Self-Paced Graduate Courses - Vantage Online Store

FALL 2011COURSE CATALOG

New students

SAVE $20 See inside back cover

NEW FOR FALL

Advanced Instructional Strategies for Special Educators

For School Leaders

Using Data to Guide School Improvement see page 3

P.1 V.5/6

In partnership with

Self-Paced Graduate Courses for K–12 Educators

18p_1_v1-8_R2.indd 1 07/12/11 11:10 AM

TO ENROLL CALL: 1.800.669.9011 FAX: 1.310.301.7512 ONLINE: WWW.CANTER.NET

OUR MISSION: We are committed to enhancing teaching and learning by providing education professionals with graduate courses that feature the most current research-based theory, combined with practical strategies that can be used immediately in schools and classrooms. We seek to inspire educators so they can inspire the next generation of learners.

OUR VALUES: Every Canter graduate course is developed with the needs of education professionals in mind. We explore the latest theories and concepts and apply them to the most critical challenges facing educators today. Our courses feature—in their own words—some of the nation’s most respected education experts in reading and literacy, math, teacher leadership, and other important areas. To date, more than 295,000 educators nationwide have taken Canter graduate courses to enhance their learning.

OUR GUARANTEE: Canter offers new students no-risk registration. Register for any course on a 15-day trial basis. If you’re not completely satisfied, withdraw from the course and return course materials for a full refund.

2

ENROLLMENT INFORMATIONGraduate Credit

Registration

Course Completion

Easy Enrollment

Course Fee

Canter—a leader in professional development—has been inspiring educators for more than 35 years.

P.2 V.5/6

Walden UniversityLEADERS IN EDUCATIONWalden University’s Richard W. Riley College of Education and Leadership is the college of choice for educators who want to improve their effectiveness, including more than 60 state teachers of the year. Walden has the No. 1 largest online graduate program in education by enrollment, according to U.S. News & World Report (May 2010). Canter offers its courses in partnership with Walden, allowing you to benefit from Canter’s quality curriculum in a self-paced format, while earning graduate credit from a leading accredited university.

ACCREDITED AND RESPECTEDWalden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org.

3 semester hours

August 1—November 18, 2011

February 29, 2012

See page 15

$495—includes all coursematerials and earnedgraduate credit

4 WAYS TO SAVE See page 17 for details.

18p_2_v1-8_R3.indd 2 07/12/11 05:04 PM

TO ENROLL CALL: 1.800.669.9011 FAX: 1.310.301.7512 ONLINE: WWW.CANTER.NET 3

Two New Courses

Canter Course Series

NEW FOR SPECIAL EDUCATORSAdvanced Instructional Strategies for Special Educators*

K–12 • PRINT | ONLINE

Canter’s first course developed for current special education teachers explores advanced research-based approaches to designing, adapting, and delivering instruction for students with special needs. Using the research-based “acquisition to generalization” framework, you’ll learn to help students acquire new learning strategies that they can apply to other curriculum areas. You’ll also deepen your understanding of differentiation, culturally responsive teaching, and other instructional approaches. You’ll directly apply your coursework by developing and implementing a support plan for one of your students.

Learn how to:

• Empower students with versatile learning strategies that can be used across content areas.

• Use curriculum-based assessments to monitor student progress.

• Incorporate technologies that level the playing field in an inclusive classroom.

• Implement a lesson that focuses on advanced practice, generalization, transfer, and maintenance.

Featured presenters include Donald D. Deshler, Ph.D., Carol Ann Tomlinson, Ed.D., Catherine Compton-Lilly, Ed.D., Alfred Tatum, Ph.D., John Ross, Ph.D., and Vicki Davis.

* This course requires interaction with students with

special needs in order to complete some assignments.

NEW FOR SCHOOL LEADERSUsing Data to Guide School Improvement†


Designed for principals and school leaders, this course presents a step-by-step process for identifying, collecting, synthesizing, and applying the data essential to school improvement and informed decision making. Using a hands-on approach, you’ll learn how to ask the “right” questions to identify your school’s needs, and collect and analyze data to address those needs. The course covers the various types and sources of data available and the principles and techniques for effectively managing and evaluating data. As a school leader, you’ll learn how to develop a consensus on the factors affecting student performance and enlist stakeholders in data-driven school improvement.

Learn how to:

• Create a data collection plan.

• Analyze data to identify school needs and inform school improvement decisions.

• Foster a collaborative data collection and analysis process in your school.

• Present findings in a meaningful way to gain stakeholder buy-in.

• Use data to drive decision making.

Featured presenters include Linda Darling-Hammond, Ed.D., Ellen Goldring, Ph.D., Karen Hawley Miles, Ed.D., and Michael J. Schmoker, Ed.D.

† This course requires the use of presentation software such as Microsoft® PowerPoint®.

