education for every member of your community and strategies for long range success. This seminar will cover the curriculum of the Owning Up program and certify the participants to implement the program within their school or organization. Classroom strategies addressing conflict resolution skills, technology, and relationship building are some of the areas that will be explored. Creating your own assemblies for students, parent meeting outlines, and staff enrichment information will also be provided. The Owning Up curriculum was researched and developed by Rosalind Wiseman, educator and founder of the Empower program in Washington, D.C..

GEDU 50410:  EARTH/SPACE SCI IN SCHOOLYARD:  3 Hour(s)  

EARTH AND SPACE SCIENCE STANDARDS IN THE SCHOOLYARD: The focus of this course will be to exlore developmentally- appropriate strategies to teach Earth and Space Science standards in schoolyards. Northeast Ohio offers many unique resources for study in this area. Field trips will include The Cleveland Museum of Natural History and the Shafran Planetarium, Nelson Ledges State Park, and rock collecting at a local Sand and Gravel company, as well as visits to area school grounds. Emphasis will be placed on understand- ing Earth & Space Science Standards as they relate to Ohio. Teachers will receive a variety of instructional materials and have access to borrow additional resources and materials for classroom use. Materials and resources include rock collections, soil samplers, stream erosion tables and weather instruments.

GEDU 50420:  IDEA-ENVIR AWARENESS INSTITUTE:  2 Hour(s)  

IDEA (IN-DEPTH ENVIRONMENTAL AWARENESS) INSTITUTE: Plans are underway to offer a weeklong enfironmental educa- tion workshop for up to 130 or 13000 Ohio classroom teachers, Soil and Water Conservation District (SWCD) Educators, and other nonformal educators. This statewide initiative, scheduled the week of July 20, 2009 at Hiram College, will focus on building awareness and understanding of rivers, lakes, wetlands, soils, and the biodiversity that is threatened by human activities. Resource experts representing local colleges, universities, agencies, and organizations will provide in-depth sessions related to these topics, and a variety of field study options, hands-on activities. Participants will gain certification in Project WILD, WET, PLT, and Healthy Water, Healthy People. This professional development opportunity will help educators be better equipped to provide balanced environmental education programs and meet the requirements for the "No Child Left Inside" legislation. It is estimated that the cost of attending the IDEA Institute will be approximately $350 or$35000 per person (includes meals and air-conditioned college housing.)

GEDU 50430:  WHAT WORKS IN EDUCATION?:  3 Hour(s)  

WHAT WORKS IN EDUCATION? MARZANO'S BIG NINE...THAT'S WHAT: This workshop will explain the nine strategies using the book "Classroom Instruction That Works: Research Based Strategies for Increasing Achievement" by Robert J. Marzano, Debra J. Pkcering and Jane E. Pollock. Teachers will receive practical classroom applications to take back to the classroom that are researched based to have positive effects on student achievement across all content areas and all grade levels.

GEDU 50440:  MODELING FUTURE HEROES:  4 Hour(s)  

MODELING FUTURE HEROES: Are there universal techniques for solving problems peacefully that have repeatedly worked in various cultures around the globe? This course is a study in group dynamics and decision making based on military heroes such as the Tuskegee Airmen and 20 world leaders who sought peaceful solutions to problems. Participants will be immerserd in the history of these determined heroes and compare their unique abilities to resolve conflicts and endure challenges. An analysis of the successes of Nelson Mandela, the persistence of the Tuskegee Airmen, the optimism of Dr. Martin Luther King Jr., the courage of Rigobert Menchu, the wisdom of Eleanor Roosevelt, and the amazing accompilshments of some impoverished individuals living in South Africa, Tanzania, Nicaragua, will help to identify conflict- resolution techniques and common values that endured under extreme duress and injustice. Discussion will include how these techniques and values can work for poor, rich, businesses, individuals, and for our families, youth, and schools.

GEDU 50450:  UNIVERSAL DESIGN:  3 Hour(s)  

UNIVERSAL DESIGN APPLICATIONS FOR YOUR CLASSROOM~ Universal Design, a concept that originated in architecture but which has spread far beyond, is the process by which products and environments are designed to be accessible and usable by the greatest variety of people, disabled or not, without any special adaptations or modifications. In any classroom, K-12 and beyond, you will see individuals with a variety of learning styles, previous experiences, diagnosed or undiagnosed learning difficulties, and cultural backgrounds. In this course, participating teachers will learn how to apply Universal Design concepts from a pedagogical perspective by learning about best practices, inclusive instructional design, and practical approaches among other topics. Teachers will work, both individually and in groups, to apply strategies of Universal Design and design/redesign lessons for the classroom.

GEDU 50460:  BIRD PHOTOGRAPHY:  1 Hour(s)  

THE MAGIC OF ELECTRONIC FLASH WITH BIRD PHOTOGRAPHY: Starting at the beginning of photography, assuming one knows little about the subject, this workshop proceeds through the basics (depth-of-field, shutter speed, silm speed, exposure, composition) into advanced techniques for photographing birds-even birds in flight! Using an electronic flash to freeze a bird's wings razor sharp-even a hummingbird's wings-will open a fascinating world of bird-flight photography experienced by only a few. Song birds and hummingbirds at household feeders through birds in the filed, such as ducks, geese, seagulls, and hawks, will no longer escape your camer's eye. Also, these photographic techniques can be used for other areas of photography such as photojournalism and wildlife photography. Included in this course is close up photography of snow flakes (winter), water drops, tiny flowers and other items dwelling in the world of small-a fascinating and entertaining addition to this course. This workshop is designed for digital and film cameras. It is best if these cameras have adjustable lens openings and shutter speeds. A detachable, automatic, electronic flash is not required, but helpful. Fully automatic cameras (those not allowing manual settings) may also be used but may prove somewhat inadequate during the advanced instruction. With the advent of digital photography, many camera shops are now over stocked with used, SLR (single lens reflex), 35-mm film cameras and currently sell them at very reasonable prices. If you have always wanted a non-automatic camera, but didn't know how to use it, this may be a perfect time to make such an investment. If you have purchased a new digital camera, this course provides for their use as well.

