ArkansasIDEAS Course Catalog

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606 course(s) found.

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IAC16063: RTI Arkansas: Multi-Tiered System of Support for High School
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Credit Hours: 1

RTI Arkansas: Multi-Tiered System of Support for High School is part of the RTI Arkansas Educational Initiative. Rhonda Dickey, Assistant Director of Curriculum and Instruction for the Arkansas Department of Education, presents key concepts that schools need to consider in order to develop an effective RTI system. Within this module, Ms. Dickey reviews essential components of RTI and distinguishes various ways that RTI differs for high school. Participants are encouraged to navigate through the RTI Arkansas: Response to Intervention High School Handbook to identify strengths and weaknesses within the RTI system at their districts. The purpose of this module is for your RTI team to work through the handbook to define and describe Response to Intervention within your school.

IAC16087: Learning for the Whole Child
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Credit Hours: 1

Learning should involve the whole student, not simply his or her academic ability. Ms. Oretha Ferguson describes her project-based approach to middle-level learning. Project-based learning requires creative thinking, cooperative work, and student-created learning environments. The skills developed through completing projects helps prepare students not only for passing standardized exams but also for real-world success.

This course was recorded at the Arkansas Association of Middle Level Education Conference in Hot Springs, Arkansas on April 5, 2016.

IAD14485: Achievement Gaps: An Introduction
Subject Area: {"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0}}
TESS Domain: {"f8bc2fbe2c937ea5b5e8839cbea69491":{"option":"2b","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 2.5

This course explores the multiple causes for gaps in achievement, examines issues that ready children for learning, and considers how to enhance a child's readiness to learn. Learners will explore what it means to strive for equity in achievement by considering the types of learning environments that promote student achievement and ways to measure student achievement.

IAD14486: Achievement Gaps: The Path to Equity
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Credit Hours: 2.5

This course explores the many factors that contribute to unequal patterns of achievement among different groups of students. One inescapable reality lies at the root of the problem: disparities in achievement occur because some students are better prepared to achieve than others. Although educators can address some of the issues that affect students readiness to learn, it will take a network of concerned people and institutions to help students overcome other barriers to academic achievement.

IAD14487: Assessment: Designing Performance Assessments, 2nd Edition
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Credit Hours: 14.5

This course makes connections between student motivation and types of assessment used in the classroom. It also covers how to unpack learning standards and benchmarks, so that all assessment yields information about student progress and mastery of instructional goals. Performance assessment can be designed in a multitude of ways, in which both students and teachers can work together to determine the best product or performance to exemplify student understanding, knowledge, and ability to use what they’ve learned.

IAD14488: Assessment: Getting Started With Student Portfolios, 2nd Edition
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Credit Hours: 9.5

In Assessment: Getting Started with Student Portfolios, you’ll explore the research behind implementing a portfolio assessment as well as practical ways to implement the portfolio assessment in the classroom. Using the strategies presented in the course, you’ll be better equipped to increase your students’ ownership of their learning, help them develop positive reflection skills, and engage them in projects that are meaningful to them.

IAD14489: Assessment: Measurement That's Useful
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Credit Hours: 2.5

This course provides the opportunity to think about current assessment practices and learn the key ingredients to any effective assessment. It presents an overview of exemplary assessment and is designed for anyone who is interested in learning about exemplary assessment, or who is questioning their own classroom or school assessment practices and is looking for general ways to improve them.

IAD14490: Assessment: Promoting Assessment for Learning
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TESS Domain: {"55fac25c11a99ce497915bfc80308ffc":{"option":"3d","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 2

This course shows educators how to shift focus and use assessment for learning. Participants will explore the teacher behaviors that promote student learning and support sound assessment known as the Bes. These principles come from the many practices that teachers can adapt to promote assessment to enhance student learning. Participants will consider the implications of these ideas in their own practice, as well as in schools and districts, and create a plan for ongoing professional growth in assessment literacy. Refer to "Assessment: Designing Performance Assessments, 2nd Edition" for continued learning.

IAD14491: Classroom Management: Managing Challenging Behavior
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Credit Hours: 2

For many teachers, managing student behavior has become a challenge. Behavioral problems such as noncompliance, defiance, inattention, and aggression are an everyday occurrence. These day-to-day challenges steadily wear down the good and positive attitudes present at the beginning of the school year. This course offers strategies to help teachers look at behaviors more objectively, perhaps even from the students point of view. By understanding the student, the teacher can shift the focus from controlling the student to teaching the student personal responsibility, allowing the student to become a self-regulated learner. Refer to "Classroom Management: Understanding Diverse Learning Needs, 2nd Edition" for continued learning.

IAD14492: Classroom Management: Building Effective Relationships, 2nd Edition
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Credit Hours: 11

We have all seen teachers who seem to effortlessly bring out the best in their students. It may seem as if these teachers were born with an innate skill, allowing   them to manage their classrooms with ease; however, effective classroom managers are made, not born. In Classroom Management: Building Effective Relationships, you’ll investigate the various facets of classroom management. You will examine some common approaches to classroom management to find the one that is best for you, laying the foundation for your classroom management plan. You will then build on the foundation by examining the student-teacher relationship and uncovering the strategies that will support your approach to classroom management. Finally, you will learn how all of these pieces can fit together to create a cohesive, schoolwide model.  

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