P.3 vA

Would you like to expand your knowledge of theory and practice in a particular area? Are you considering a master’s program and want to take some graduate-level courses that may transfer later?* If so, a Canter Course Series† could be right for you.

Each series allows you to take four courses in a topic area such as elementary reading, secondary-level literacy, classroom management, teacher leadership, or engaging learners. You will even save $200‡ off the fourth course. Just call your graduate course representative at 1-800-669-9011 to enroll.

* Course credit may be transferable with prior approval from the institution providing your advanced degree program.† Canter makes no representation that completion of any Canter Course Series will permit an individual to obtain any type of

state licensure, endorsement or approval.‡ This discount applies when you register for the fourth course; it cannot be combined with any other Canter discount.

18p_3_vA-7_R2.indd 2 07/12/11 11:11 AM

TO ENROLL CALL: 1.800.669.9011 FAX: 1.310.301.7512 ONLINE: WWW.CANTER.NET4

Graduate Course GuideThese courses are designed for all K–12 teachers and are available in both online and print & DVD formats unless otherwise noted.

NEW

TEA

CH

ERS

mId

dLE

AN

d

SEC

ON

dA

RyIN

STR

UC

TIO

NA

L

STR

ATEG

IES

dIF

FER

ENTI

ATEd

INST

RU

CTI

ON

PAG

E #

CLASSROOM MANAGEMENT

Assertive discipline®

and Beyond ✔ ✔ 14

Classroom management to Promote Student Learning ✔ ✔ 14

Succeeding With difficult Students®

✔ ✔ 14

Teaching Students to Get Along® K–6 ✔ 14

INSTRUCTION AND ASSESSMENT

The Adolescent Brain™ 6–12 ✔ ✔ ✔ 6

Assessment to Enhance Teaching and Learning* NEW ✔ ✔ ✔ 5

Building your Repertoire of Teaching Strategies ✔ ✔ 6

designing Curriculum and Instruction With the Learner in mind ✔ ✔ ✔ ✔ 6

differentiating Instruction for Student Success* ✔ ✔ ✔ 6

Helping Students Become Self-directed Learners®* ✔ ✔ 7

Including Students With Special Needs: Curriculum, Instruction, and Assessment*

✔ ✔ ✔ 7

Learning differences: Effective Teaching With Learning Styles and multiple Intelligences

® ✔ ✔ ✔ ✔ 8

meeting the Needs of Culturally and Linguistically diverse Learners* ✔ ✔ ✔ ✔ 8

Supporting Students With Learning disabilities: Strategies for Success K–6

✔ ✔ ✔ 7

TECHNOLOGY INTEGRATION

Technology and 21st Century Literacy Skills* ONLINE ONLY ✔ ✔ ✔ 12

Using Technology to Engage diverse Learners* ONLINE ONLY ✔ ✔ ✔ ✔ 12

Using Technology to Enhance Content-Area Learning* ONLINE ONLY ✔ ✔ ✔ 12

MATH PROFICIENCY

math: Teaching for Understanding K–6 ✔ ✔ 8

MOTIVATION

The High-Performing Teacher®

✔ 9

How to Get Parents on your Side®

✔ ✔ 9

motivating Today’s Learner™ ✔ ✔ ✔ 9

Returning Creativity to the Classroom™ ✔ ✔ ✔ 9

READING AND LITERACY

The Effective Reading Teacher™ K–6* ✔ ✔ 10

Helping Struggling Readers With Content-Area Learning 6–12* ✔ ✔ 11

Improving Reading in the Content Areas 6–12* ✔ ✔ ✔ 11

motivating Students to Read™ ✔ ✔ ✔ 11

Supporting the Struggling Reader® K–6 ✔ ✔ 11

Teaching Beginning Readers Pre-K–3* ✔ ✔ 10

Teaching developing Readers 4–6* ✔ ✔ 10

TEACHER LEADERSHIP

Introduction to Teacher Leadership* ✔ ✔ 13

Teacher Leadership for Learning and Teaching* ✔ ✔ ✔ 13

Teacher Leadership: mentoring, Coaching, and Collaboration* ✔ 13

Teacher Leadership in Professional Learning Communities* ✔ 13

* Credits for up to four of these courses may be applied toward a Walden University M.S. in Education program. Please call 1-866-492-5336 and speak to an Enrollment Advisor for more details.

P.4 V.5/6/718p_4_v1-8_R2.indd 1 07/12/11 11:12 AM


P.5 common

5

NEWAssessment to Enhance Teaching and Learning

K–12 • PRiNT | ONLiNE *

Do you know what your students do not understand, but struggle with determining why they do not understand? Effective assessment both incorporates standardized testing and goes beyond it, measuring not just what students are learning, but how they are learning. Using an Understanding by Design® (UbD) framework, also known as “backward design,” this course reviews current trends in high-stakes assessment and accountability and will teach you how to use diagnostic, formative, and summative tools to improve student learning. In your coursework, you will apply these tools to a unit from a current lesson plan or to a new unit that you design, providing you with resources you can use in your classroom right away.