GEDU 50470:  GET MOVING!:  3 Hour(s)  

GET MOVING! PHYSICAL SCIENCE EXPLORATIONS TO ENERGIZE STUDENTS~ The focus of this course will explore developmentally- appropriate strategies to teach Physical Science standards PK-6. Emphasis will be placed on understanding Physical Science, Scientific Inquiry and Scientific Ways of Knowing, as they relate to Ohio Academic Content Standards. Teachers will explore and discover concepts related to the Nature of Matter, Nature of Energy, and Forces and Motion through an inquiry approach to teaching Physical Science. States and properties of matter, chemical and physical changes, motion, contact and non-contact forces (including speed, direction, mass, collisions, position), sound and light, kinetic and potential energy, and energy transformation will be investigated. Emphasis will be placed on schoolyard physical science explorations. Participants will be provided time to design developmentally appropriate lessons and units of study based on conceptual understanding and inquiry that can be integrated into their own course of study. Teachers will receive and make a variety of instructional materials, and have access to borrow additional resources and materials for classroom use. Additionally, participants have an opportunity to serve as instructors for the week-long Camp Invention program for children entering grades 1-6 that will be hosted by Hiram College August 2-6 (stipend included).

GEDU 50480:  MULTIPLE INTELLIGENCES:  1 Hour(s)  

USING MULTIPLE INTELLIGENCES IN THE MIDDLE AND HIGH CLASSROOM~ The Multiple Intelligences (MI) approach to teaching is an ideal way for teachers to differentiate (what?) for their students, and increase literacy and reading comprehension. This course will review the theory of multiple intelligences and determine individual MI. Participants will learn practical strategies for incorporating MI in the classroom to highlight student strengths and ensure success in the classroom. Teachers sill research and create lesson plans to incorporate MI strategies into their classrooms in the fall.

GEDU 50490:  STORYTELLING IN CLASSROOM:  2 Hour(s)  

THE SPOKEN WORD: STORYTELLING IN THE CLASSROOM~ In this age of cell phones, texting, Facebook and Twitter, have we lost the art of communicating with one another face to face through oral expression? Oral interpretation stimulates creativity and imagination, improves verbal and listening skills, and encourages self-expression and emotional well-being. In this course we will explore the ancient art of storytelling. We will tell our own stories, practice the art of interpreting poetry aloud, play some improvisational theatre games, and perform short plays together. We will create and share lesson plans for incorporating storytelling into the classroom. Participating teachers will choose and prepare poetry for performance and participate in group performances during class.

GEDU 50500:  USING MASKS IN CLASSROOM:  1 Hour(s)  

THE FACE TELLS THE STORY: USING MASKS IN THE CLASSROOM~ Throughout history, and around the world, man has created masks for powerful purposes. Masks change our identity, conceal us—or, maybe even reveal us. We can become someone else, control animals, appease spirits, commune with the dead, or even with the gods. Masks are used in ritual performances, festivals, and for entertainment or protection. From ancient Greece, Africa, China, Japan, Latin America, Bali, the Aztecs, and Native Americans to our contemporary carnivals and Mardi Gras, the mask reveals much about the people who make them. In the classroom, masks can be used to study history, geography, or world culture. Visual Art and role-playing are other possibilities for curricular tie-ins. In this class, participants will investigate a particular culture's mask-making traditions and share their work with the class. We will sculpt a mask of clay, cast it in plaster bandages, and finishit with paint and other decoration. Participants will keep their mask creation at the end of the class.

GEDU 50510:  WOLVES AND CIVILIZATION:  3 Hour(s)  

WOLVES AND CIVILIZATION~ By surveying the representation of the wolf in history, myth, folklore, natural history, and popular culture, this course seeks to examine the complexities of the natural and political relationship between humans and wolves. We will use these varying fields to analyze the ideology that now constitutes our understanding of the wolf. We will examine the virtual extinction of the wolf in the lower 48 states of America and why some people want to re-introduce the wolf. Wolves have been re-introduced in Yellowstone, and they have also been re-introduced in the Southwest. As human development has spread and wolf populations expand to include a tiny fraction of their original territory, there is now a remendous amount of interest in wolves and wolf re-introduction. The readings also demonstrate how the lives of humans and wolves are deeply connected to the margin and the mainstream of our society. For hundreds of years our country engaged in a sometimes organized campaign to exterminate the wolf. The ferocity and sadism of hundreds of years of wolf slaughter calls out for intellectual inquiry. With wolves now reclaiming some former habitat in the lower 48 states, we now ask why this mysterious yet social animal has provoked such violence, compassion, and interest.

GEDU 50520:  MULTI-SENSORY STRUC LANGUAGE:  5 Hour(s)  

MULTI-SENSORY STRUCTURED LANGUAGE: THE ORTON- GILLINGHAM APPROACH~ Target Audience: PK-12 Teachers, Speech Professionals, School curriculum Directors & Administrators. This couse introduces students to the Orton Gillingham approach of teaching reading, writing, and spelling to the dyslexic child as well as others who have stuggled with learning language. It employs multi-sensory techniques which engage hearing, seeing, and feeling simultaneously in order to facilitate memory and learning. This approach has successfully taught children to read for more than 70 years. Participants will learn how to apply the multi-sensory approach to instruction as they design and practice teaching lessons to classmates. In addition to learning about the characteristics and needs of the struggling reader, students will examine the structure of the English language including: phonological awareness, sounds, syllables, syllable division, morphology, and spelling generalizations, with particular emphasis on the ways in which the writing hand reinforces all learning. Woven into the practical aspects of how to deliver an Orton-Gillingham lesson will be the neurological underpinnings of dyslexia, the oral and written history of the English language, informal and formal assessment, fluency, and comprehension. There will be many useful teaching materials given to participants and creative ways demonstrated that make learning fun. Participants will utilize The Gillingham Manual by A. Gillingham and B. Stillman, as well as other relevant readings.

GEDU 50530:  PLACE BASED EDUCATION:  3 Hour(s)  

PLACE BASED EDUCATION: USING THE COMMUNITY AS A LEARNING LABORATORY~ Emphasizing the need for students to utilize their local community as a learning environment, this workshop will help teachers gain strategies, instructional plans, and resources to allow students to explore and investigate their local communities. Through local walks, interviews, and field trips, students come to understand ways in which local individuals, businesses and movements have both historically and currently work to impact the nation's and world's condition. Teachers will be asked to connect best practices in place based education to create lesson plans that energize student learning and connect students to their community.

GEDU 50540:  COMMUNICATION WITH MEDIA:  2 Hour(s)  

COMMUNICATING WITH MEDIA SAVVY TO THE MEDIA SAVVY~ In the Digital Age, mass media and personal mediated devices have permeated our personal and professional lives. As a result, a debate has ensued: we're either more connected than ever before, or we're consumed and isolated by media. In this short course, we will examine the role of mass and personal media in our lives, and raise questions such as: What is the impact of social networks? Are we better off with or without technology, and how can we use it most effectively? How might we communicate with our students and teach them to use media efficiently, safely, and ethically? If we cannot escape media in the classroom, how might we cope?

GEDU 50550:  WETLAND ECOLOGY STUDIES:  3 Hour(s)  

WETLAND ECOLOGY STUDIES~ Middle and High School science teachers will be introduced to the fascinating ecology and biodiversity of wetland habitats and explore strategies to integrate wetland studies into their curriculum. The importance of wetland habitats in the water cycle and in species diversity will be explored. Participants will learn how to identify wetland characteristics of lakes, ponds, floodplains, drainage ditches, retention ponds and bioswales, as well as determine areas that are not considered wetlands. Each teacher will receive a wetland determination kit and many ideas and suggestions to involve students in analysis and exploration of these unique habitats. The course will be held at the Hiram College Field Station with field trips to local wetland areas and schoolyards.

GEDU 50560:  WHAT IS NORMAL?:  3 Hour(s)  

WHAT IS NORMAL? WAYS WE RESPOND TO PHYSICAL AND MENTAL ABNORMALITY~ Whether as a nation, a community, or a classroom, we tend to define our "in" groups partly by the people we exclude. We usually try to "normalize" those who are outside our standards, but if we cannot somehow repair or transform them, we often cast them out because they disturb us deeply. This course examines fiction and nonfiction about physical and mental abnormalities, sometimes from the perspectives of the insiders, sometimes from the perspectives of those who are left out. Class exercises include ways of learning "to walk in others' shoes," to be more open and inclusive, to be less fearful of the "Other." Teachers will describe 5 students they have previously taught who don't fit the normal stereotype. They will describe what was done to accommodate them and how the rest of the class responded. They will suggest what additional or different accommodations could be done.

GEDU 50570:  HUMAN TRAFFICKING:  3 Hour(s)  

HUMAN TRAFFICKING~ Target Audience: K-12 Teachers How can there be 27 million slaves in the world when slavery is illegal in every country? Why do freed slaves often voluntarily return to work for their former owners? Why does the global economy help determine the amount of slaves in the world? Does a six-year-old child slave, digging tunnels by hand in the Congo River basin, have anything to do with your cell phones and laptops? Third only to drugs and weapon sales, human trafficking is the largest and fastest growing organized crime activity in the world resulting in a multi-billion dollar industry. Forced factory and agricultural labor, the sex trade, debt bondage, domestic help, children soldiers, and the selling of human organs comprise the many facets of this contemptible trade. There are over 100,000 slaves in the United States secretly held captive and forced into manual labor and the sex trade. Runaway teenagers in United States are easily spotted by trained traffickers and approached on an average of 38 hours after leaving home. One of our country’s primary cities for human trafficking transportation is Toledo, Ohio. In this course we will explore the world slavery problem with emphasis on women and children. The economic reasons slavery is so prolific and the political undertakings currently trying to combat this scourge will also be investigated. The psychological effects of individuals involved in the slave trade, both victims and perpetrators, and the role they play in their communities is a prime concern. Many of the look-the-other-way cultures regarding human trafficking, especially when human trafficking becomes “normalized,” will be explored in detail. The U.S. State Department’s document, “Trafficking in Persons Report 2010,” for the first time, includes figures for slavery in the Unites States. It was presented by Secretary Clinton on June 14, 2010, and will be part of this curriculum. Where human trafficking exists, how it is supported, the psychological culture it needs to flourish, and what can be done about stopping this practice is the basis for this course.

GEDU 50580:  INTEGRATING TECHNOLOGY:  1 Hour(s)  

INTEGRATING TECHNOLOGY ~ This course will focus on integration of technology to engage 21st Century learners in today’s classrooms. Students will explore and discuss applications for both instruction and assessment through implementation of student blogs, student created websites, learning boards, screencasts, iPad/tablet apps, and presentation applications. Throughout the course itself, students will engage in discussions and personal reflection around how these technological advancements may be changing the way students learn, and how to adapt their instructional strategies to meet the needs of those they teach.

GEDU 50590:  CLASSROOM MGMT SKILL&STRATEGY:  1 Hour(s)  

CLASSROOM MANAGEMENT SKILLS AND STRATEGIES, GEDU~ Target Audience: PK-5 & Special Education Teachers As demands increase on classroom teachers, there seems to be no time to set class culture or address behavioral disruptions without sabotaging lessons. What if we gave the task to the students? As they become responsible for their own learning, we will be able to continue teaching and meeting the needs of ALL students. Participants will gain experience in various forms of creative class management techniques as well as develop effective strategies to extinguish behavioral issues before they rob the class of valuable learning time. Emphasis is on building students’ confidence, self-monitoring skills, and problem solving abilities. This class takes a collaborative approach to design and develop activities specific for each participant.

GEDU 50600:  BUILD RESILIENCY IN CHILDREN:  0.5-1 Hour(s)  

BUILDING RESILIENCY IN CHILDREN~ Why is it some children seem to fall between the cracks and get lost in the system or suffer from on going depression? Why are some children succeeding when all the odds are against them? Resiliency factors in some children are more developed than in others and these factors allow children to rebound or spring back from failures, disappointments, or other trauma. A resilient child demonstrates a strong level of social competency, a skill set for problem solving, a good sense of autonomy, and a belief or hope in a better future. How do adults help children develop these valuable skills? The course will look at the literature and research that points to the brain, the environmental, and the social aspects of building resiliency in children. Helping children develop social competency so that they can navigate the world of their peers is important. Showing children how to speak up about injustice and to seek out adults who are willing to help can be empowering. Allowing children to develop more problem-solving skills in the classroom but also at home will enable them to start with small problems and gradually gain competency to handle larger ones. It is also important to help children understand that they do have futures, that there is something beyond the moment, and something to plan or work towards.

GEDU 50610:  STRAIGHT TALK WITH CHILDREN:  0.5-1 Hour(s)  

STRAIGHT TALK WITH CHILDREN~ Have you ever tried talking to a child or teenager and felt like they just can't hear you? Is it what you are saying as an adult or how you are saying it that kids tune you out? What are the barriers to adult-teen conversations and how can we communicate better with children. This course will focus on learning skills that will help adults understand how to have necessary conversations with youth regarding drugs, alcohol, sex and other risky behaviors. In or fast paced, technology driven world today, it becomes more difficult to find the time to listen to others and to have others hear what you are saying. So it is crucial that parents and adults who interact with children have the resources and tools to communicate effectively with kids. Learning how the brain develops and the social/ emotional stressors that affect children is a key component of this course.