Learn how to:

• Use ongoing assessments to improve your students’ learning.

• Incorporate standardized testing as part of a broader set of assessment tools.

• Evaluate what comprises an effective rubric and how to build and apply one.

• Help your students measure, monitor, and modify their learning.

Featured presenters include Ellen Goldring, Ph.D., Jay McTighe, and Richard Stiggins, Ph.D.

* The professional collaboration component in this course includes both online and personal interaction. See course description on www.Canter.net for details.

INSTRUCTION AND ASSESSMENT

GRADUATE COURSES

“The best part of taking a

Canter course is that I can

walk upstairs into my office

and work at my own pace—

and pet the dog, all at the

same time. Life is good.”

— Shelley A. WheelerGrades 9–12

New Buffalo Area Schools

New Buffalo, MI

Select from two convenient formats: print or online.* With the online format there are no required login times, and you still receive a course textbook and DVDs.

Begin your course as soon as you receive your materials.

Work at your own pace; follow the printed course study guide or study online, depending on the format you choose.

Watch nationally recognized education experts and master teachers on our informative videos in DVD or online format.

Complete readings from textbooks, journals, and/or the Internet.

Collaborate with one or more colleagues, sharing and gaining valuable feedback. With the online format, you will collaborate via a discussion board.

Apply the skills you are learning—as you learn them—in your own classroom.

Complete assignments and a three- to five-page reflection paper.

Submit coursework to the university for grading.

* The online course format requires a high-speed internet connection. See page 14 for details.

How the Self-Paced Model Works

Now available in

PRiNT & DVD format

18p_5_common_R9.indd 5 07/12/11 11:12 AM


P.6 common

6

The Adolescent Brain™

6–12 • PRINT | ONLINE

Adolescence can be a perplexing time not just for teens but for their teachers as well. This graduate-level course, developed by experts in the emerging field of neuroeducation, examines the mysteries of the adolescent brain and shows you how teens learn best. Start by building a practical understanding of the brain’s anatomy and its transformation during adolescence. Discover how to create a learning environment that respects teens’ unique social and emotional needs and encourages them to become active learners. Teach students how their brains work and what they can do to enhance their own learning.

Learn how to:

• Apply a new understanding of the adolescent brain’s unique characteristics and their effects on student learning.

• Use brain-compatible teaching strategies to create lessons that work with the teen mind to make lessons more engaging.

• Reach students who don’t perceive themselves as learners.

Featured presenters include Robin J. Fogarty, Ph.D., Judy Willis, M.D., M.Ed., and Pat Wolfe, Ed.D.

Building Your Repertoire of Teaching Strategies


In today’s diverse classrooms, your ability to reach all your students requires a full repertoire of teaching strategies. This course features several dynamic strategies that build on your existing teaching skills. Explore four innovative models of effective instruction, each supported by strategies that combine theory with practical teaching practices. Learn how to design and implement a variety of lessons that promote the potential of all learners in your classroom.

Learn how to:

• Identify and define four models of effective instruction: mastery, understanding, self-expressive, and interpersonal.

• Use the four models to explore and adapt new strategies.

• Understand the relationship between teaching, learning, and thinking as it affects both you and your students.

Featured presenters include Art Costa, Ed.D., David Johnson, Ed.D., Harvey Silver, Ed.D., and Pat Wolfe, Ed.D.

Designing Curriculum and Instruction With the Learner in Mind


How do you ensure that all your students achieve at high levels? Through this course, you’ll explore how curriculum, instruction, and assessment can work together to challenge your students while making learning a rewarding and meaningful experience. You’ll have current research findings translated into a practical and flexible process for designing effective curriculum and instruction in a standards-based environment.

Learn how to:

• Use your own state and local standards to design curriculum, instruction, and assessment.

• Use research-based strategies to raise student achievement.

• Implement easy-to-use activities to differen-tiate instruction according to student needs.

Featured presenters include Robert Marzano, Ph.D., Harvey Silver, Ed.D., and Carol Ann Tomlinson, Ed.D.

Differentiating Instruction for Student Success


Maximize learning for every student in your class—no matter how far behind or ahead he or she may be. With this course, you will examine student differences, learn how and when to differentiate your instruction, and learn how to use assessment to adjust your instructional planning. Work with your own curriculum and standards, using differentiation strategies to design lessons that you can apply immediately with your students.

Learn how to:

• Analyze and summarize student differences based on readiness, interest, and learning profile.

• Evaluate and plan changes to your learning environment to better support differentiated instruction.

• Develop classroom organization and management routines to address student readiness, interest, and learning profile.

Featured presenters include Cindy Strickland, Ph.D., and Carol Ann Tomlinson, Ed.D.