GEDU 50620:  LEARNING TO LIVE TOGETHER:  0.5-1 Hour(s)  

LEARNING TO LIVE TOGETHER: EXPLORING CULTURAL DIVERSITY~ Where do we come from? What influences our choices, desires and how we interact with other? This course helps the participants explore where they come from culturally and emotionally when it comes to relating to others who are not from the same backgrounds. When people say they are not prejudice or bias about others are they really? Together we will learn about the norms, values and traditions that make up our individual cultures and how it affects how we view others and the world around us. By becoming aware of our own culture's world view, we can learn more about how our attitudes are shaped and changed by the cultural divverences that we experience. The course will help to explore and gain knowledge of different cultural practices and world views. It will also open the door to developing the ability to understanding, communicating, and effectively interacting with people from across cultures.

GEDU 50625:  CLRM PARTNER PARENT&COMMUNITY:  1 Hour(s)  

CREATING CLASSROOM PARTNERSHIPS WITH PARENTS & THE COMMUNITY~ Teachers will gain knowledge about ODE Parental Involvement Policy and discuss how new mandates will impact school districts and the classroom. Teachers will research, discuss, and develop strategies to recruit, motivate, and effectively utilize parent volunteers and community stakeholders in the learning process. Upon completion of this course, participants will have the knowledge and expertise to influence and advocate for best practices regarding parental involvement in their school districts. Target Audience: PK-12 Teachers

GEDU 50630:  STOP THE BULLYING I:  0.5-1 Hour(s)  

STOP THE BULLYING I: PRE-SCHOOL THRU 4TH GRADE~ Children can begin bullying or other aggressive behavior at a very early age. This course is designed to help teachers, parents and other caregivers recognize aggressive behaviors and provide them with clear and consistent messages that they can use with children to reduce bullying and violence in the home, classroom and daycare settings. We will explore the different types of bullying that occur by age and gender since boys and girls expresses their aggressive behaviors differently. By participating in small group exercises, the class will learn about setting fair guidelines and the importance of using those guidelines consistently. The class will learn and practice the conflict resolution method of S.E.A.L. (Stop, Explain, Affirm, Lock) to show how even yung children can learn to resolve their conflicts. It will also show how adults can model conflict resolution. Finally, we will discuss the adult responsibility of dealing with childhood bullying, the legal aspects for children and adults, and what agencies and service are available in the community to help.

GEDU 50640:  STOP THE BULLYING II:  0.5-1 Hour(s)  

STOP THE BULLYING II: 5TH GRADE THRU 8TH GRADE~ Whether you are male or female, young or mature, the experience of being bullied at some time in your life remains with you forever. Today, the pre-teens and teens are seeing a significant rise in the episodes of bullying, particularly among the young adolescent girls. From cyberbullying to the "silent treatment," this workshop looks at our culture and the factors that influence our children and create this growing trend of bullying. It will examine the current media culture and its influence on teens regarding violence and gender roles that encourage relational aggression in girls and boys. The workshop will look at the new laws regarding bullying in schools and explore concrete ways for adults and students to participate in positive ways to resolve conflicts and raise awareness of bullying. Teachers will be able to develop clear classroom guidelines and be able to teach the conflict resolution method of S.E.A.L. to their students.

GEDU 50650:  BIOLOGICAL DIV/ECOLOGICAL SAMP:  3 Hour(s)  

BIOLOGICAL DIVERSITY AND ECOLOGICAL SAMPLING~ Biodiversity and Species Richness are terms that we hear all the time and are addressed in state and national standards. But what do these terms actually mean? How can we incorporate the study of biodiversity into our curriculum? This field-based course will explore biological sampling as one method for studying biodiversity. Participants will learn various techniques to sample species and environments in and around the schoolyard, including transects, quadrats, random pairs and more. The role of environmental parameters (pH, dissolved O2, moisture, N, P, K) will be explored.

GEDU 50660:  IT'S ALIVE! LIFE SCI IN SCHYRD:  3 Hour(s)  

IT'S ALIVE! LIFE SCIENCE IN THE SCHOOLYARD~ This course will explore developmentally-appropriate strategies to teach PK-8, in Life Science, Scientific Inquiry and Scientific Ways of Knowing, as they relate to the new Ohio Academic Content Standards. Teachers will explore and discover concepts related to living organisms, nonliving things, food chains/webs, environmental changes, habitats, and biomes. Throughout the course, teachers will become very familiar with common Ohio plants and animals. Emphasis will be placed on schoolyard explorations. Many strategies to make observations, ask questions, design investigations, and gather data will be presented, along with a variety of instructional ideas and materials to bring “Life” into your classroom science curriculum. Participants will be provided time to design developmentally appropriate lessons and units of study based on conceptual understanding and inquiry to be integrated into their own course of study. Teachers will receive and make a variety of instructional materials, and have access to borrow additional resources and materials for classroom use.

GEDU 50670:  PHYSICAL GEO IN ONE WK:  3 Hour(s)  

PHYSICAL GEOGRAPHY IN ONE WEEK~ Physical geography is all around us, yet often forgotten in our curricula because it fits in both science and social studies. This course will introduce teachers to the study of maps, weather, climate, landforms, and glaciers as a means to understand and interpret the landscape of NE Ohio and how it influences water flow, soil formation, location of natural resources (gas, coal, oil, etc.), biotic characteristics, and land use issues. This course includes several day-long and half-day field trips throughout Northeast Ohio to observe interesting features of the land, including the Hiram College Field Station, Mentor Headlands, Big Creek and Grand River, Bass Lake Preserve and more. Strategies to incorporate physical geography into the curriculum will be discussed.

GEDU 50680:  PREPARE CHILD LEARN TO READ:  1 Hour(s)  

ONE-DAY WORKSHOP: PREPARING YOUR CHILD FOR SUCCESS IN LEARNING TO READ~ This workshop will explore ways to connect a young child’s life experiences to the skills needed in order to learn to read, write and spell. Attendees will learn how to transition a child from the concrete world of creative play and toys to the symbolic world of letters and numbers. Using carefully constructed games and activities, all the skills required in the visual, auditory, and kinesthetic fields for successful reading can be understood and mastered in this hands-on, interactive workshop. All children, especially those who might have the potential for struggling with learning to read will benefit from this systematic approach.