GRADUATE COURSES

INSTRUCTION AND ASSESSMENT (CONTINUED)

Note: Online course format requires a high-speed Internet connection (DSL, cable modem, or similar). See page 14 for details.

�Follow this course with Building Your Repertoire of Teaching Strategies. See lefthand column, this page.

18p_6_common_R3.indd 6 07/12/11 11:13 AM


P.7 common

7

GRADUATE COURSES

Including Students With Special Needs: Curriculum, Instruction, and Assessment


As more students with special needs are integrated into general-education classrooms, many teachers are challenged by the goal of addressing the needs of all their students. This course covers both students who, by federal law, are eligible for services and have individualized education programs (IEPs), and students who may not be eligible but are considered at risk due to limited English proficiency, because they are considered “slow learners,” or who have mild learning disabilities. You will gain the skills to support an inclusive classroom and provide a high-quality learning experience, so that students with special needs can succeed alongside their grade-level peers.

Learn how to:

• Identify when and how to enlist outside resources to address the special needs of students.

• Explore the use of technology to support students in an inclusive classroom environment.

• Begin to create an environment of “supported inclusion.”

Featured presenters include Donald Deshler, Ph.D., Marilyn Friend, Ph.D., and Margaret King-Sears, Ph.D.

Helping Students Become Self-Directed Learners ®


As your classroom changes, so does your role as a teacher. You may find yourself acting more as a coach and facilitator as your students become more active in their own learning. In this course, you will explore how to foster and encourage self-directedness in your students and create a learning environment that encourages collaboration and creativity. Learn how you can help your students manage their own learning, and inspire them to develop the skills they need to thrive.

Learn how to:

• Identify the characteristics of self-directedness in yourself and your students.

• Help students refine their thinking beyond the first “right” answer.

• Examine various ways to provide feedback that will help students produce high-quality work.

Featured presenters include Art Costa, Ed.D., Bena Kallick, Ph.D., and Marian Leibowitz, M.A.

��Follow this course with Motivating Today’s Learner™. See page 9.

Supporting Students With Learning Disabilities: Strategies for Success*

K–6 • PRINT† | ONLINE

This course prepares general-education teachers with practical strategies to support the needs of students with learning disabilities. You will learn research-based instructional methods to support student learning in specific content areas, such as reading and math, as well as ways to support students’ problem-solving, organizational, and study skills. You also can learn how to collaborate with specialists, parents, and other resources to help students gain the knowledge, skills, and dispositions to succeed academically.

Learn how to:

• Identify characteristics of students with learning disabilities.

• Create an inclusive classroom that meets the needs of all your students.

• Apply Response to Intervention (RTI) and progress-monitoring processes.

• Address the social and emotional needs of students with learning disabilities.

Featured presenters include Richard L. Allington, Ph.D., Donald Deshler, Ph.D., and Carol Ann Tomlinson, Ed.D.

FOR DETAILED COURSE DESCRIPTIONS,

VIDEO CLIPS, AND PRESENTER BIOS,

VISIT WWW.CANTER.NET

* This course requires interaction with students in order to complete some assignments.

† Print format requires Internet access for some reading assignments.

18p_7_common_R4.indd 7 07/12/11 11:13 AM


P.8 common

8

INSTRUCTION AND ASSESSMENT (CONtINuEd)

Learning Differences: Effective Teaching With Learning Styles and Multiple Intelligences ®


Each of your students brings something unique to the classroom, including distinct learning styles and preferences. understanding the individual differences of your students and using that understanding as you design instruction can help you become more effective in the classroom. this course addresses these aspects of student diversity and offers practical strategies that allow you to enhance each student’s strengths.

Learn how to:

• Explore the underlying foundations of multiple intelligences theory.

• Identify and analyze behaviors in students that reflect the four basic learning styles.

• Explore ways to use students’ strengths and affinities to teach essential skills.

Featured presenters include Jo Gusman, M.A., J. Robert Hanson, Ed.D., and Sue Teele, Ph.D.

MATh pROfICIENCyMath: Teaching for Understanding


You have the unique opportunity to lay the mathematical foundation that can help your students succeed. By ensuring that all of your students receive high-quality math instruction, you can equip them with the mathematical literacy skills required of workers in the 21st century, including the ability to problem-solve, think conceptually, and make meaning of numbers. With this course, you will learn how to deliver high-quality, engaging mathematics instruction while developing your own understanding of foundational mathematics concepts.

Learn how to:

• Eliminate apprehension and frustration often associated with math.

• discover meaningful ways to teach topics such as geometry, algebra, and numbers and operations.

• Incorporate strategies aligned with standards set forth by the National Council of teachers of Mathematics.

Featured presenters include Liping Ma, Ph.D., Janet Scheer, Ph.D., and Diana Steele, Ph.D.

Meeting the Needs of Culturally and Linguistically Diverse Learners


understanding diversity can enrich teachers’ everyday interactions and instructional choices. this course helps increase your awareness of the complex influences of culture, language, and life experiences. You will explore your own views on linguistic and cultural diversity, and discover a variety of resources and strategies that promote academic achievement for diverse students.

Learn how to:

• Address potential cultural and linguistic barriers to learning.

• Examine the connection between culture and learning, and support students’ cultural differences.

• Create an equitable learning experience for all students.

Featured presenters include Eugene Garcia, Ph.D., Kenji Hakuta, Ph.D., and Sonia Nieto, Ed.D.

�Follow this course with Differentiating Instruction for Student Success. See page 6.

GRADUATE COURSES

FOR dEtAILEd COuRSE dESCRIPtIONS,

VIdEO CLIPS, ANd PRESENtER BIOS,

VISIt WWW.CANTER.NET

18p_8_common_R3.indd 8 07/12/11 11:13 AM


P.9 common

9

GRADUATE COURSES

The High-Performing Teacher ®


If you are seeking ways to refresh and revitalize your teaching, this course offers proven strategies that other successful teachers use to consistently bring out the best in themselves and their students. Master daily challenges through practical problem-solving and stress-reduction techniques, and develop effective goals to maintain your motivation. See how practical strategies and technologies can inspire your students and keep you energized in the classroom.

Learn how to:

• Increase your self-esteem and lower the odds of classroom burnout.

• Empower your students to take responsibility for their actions.

• Identify strategies to connect you with resources for peer support.

Featured presenter is Lee Canter, M.S.W.

How to Get Parents on Your Side ®


Discover how to improve your students’ achievement by recruiting their parents to support your efforts in the classroom. With this course, you will learn how to encourage parents to take an active role in their children’s education by creating clear guidelines for collaboration. Begin by assessing your parental-involvement needs, then explore ways to develop more effective relationships. You will also examine how to work with parents of diverse cultures and parents of children with special needs.

Learn how to:

• Take proactive steps to establish early communication with parents.

• Work with parents in a positive and cooperative manner.

• Develop a plan for ongoing positive communication with parents.

Featured presenters include Lee Canter, M.S.W., and Sonia Nieto, Ed.D.

Motivating Students to Read™


If engaging students to read is your goal, explore motivational strategies specific to reading. See page 11 for a full description.

Motivating Today’s Learner ™


Are your students lacking the energy, enthusiasm, and motivation to learn? This course will help you refresh and revitalize your instruction with easy-to-use strategies and techniques that will bring your lessons to life for all types of learners, even the seemingly unmotivated ones. Explore a variety of issues that may impact student learning, including issues of gender bias. Discover ways to enhance your own presentation skills and design fast-paced, engaging lessons to grab and keep the attention of all your students.

Learn how to:

• Identify barriers that prevent students from achieving in school.

• Evaluate your own beliefs and how they impact your expectations for student success.

• Develop strategies for creating a supportive learning environment.

Featured presenters include Lee Canter, M.S.W., Merrill Harmin, Ph.D., and Phyllis Lerner, M.A.

Returning Creativity to the Classroom™


This course explores the integral role creativity plays in education today. You will learn the current research on creativity, including the most innovative techniques and strategies used to create dynamic learning experiences, inspiring learning environments, and effective assessments. This course not only meets content standards but also brings out the creative spirit in you and your students.

Learn how to:

• Recognize the varied aspects of creativity as expressed in life, teaching, and learning.

• Apply current research in your classroom to foster creativity.

• Compile a Creativity Toolbox that consists of strategies that foster creative teaching and learning.

Featured presenters include James C. Kaufman, Ph.D., and Harvey Silver, Ed.D.

MOTIVATION


“The study team builds collegiality that lasts beyond the course.” — Andrea D. Bean

Grade 8

Thomas R. Grover Middle School

Princeton Junction, NJ

18p_9_common_R6.indd 9 07/12/11 11:15 AM


P.10 common

10

GRADUATE COURSES

The Effective Reading Teacher™*

K–6 • PRINT† | ONLINE

Become a more effective reading teacher with a course that lays the foundation for literacy instruction. Learn the stages of literacy development and the core concepts that support effective literacy instruction, such as language development and the five pillars of reading. You will also explore a new mindset for reading that examines a developmental approach to literacy instruction, new literacies, and the factors that influence reading motivation. Develop the knowledge and confidence to help your students become more proficient readers.

Learn how to:

• Identify a student’s stage of literacy development.

• Apply foundational literacy concepts, including the five pillars of reading.

• Analyze literacy assessments, including cognitive and non-cognitive assessments.

Featured presenters include Linda Gambrell, Ph.D., Donald Leu, Ph.D., Susan Neuman, Ed.D., Dorothy Strickland, Ph.D., and Alfred Tatum, Ph.D.† Print format requires Internet access for some reading assignments.