GEDU 50690:  WHAT IS HUMAN?:  3 Hour(s)  

WHAT IS HUMAN?~ Biotechnologies, including enhancement technologies, reproductive and genetic technologies, and technologies that blur the boundaries between human and animal, human and machine, and of human mortality, already impact society and challenge our understanding of a key question at the core of the humanities: “What does it mean to be human?” The humanities provide the kind of critique and ethical foresight needed to define related concepts such as excellence, fairness, lifespan and the natural. The primary objectives of this course are: 1) to provide teachers with a basic overview of current and proposed biotechnological developments that influence our understandings of human nature, 2) to introduce new texts and explore how familiar texts can connect to key questions these biotechnologies are raising about human limits, origins and possibilities, and 3) to generate practical strategies for incorporating this interdisciplinary subject matter into the Language Arts classroom as a way of demonstrating for students the relevance of fictional texts and of humanistic inquiry to their lives. Ultimately, this course helps prepare Ohio teachers to meet the new Common Core Standards, especially the mandate for Language Arts teachers to include more informational as well as literary texts and to meet new cross-disciplinary literary standards. This institute is generously supported by the Ohio Humanities Council, a state affiliate of the National Endowment for the Humanities.

GEDU 50700:  LINGUISTICS FOR TEACHERS:  1 Hour(s)  

LINGUISTICS FOR TEACHERS~ This course will introduce teachers to ways that the science of linguistics could help in their teaching of language issues, such as grammar, spelling, language disorders, and reading. The course will begin with linguistic theories of language development and how humans process and use language generally, but will mostly consist of specific language issues that teachers encounter daily in their classrooms and offer ideas about what to do with these issues. Lesson development will include topics about language acquisition, syntax, dialects, phonology and teaching of spelling, and semantics and vocabulary.

GEDU 50710:  MIND, BRAIN, EDUC IN 21ST CENT:  2 Hour(s)  

MIND, BRAIN, AND EDUCATION IN THE 21ST CENTURY~ Theoretical perspectives on cognitive development and learning in children and adolescents have changed drastically in the last 50 years. Research from psychology, education, and neuroscience provide new and exciting insights for teachers and administrators. In this class, we will review some traditional theories of cognitive development, as well as recent findings. In addition, we will introduce the new field of educational neuroscience; discuss its potential and its limitations for changing educational practice in the 21st century. Participants will be asked to consider personal experiences in relation to theoretical predictions. In addition, lesson plans informed by best practices will be constructed.

GEDU 50720:  BASIC AM SIGN LANGUAGE:  1-2 Hour(s)  

BASIC AMERICAN SIGN LANGUAGE FOR THE CLASSROOM~ Gain classroom attention without raising your voice. As a teacher, you do not need to be fluent in sign language to reap the benefits of American Sign Language in the classroom. After learning a few basic signs, teachers can control class noise levels, disruptive student behavior, handle discipline problems and reinforce positive behavior without yelling. Incorporate American Sign Language into elementary school, home school, special education and preschool lesson plans. Course activities will utilize “Signing Time Classroom Edition” (optional purchase) to get participants comfortable with sign language and ready for the new school year. Classroom resources and tips for signing in the classroom, lesson plans, and activities are included.

GEDU 50721:  TEACHING ASL IN CLASSROOM:  1 Hour(s)  

TEACHING AMERICAN SIGN LANGUAGE IN THE CLASSROOM~ Target Audience: PK-Elementary and Special Education Teachers, Home School Teachers. Gain classroom attention without raising your voice. As a teacher, you do not need to be fluent in sign language to reap the benefits of American Sign Language in the classroom. After learning a few basic signs, teachers can control class noise levels, disruptive student behavior, handle discipline problems and reinforce positive behavior without yelling. Incorporate American Sign Language into elementary school, home school, special education and preschool lesson plans. Course activities will utilize the "Signing Time Classroom Edition" (optional purchase) along with other handouts and materials to get participants comfortable with sign language. Classroom resources and tips for signing in the classroom, lesson plans, and activities are included. This 2nd class will be a continuation of the summer class for teachers. It is not required that you took the class in the summer. We will review what we have learned; along with learning the signs for animals. We will also learn simple everyday phrases to add to your classroom.

GEDU 50722:  AM SIGN LANGUAGE FUN & GAMES:  2 Hour(s)  

AMERICAN SIGN LANGUAGE FUN AND GAMES FOR THE WHOLE CLASSROOM~ Target Audience: PK-Elementary and Special Education Teachers, Home School Teachers. Gain classroom attention without raising your voice. As a teacher, you do not need to be fluent in sign language to reap the benefits of American Sign Language in the classroom. After learning a few basic signs, teachers can control class noise levels, disruptive student behavior, handle discipline problems and reinforce positive behavior without yelling. Incorporate American Sign Language into your elementary school, home school, special education and preschool lesson plans. Course activities will utilize "Signing Time Classroom Edition" (optional purchase) to get participants comfortable with sign language and ready for the new school year. Class-room resources and tips for signing in the classroom, lesson plans, and activities are included.

GEDU 50725:  AM SIGN LNG LEARNING CLASSRM:  2 Hour(s)  

AMERICAN SIGN LANGUAGE FOR LEARNING IN THE CLASSROOM~ Gain classroom attention without raising your voice. As a teacher, you do not need to be fluent in sign language to reap the benefits of American Sign Language in the classroom. After learning a few basic signs, teachers can control class noise levels, disruptive student behavior, handle discipline problems and reinforce positive behavior without yelling. Incorporate American Sign Language into your elementary school, home school, special education and preschool lesson plans. Course activities will utilize "Signing Time Classroom Edition" (optional purchase) to get participants comfortable with sign language and ready for the new school year. Classroom resources and tips for signing in the classroom, lesson plans, and activities are included.

GEDU 50730:  GOOGLE TOOLS IN THE CLASSROOM:  1 Hour(s)  

GOOGLE TOOLS IN THE CLASSROOM~ You’ve used Google to search for classroom materials and lesson plans and even to do some personal research. Learn how to put Google Tools to work for you and your students and incorporate many free features that could enhance student projects and encourage collaboration. Learn how to use Google docs, spreadsheets, presentations and forms; start a class or student project website; embed a calendar for students and parents; create lessons incorporating Google Earth; and learn how to help students use Google’s many search functions more effectively.