Teaching Beginning Readers*

PRE-K–3 • PRINT | ONLINE

This course offers a foundation for early literacy by taking a developmental, student-centered approach to reading instruction. Using the five pillars of reading as an organizational framework, you will explore the characteristics of beginning, emergent, and transitional readers and implement developmentally appropriate assessments and strategies for their instruction. Apply what you learn immediately to your classroom with lessons developed based on your personal teaching situation, including your literacy program, your students, and your goals for success.

Learn how to:

• Assess students’ progress in developmental word knowledge.

• Select appropriate and engaging texts for a particular group of students.

• Determine appropriate instructional strategies for improving reading fluency.

Featured presenters include Peter Afflerbach, Ph.D., Linda Gambrell, Ph.D., Douglas K. Hartman, Ph.D., and Dorothy Strickland, Ph.D.

Teaching Developing Readers


Learn developmentally appropriate strategies to help children in grades 4–6 strengthen their reading proficiency. With a focus on fluency and comprehension, this course explores a wide range of research-based instructional practices. Learn how to make reading less isolating by using technology to create collaborative experiences. Discuss ways to combat reading decline in older students, and consider ways to encourage and motivate students as they build literacy skills.

Learn how to:

• Plan and implement appropriate reading skills assessments.

• Use word study and vocabulary to help improve reading fluency.

• Create textual arrangements that engage students based on their interests.

• Identify and implement intervention strategies for struggling readers.

Featured presenters include Peter Afflerbach, Ph.D., Linda Gambrell, Ph.D., Douglas K. Hartman, Ph.D., and Alfred Tatum, Ph.D.

READING AND LITERACY

Consider enrolling in a

Canter Course Series

Elementary Reading

1. The Effective Reading Teacher™ K–6

2. Teaching Beginning Readers Pre-K–3

3. Teaching Developing Readers 4–6

4. Supporting the Struggling Reader® K–6

Secondary-Level Literacy

1. The Adolescent Brain™ 6–12

2. Motivating Students to Read™ K–12

3. Improving Reading in the Content Areas 6–12

4. Helping Struggling Readers With Content-Area Learning 6–12

See www.Canter.net for details.

* This course requires interaction with students in order to complete some assignments.

New for

2011

18p_10_common_R5.indd 10 07/12/11 11:15 AM

TO ENROLL CALL: 1.800.669.9011 FAX: 1.310.301.7512 ONLINE: WWW.CANTER.NET 11

GRADUATE COURSES

Motivating Students to Read™

K–12 • PRINT* | ONLINE

Help create a community of engaged readers in your classroom with a course dedicated to instilling a love of reading. Explore the factors that affect reading motivation and review current educational practices that influence a student’s motivation to read. Reach students you never thought you could reach before, from struggling to reluctant and dormant readers, with practical, research-based strategies proven to increase reading motivation.

Learn how to:

• Increase reading motivation through choice, collaboration, self-efficacy, and environment.

• Use technology to promote authentic reading.

• Evaluate your own classroom library and make a plan to enhance it.

• Increase parent involvement in motivating students to read.

Featured presenters include Peter Afflerbach, Ph.D., and Linda Gambrell, Ph.D.* Print format requires Internet access for some reading assignments.

Supporting the Struggling Reader®


With today’s higher literacy standards, struggling readers are becoming increasingly common. Current research indicates that pulling struggling readers out of the classroom for additional support has not been successful in accelerating literacy development. In fact, the classroom teacher remains a key factor for student success. With this course, you will learn concepts and strategies to develop your literary-instruction expertise so that you are better prepared to work with struggling readers in your classroom.

Learn how to:

• Identify risk factors and methods for diagnosing common reading difficulties.

• Explore and implement research-based intervention strategies to advance literacy development.

• Motivate reluctant readers and foster a value for reading.

Featured presenters include Linda Gambrell, Ph.D., Donald Leu, Ph.D., and Dorothy Strickland, Ph.D.

Improving Reading in the Content Areas


Are your students’ literacy skills limiting their access to your content area? As the concepts and vocabulary in middle and secondary textbooks and digital resources become more specialized, and the vocabulary and concepts within them become more abstract, students need more sophisticated strategies for reading and comprehension. With this course, you can acquire practical strategies that can be used across grade levels and subject areas to build your students’ comprehension skills and help them succeed in your content area.

Learn how to:

• Create lessons that seamlessly integrate literacy development with your subject matter.

• Use strategies before, during, and after reading that increase student engagement in important content.

• Use assessment methods for a continuous view of student progress.

Featured presenters include Kathleen Hinchman, Ph.D., Carol Santa, Ph.D., and Richard Vacca, Ph.D.

Helping Struggling Readers With Content-Area Learning


Learn research-based strategies that can maximize your ability to help all of your students read better and meet subject standards in your class. This course focuses on what you need to know about struggling readers, including how to identify and meet their needs. Discover what support resources are available to you as a content-area teacher, such as parents and reading professionals.

Learn how to:

• Analyze the relationship between students’ reading and content learning.

• Design a plan to use vocabulary and comprehension reading strategies in your classroom.

• Implement interventions that will help to improve reading, writing, and learning.

Featured presenters include Richard Allington, Ph.D., Dorothy Strickland, Ph.D., and Richard Vacca, Ph.D.





P.11 common18p_11_common_R5.indd 11 07/12/11 11:15 AM


P. 12 common

12

Technology and 21st Century Literacy Skills

K–12 • ONLINE

Do your students have the “new literacy” skills they need for today’s information-rich world? This course gives you the opportunity to explore how multimedia and the Internet can support inquiry-based learning, as well as foster collaborative problem-solving, communication, and critical thinking in your students. Acquire the strategies to strengthen your students’ learning through technology, while enhancing your own technical knowledge.

Learn how to:

• Embed “new literacy” skills into content-area lessons.

• Align “new literacy” skills with your content-area standards.

• Create an inquiry-based unit plan for evaluating and synthesizing Internet resources.

Featured presenters include Sara Armstrong, Ph.D., Chris Dede, Ph.D., and David Thornburg, Ph.D.

Using Technology to Enhance Content-Area Learning

K–12 • ONLINE

This course can show you how to integrate technology in more meaningful and appropriate ways into the content areas. Discover how to design technology-infused projects that motivate your students and foster their creativity and independence as learners.

Learn how to:

• Construct a content-area, problem-based learning activity that integrates technology.

• Identify strategies for using digital tools to help students become self-directed learners.

• Analyze National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T).

• Develop a learning activity incorporating online collaboration to support content learning.

Featured presenters include Kathy Cennamo, Ph.D., Peggy Ertmer, Ph.D., and John Ross, Ph.D.

Using Technology to Engage Diverse Learners*

K–12 • ONLINE

Learn how you can use technology to reach and empower diverse learners in your classroom. From using technology to assess your students’ different learning styles and interests to employing various technologies to improve student learning and motivation, this course demonstrates how technology can help you increase achievement for all your students. You will also examine two frameworks for meeting the needs of diverse learners, Universal Design for Learning (UDL) and Differentiated Instruction (DI), in order to customize your instruction.

Learn how to:

• Develop a lesson plan that incorporates technology and elements of DI and UDL.

• Revise an existing assessment tool to better meet the needs of diverse learners.

• Create a personal plan for implementing technology-supported differentiated instruction.

• Build a tool kit of online resources for implementing UDL guidelines.

Featured presenters include Grace Smith, Ph.D.,Stephanie Throne, Ph.D., and Carol Ann Tomlinson, Ed.D.* This course requires the use of presentation software such as Microsoft® PowerPoint®.

TEchNOLOgy iNTEgRaTiON

GRADUATE COURSES





“My own professional

development is enhanced

when I take a Canter

course. I appreciate the

opportunity to explore

projects that include

technology, which I can

utilize in my classroom.” — Ann Princl

Grades 1–2

Glacier Edge Elementary

Verona, WI

18p_12_common_R5.indd 12 07/12/11 11:16 AM


P. 13, common

13

Introduction to Teacher Leadership


In this course, you will learn to identify and overcome common roadblocks to assuming leadership roles, and how to strengthen your own leadership style.

Learn how to:

• Examine what differentiates and characterizes teachers who lead.

• Assess your personal readiness to lead change and your organization’s readiness to undergo change.

Featured presenters include Roland Barth, Ed.D., Linda Lambert, Ed.D., and Robert Starratt, Ed.D.

Teacher Leadership for Learning and Teaching


Taking teaching to the next level begins with a deeper understanding of learning. This course can help you become a more informed and effective leader of student learning as you examine current learning research, including brain-based learning theory and its impact on teaching practice.

Learn how to:

• Evaluate roadblocks to learning and formulate approaches for overcoming these challenges.

• Implement the four models of effective instruction: mastery, understanding, self-expressive, and interpersonal.

Featured presenters include Harvey Silver, Ed.D., Judy Willis, M.D., M.Ed., and Pat Wolfe, Ed.D.

Teacher Leadership: Mentoring, Coaching, and Collaboration


This course can give you the skills and strategies to provide meaningful support and guidance to your fellow teachers using a variety of coaching styles, mentoring techniques, and hands-on experience. You will have the opportunity to develop, implement, and analyze your own coaching plan.

Learn how to:

• Evaluate your personal learning styles and personality characteristics.

• Enhance your listening skills to increase your ability to be an accessible and effective coach.

Featured presenters include Andy Hargreaves, Ph.D., Jim Knight, Ph.D., and Hal Portner, M.Ed.