GEDU 50740:  BIOLOGICAL DIV/ECOLOGICAL SAMP:  4 Hour(s)  

BIOLOGICAL DIVERSITY AND ECOLOGICAL SAMPLING~ Biodiversity and Species Richness are terms that we hear all the time and are addressed in state and national standards. But what do these terms actually mean? How can we incorporate the study of biodiversity into our curriculum? This field-based course will explore biological sampling as one method for studying biodiversity. Participants will learn various techniques to sample species and environments in and around the schoolyard, including transects, quadrats, random pairs and more. The role of environmental parameters (pH, dissolved O2, moisture, N, P, K) will be explored.

GEDU 50750:  CURRENT ISSUES DEV & EDUC PSYC:  2 Hour(s)  

CURRENT ISSUES IN DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY~ Target Audience: PK-6 Teachers In the early 21st century, teachers are faced with an increasing number of new concerns in the classroom. From psychotropic medications, to social media, to bullying, the modern teacher must navigate a variety of new challenges. This class will address important topics related to the classroom and the child develop-ment. With a focus on ages 5-12, we will explore new research findings, in an attempt to separate fact from fiction, reality from myth. Participants will analyze case studies of related issues and will research best and promising practices.

GEDU 50760:  iPAD SUMMER WORKSHOP:  1 Hour(s)  

iPAD SUMMER WORKSHOP~ Target Audience: Grades 9-12 Teachers The new Common Core Standards being adopted by the State of Ohio require students to become proficient in technology and digital literacy as well as become independent, critical-thinkers as they develop 21st Century skills. By implementing iPads in the classroom curriculum, students have the opportunity to foster these abilities and to get a head-start as they continue in their schooling and career paths. Learn how to incorporate iPads into a classroom curriculum by learning about the following: starting an iPad pilot program from an administrative point of view; Creating a PLN (Personal Learning Network); and using specific apps in the class-room such as FlipBoard, QuickOffice Pro, Phoster, iMovie, and Story Starter to enhance student engagement and learning. Participants will have the opportunity to use an iPad for the duration of the class, but it is preferred that you bring your own or one from your school. Participants will be asked to create and present a lesson for their specific class and grade level using the iPads. In addition, participants will create a proposal to take back to their school district presenting rationale for implementing iPads in their curriculum.

GEDU 50761:  iPAD BASICS FOR BEGINNERS:  1 Hour(s)  

iPAD BASICS FOR BEGINNERS~ This course is an introduction to the iPad and will emphasize applications that can be easily incorporated to enhance classroom instruction. Basic iPad skills will include settings, organizing and utilizing apps, iTunes, iCloud, and much more. Participants will be guided through a wide range of applications and have opportunities to create and share documents and media. Classes will be held at James A. Garfield Elementary School, Garrettsville, Ohio. Target Audience: K-6 Teachers

GEDU 50770:  PORTAGE CO CRISI INTER TEAM CO:  2 Hour(s)  

PORTAGE COUNTY CRISIS INTERVENTION TEAM COLLABORATION~ Target Audience: Teachers, Administrators & school staff members (bus, custodial, secretarial, cafeteria) Crisis Intervention Team (CIT) is a collaborative effort between law enforcement and mental health to educate police officers who handle individuals with mental health issues. This five-day program is designed for school personnel to increase awareness of mental health issues and develop crisis management skills. Topics include crisis with kids, depression & suicide prevention, child abuse, bipolar disorder, bullying, substance abuse, domestic violence, de-escalation principles, stress management and much more.

GEDU 50780:  REAL COMM IN FRLG CLASSROOM:  1 Hour(s)  

REAL COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM~ Target Audience: K-12 Foreign Language Teachers Are you tired of verb conjugations and uninspired work-sheets? Is there an audible groan when you ask your students to open their workbooks? I was there years ago and had the good fortune of being introduced to a different philosophy of teaching a foreign language, focused on the art and science of real communication. That was 28 years ago and I have never looked back (and never used a workbook since!). This course will involve participants in open-ended activities, grounded in grammar and syntax, yet created with the premise of real communication. Through a variety of activities which can be adapted for any level, you will connect with your students as they connect with each other in your target language. You will take home reproducible and adaptable ideas which you will be able to implement this coming academic year.

GEDU 50781:  REAL COMM IN FRLG THRU ART:  1 Hour(s)  

REAL COMMUNICATION IN YOUR FOREIGN LANGUAGE CLASSROOM THROUGH ART~ As teachers of foreign languages, we desire to have our students embrace the culture. One of the difficult areas to grab and hold students’ attention can be the paintings of the great masters. It can be challenging for students to connect to artists so far removed from their lives. However, when we focus on interpretation and communication, we can create an atmosphere designed to produce open-ended discussions and engaging activities, yet, grounded in syntax and grammar (and they will learn a few facts about history and artistic technique along the way!). In this course participants will experience how to use art in their classrooms in imaginative ways. Through art we will demonstrate how to introduce grammatical ideas, reinforce concepts, and use the interpretive and communicative techniques in a field trip situation. Target Audience: K-12 Foreign Language Teachers

GEDU 50790:  NONFICTION/BIOL/MATH/LANG ARTS:  2 Hour(s)  

CONNECTING CREATIVE NONFICTION TO BIOLOGY, MATH, AND LANGUAGE ARTS: A WORKSHOP FOR HIGH SCHOOL TEACHERS~ New Ohio science standards and the Common Core standards deal with traditional disciplinary goals but also with interdisciplinary goals, for example connecting nonfiction reading in a multitude of disciplines including STEM courses. Hiram College will be conducting a month-long series of events, tentatively called Cool Science Reads, in spring 2013 around the book Four Fish: The Future of the Last Wild Fish by Paul Greenberg. In this workshop, we will discuss the book and brainstorm ways to bring together discussions and activities around creative nonfiction, concepts in ecology, mathematical modeling, as well as the impact of personal and societal decision-making in the sciences and language arts.

GEDU 50800:  OH SAY CAN YOU SEE-US HIST/ART:  3 Hour(s)  

"OH SAY, CAN YOU SEE":EXPLORING THE FIRST CENTRUY OF US HISTORY THROUGH NORTHEASTERN OHIO ART MUSEUMS~ This six-day workshop is designed for 25 Ohio middle and high school teachers of social studies, history, government, American literature, fin art and art history. Participants will explore the historical development of the United States during a very tumultuous time, from approximately 1776-1876, through material culture-paintings,sculptures, prints, and (after 1840) photographs-found in the extraordinarily rich collections of Northeast Ohio art museums in Cleveland, Akron and Youngstown. Visual artifacts can bring thepast to life and make it accessible and understandable for young learners. Participants will discover how the study of America through material culture can assist with their own comprehension of critical issues in our nation's history and help them develop tools for engaging their students in interpreting history through visual arts.

GEDU 50810:  INDEPENDENT STUDY:  1-4 Hour(s)  
GEDU 50820:  CLASS MGMT&STRATEGY:PREP OTES:  1 Hour(s)  

CLASS MANAGEMENT SKILLS AND STRATEGIES-PREPARING FOR OTES~ This class will help you prepare in part for your OTES evaluation… with all the changes currently under consideration in Ohio; one thing you CAN control is your classroom environment. As demands increase on classroom teachers, there is no time to set class culture or address behavioral disruptions without sabotaging lessons. One suggestion: Make the students be responsible for their own learning, and you will be able to continue teaching and meeting the needs of your entire class. Participants will gain experience in various forms of creative class management techniques as well as develop effective strategies to extinguish behavioral issues before they rob the class of valuable learning time. Emphasis is on building students’ confidence, self-monitoring skills, and problem solving abilities. This class takes a collaborative approach to design and develop activities specific for each participant, enabling all to return to the classroom with routines that support cooperative learning structures that eliminate inappropriate behaviors. This workshop is designed to help you on the performance aspect of the Ohio Teacher Evaluation System.

GEDU 50830:  21ST CENTURY TEACHING & LEARNI:  1 Hour(s)  

21ST CENTURY TEACHING AND LEARNING~ The new Common Core Standards being adopted by the State of Ohio require students to become proficient in technology and digital literacy as well as become independent, critical-thinkers as they develop 21st Century skills. As a result, teachers must continuously master new technology in order to help build and strengthen these skills within their students and help students to become college and career ready in the process. In this course, participants will learn how to take control of their own professional development through 21st Century approaches to curriculum planning and teaching. Participants will explore how to incorporate Common Core State Standards by utilizing different aspects of social media, technology and project-based learning into their own curricula and classrooms. This course is technology based, so participants are asked to bring their own iPad, tablet or laptop during class.

GEDU 50840:  REAL COMM FRLG CLASS THRU ART:  1 Hour(s)  

STRATEGIES IN REAL COMMUNICATION IN YOUR FOREIGN LANGUAGE CLASSROOM THROUGH ART~ As teachers of foreign languages, we desire to have our students embrace the culture. One of the difficult areas to grab and hold students’ attention can be the paintings of the great masters. (It can be challenging for students to connect to artists so far removed from their lives.) However, when we focus on interpretation and communication, we can create an atmosphere designed to produce open-ended discussions and engaging activities, yet, grounded in syntax and grammar. (And they will learn a few facts about history and artistic technique along the way!) In this course participants will experience how to use art in their classrooms in imaginative ways. Through art we will demonstrate how to introduce grammatical ideas, reinforce concepts, and use the interpretive and communicative techniques in a field trip situation.

GEDU 50850:  PREK-12 FORM INSTR/DATA ASSESS:  2 Hour(s)  

PREK-12 FORMATIVE INSTRUCTION AND DATA-DRIVEN ASSESSMENT~This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Course topics will also include balanced assessment systems, providing support for teacher-candidates in lesson planning and assessment design, and the collection of valid, reliable data for making decisions about student growth.

GEDU 50860:  IMPLEMENTING FIP I:  1 Hour(s)  

IMPLEMENTING FORMATIVE INSTRUCTIONAL PRACTICES I:~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Significant time will be spent in team discussion of content and implementation of the Battelle FIP systems—specifically modules 1 and 2.

GEDU 50870:  IMPLEMENTING & LEADING FIP I:  2 Hour(s)  

IMPLEMENTING AND LEADING FORMATIVE INSTRUCTIONAL PRACTICES I:~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Significant time will be spent preparing to lead grade-level or department teams in discussion of the content of the Battelle FIP systems—specifically modules 1 and 2.

GEDU 50880:  FORMATIV/SUMMATIV ASSESSMENT:  2 Hour(s)  

FORMATIVE & SUMMATIVE ASSESMENT FOR STUDENT LEARNING ~ This course examines the goals, benefits, and uses of both summative and formative assessments. Students will learn how to create and analyze classroom assessments in four main categories (selected response, written response, performance assessment and personal communication) and how to integrate these assessments in day to day instruction. There will be an emphasis on formative assessments that involve students in self-assessment and goal-setting for improved achievement.

GEDU 50890:  IMPLEMENTING FIP III:  1 Hour(s)  

IMPLEMENTING FORMATIVE INSTRUCTIONAL PRACTICES III ~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures and differentiating planning, teaching and assessment of gifted learners. Significant time will be spent in team discussion of content and implementation of the Battelle FIP systems—specifically module 5 and the gifted module.

GEDU 50895:  IMPLEMENTING FIP III:  2 Hour(s)  

IMPLEMENTING FORMATIVE INSTRUCTIONAL PRACTICES III ~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures and differentiating planning, teaching and assessment of gifted learners. Significant time will be spent preparing to lead grade-level or department teams in discussion of the content of the Battelle FIP systems—specifically module 5 and the gifted module.

GEDU 51240:  FIELD STUDIES HS CLASSROOM:  2 Hour(s)  

FIELD STUDIES FOR THE HIGH SCHOOL CLASSROOM ~ High school teachers will work with science faculty and Field Station staff to design a curriculum and collaborative program with Hiram College that enhances their existing curricula and connects their students to the natural world via field studies. As part of the curriculum development process, teachers will design a collaboration with Hiram College for the upcoming school year. This will include creation of a materials and equipment request to support the collaboration and curriculum. Participating teachers will invite 4-6 high school students to a 2 ½-day field studies experience. These students will work with faculty, Hiram College students and their teachers to learn the necessary field studies to help implement the curriculum.

GEDU 51250:  FIELD ECOLOGY RESEARCH:  2 Hour(s)  

FIEDL ECOLOGY RESEARCH ~ This course is designed for High School teachers of biology, ecology, and environmental science. High school teachers will work with science faculty and Field Station staff to design a curriculum and collaborative program with Hiram College that enhances their existing curricula and connects their students to the natural world via field studies. As part of the curriculum development process, teachers will design a collaboration with Hiram College for the upcoming school year. This will include creation of a materials and equipment request to support the collaboration and curriculum. Participating teachers will plan and coordinate the week-long high school student field ecology research experience. These students will work with faculty, Hiram College students and teachers to learn the necessary field studies to help implement the curriculum.