Teacher Leadership in Professional Learning Communities


Extend your scope of influence, from working with peers to engaging stakeholders throughout the greater school community. In this course, you will learn the processes, benefits, and challenges of building and working in professional learning communities.

Learn how to:

• Analyze the relationship between learning communities and teacher leadership opportunities.

• Examine the stage of development for your school’s learning community.

• Evaluate the role of online learning communities in facilitating collaboration and professional development.

Featured presenters include Linda Darling-Hammond, Ed.D., Richard DuFour, Ed.D., and Linda Lambert, Ed.D.

TEACHER LEADERSHIP

GRADUATE COURSES

Consider enrolling in a

Canter Course SeriesAchieve your goals as an educator and a leader. The Teacher Leadership series begins with a focus on your individual development and continues with consecutive courses that develop your skills as a leader in the classroom, at the school and peer levels, and as an agent of change in your district or community.

Teacher Leadership

1. Introduction to Teacher Leadership

2. Teacher Leadership for Learning and Teaching

3. Teacher Leadership: Mentoring, Coaching, and Collaboration

4. Teacher Leadership in Professional Learning Communities

See www.Canter.net for details.

New for

2011

18p_13_common_R7.indd 13 07/12/11 11:16 AM


P.14 common

14

GRADUATE COURSES

Assertive Discipline ® and Beyond


Discover how you can create a safe, positive learning environment where your students behave responsibly and feel good about themselves. This course features strategies to help you become an assertive teacher, an empowered teacher, and an influential teacher. Explore how to create a learning environment where your students flourish and where you can feel a sense of accomplishment at the end of the day.

Learn how to:

• Identify the motivators behind student behavior.

• Implement a behavior-management plan to meet the different needs of your students.

• Use positive reinforcement to help students stay on task and develop self-esteem.

This course includes two sets of videos, one for elementary and one for secondary teachers.


Classroom Management to Promote Student Learning*


Today’s students come with a range of learning needs, as well as social and emotional needs. As a result, there is no single formula for effective classroom management. This course explores several approaches to creating a supportive and respectful learning environment for all learners. Build a repertoire of research-based strategies that work best for you, and reclaim class time once lost to handling classroom disruptions. Discover how you can increase parental support as well.

Learn how to:

• Design rules and procedures to increase students’ sense of responsibility.

• Use preventive, rather than reactive, management strategies.

• Create a plan for teaching a conflict-resolution process.

Featured presenters include Carolyn Evertson, Ph.D., Marilyn Gootman, Ed.D., and David Johnson, Ed.D.

Succeeding With Difficult Students ®


Do you find yourself in a constant struggle with the same students day after day? This course offers a framework for succeeding with difficult students. You can learn to see the world from the difficult student’s perspective, so that you may begin to build trust and ultimately the foundation for a positive relationship. You may discover that helping hard-to-reach students to succeed can be one of the most challenging, and rewarding, experiences of your career.

Learn how to:

• Understand when and why a student misbehaves.

• Respond proactively to even the most difficult students in a calm, professional manner.

• Plan strategies for establishing a positive relationship with difficult students and their parents.


Teaching Students to Get Along ®


Many students today lack the skills for resolving everyday conflicts in a positive manner. As a result, your classroom can erupt in teasing, arguing, and bullying. With this course, you can learn how to create a positive learning environment where students get along, leaving you free to teach. Acquire a variety of proven strategies that you can integrate into your existing lessons and activities, and create a classroom that fosters teamwork and positive social behavior.

Learn how to:

• Increase students’ ability to resolve arguments on their own.

• Identify the difference between bullying and normal conflict between students.

• Help students understand, respect, and accept differences in others.

Featured presenters include Lee Canter, M.S.W., Katia Petersen, Ph.D., and Phyllis Steinberg, M.S.W.

�Follow this course with Succeeding With Difficult Students®. See the course this page, top.

CLASSROOM MANAGEMENT

SYSTEM REQUIREMENTS FOR ONLINE COURSE FORMAT

• Operating system for PC: Windows® XP or Windows Vista®

• Operating system for Mac®: OS X or higher• Processor: 1 GHz, 32/64 bit or higher• Memory: Minimum 512 MB of RAM; 1 GB

recommended

• Browser: Microsoft Internet Explorer® 6.0 or higher; Firefox® 2.0 or higher

• Internet connection: Broadband (DSL, cable modem, or similar) required

• Software: Microsoft Word®, Adobe® Flash® Player 7 or higher (free), Adobe® Acrobat® Reader® version 8 or higher (free)

• Monitor resolution: 1280 x 800 pixels or higher

* Credit is not available for this course if you have taken Managing Behavior in the Diverse Classroom.

18p_14_common_R3.indd 15 07/12/11 11:17 AM

Documents

Self-Paced Graduate Courses - Vantage Online Store