GEDU 51570:  IMMIGRATION & BORDER CROSSINGS:  3 Hour(s)  

IMMIGRATION & BORDER CROSSINGS ~ Economic and political controversy besieges the Mexican-American border. Arguments against immigration range from keeping out “unwanted aliens” to fighting a billion dollar drug trafficking business. Arguments in favor speak of social justice and economic benefits. In this course, students will try to understand the forces creating these problems. Most importantly, the course will take a very close look at the plight of the migrating children and study the perspectives of the Border Patrol, the immigrants from Mexico and other Latin American countries, the U.S. residents close to the border, the U.S. businesses using immigrant labor and/or moving to Mexico to get cheaper labor, the drug runners and the Mexican drug wars, and the politicians who try to reduce the complexities to “sound bites.” Students will learn to discern the ethical issues, including questions of discrimination and racism.

GEDU 52370:  THE AMERICAN COLD WAR:  3 Hour(s)  

THE AMERICAN COLD WAR ~ This seminar will explore historians’ evolving understanding of the United States’ involvement in the Cold War. Readings will examine the Cold War in both its domestic and international contexts. The class will place a particular emphasis on how historians have analyzed the connections between domestic social relations and international developments, how the Cold War allowed key social categories to be simultaneously understood locally and globally. Through close examination of recent historical works on the Cold War, students will develop both an understanding of important transformations during this critical era and an appreciation for the ways historians work. We will pay attention to how historians have exposed new archives to contextual analysis in order to change historical narratives about the Cold War.

GEDU 58000:  SEM::  1-4 Hour(s)  

SEMINAR ~

GEDU 58100:  EVOLUTION:  3 Hour(s)  

EVOLUTION ~ Evolutionary theory is the cornerstone of all modern biology, whether molecular, organismal, or behavioral. The theory of evolution is “true – and the truth only makes us free,” according to the late invertebrate paleontologist Stephen Jay Gould. We will examine parts of Charles Darwin’s fundamental text “On the Origin of Species,” and will then examine the fundamental principles of evolution using population genetics, biogeography, behavioral biology and molecular genetics - which form the basis of modern evolutionary biology. We will finish by discussing human evolution to ascertain whether we follow the same “rules” of evolution as all other living organisms. Throughout the course, the emphasis will be placed upon the methods used to provide the vast array of evidence for evolution and its processes.

GEDU 58110:  GENOMICS-BIOINFORMATICS:  3 Hour(s)  

GENOMICS & BIOINFORMATICS FOR THE CLASSROOM ~ This course is designed to provide the content knowledge and hands-on experience needed for high school teachers to bring genomics and bioinformatics into their courses. You will learn how to implement in your courses a free online gene and genome analysis project on a microorganism of your choice and also how you can connect genome analysis to a wet lab project. You will also have the opportunity to put what you learned into practice by helping teach high school students in the Hiram Bio-innovation Institute.

GEDU 58120:  CONTACT&CONFLICT: EARLY AM LIT:  3 Hour(s)  

CONTACT & CONFLICT: EARLY AMERICAN LITERATURE (BEGINNINGS TO 1820) ~ American Literature, particularly before 1820, was a time of genesis--of contact (and subsequent conflict) between human beings sharing this space that we now call the United States. We will examine the historical, political, religious, and pre/post-societal implications that spurned the literature of this time period. With a 21st century lens, we will explore various forms of literary criticism of readings by authors such as Mary Rowlandson, Red Jacket, Benjamin Franklin, and Olaudah Equiano.

GEDU 58130:  AMERICAN ENVIRONMENTAL HISTORY:  3 Hour(s)  

AMERICAN ENVIRONMENTAL HISTORY ~ This course will introduce students to the history of environmental issues and environmental activism in North America. Students will consider how Native Americans interacted with the natural environment prior to the European arrival, how the Europeans who entered North America looked upon the natural environment and how their views and practices differed from those of the Native Americans, and how the European settlement in North America affected the natural environment. Students will also explore how the growth of industrial capitalism and westward expansion affected the natural environment, and how Americans viewed the “wilderness” and the environment in the nineteenth century. Finally, students will explore the rise of a conservation movement and social activism to protect and preserve the environment, and they will study closely the rise and growth of a modern environmental movement in the late twentieth and early twenty-first century.

GEDU 58140:  WRITING CREATIVE NONFICTION:  3 Hour(s)  

WRITING CREATIVE NONFICTION ~ This course is designed to introduce participants to forms of nonfiction that have as their purpose not only the presentation of “facts” and research, but also the inclusion of personal voice; a target audience of good general readers (not just academic ones); attention to literary techniques beyond straight exposition; the opportunity for imaginative decisions about writing that are more commonly associated with “creative” writing. According to Sue William Silverman in her book Fearless Writing, the genre of creative nonfiction “is a long river with many moods and currents.” We will explore several of them, allowing participants to be more present in their nonfiction writing than perhaps they had before, more relaxed, and more open to surprise.

GEDU 58150:  POPULAR FICTION IN LNG ART:  1 Hour(s)  

USING POPULAR FICTION IN THE LANGUAGE ARTS CLASSROOM—BORDER FICTION ~ This workshop is designed for secondary teachers who are interested in using popular fiction in the language arts curriculum. Participants will develop strategies for effectively using the kind of popular fiction—such as immigration stories—that draws in reluctant readers. Taking Luis Alberto Urrea 's Into the Beautiful North as the focus, participants will develop a strategy for teaching popular novels in the secondary curriculum and develop lesson plans that support the Common Core State Standards for Language Arts using Into the Beautiful North or similar popular novels. Participants will be immersed in the novel from a variety of perspectives, including historical context, hot-button discussion topics, pedagogical hurdles and approaches, resources for involving students in the novel, and much more.

GEDU 58160:  IMPLEMENTING FIP II:  1 Hour(s)  

IMPLEMENTING FORMATIVE INSTURCTIONAL PRACTICES II ~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Significant time will be spent in team discussion of content and implementation of the Battelle FIP systems—specifically modules 3 and 4.

GEDU 58170:  IMPLEMENTING & LEADING FIP II:  2 Hour(s)  

IMPLEMENTING & LEADING FORMATIVE INSTRUCTIONAL PARCTICES II~ This course will provide an overview of best practice in teaching and assessment including strategic planning, formative instruction, formative and summative assessment, student growth measures. Significant time will be spent preparing to lead grade-level or department teams in discussion of the content of the Battelle FIP systems—specifically modules 3 and 4.