Summer Institute for Educators | Topics | New England College
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Summer Institute for Educators | Topics

ARCHIVED INFORMATION

June 26, 27, 28, 29, 2017
New England College, Henniker, NH

Transform Education. Ignite Learning.

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Topics

  • Communicating with Families
  • Literacy
  • MED CORE
  • Meeting the Needs of All Learners

Communicating with Families

Increasing School-to-Home Communication: Choice & Voice for Parents & Teachers (3 credits)

Course #: ED5990
Instructor: Jessica Morris

Dates: June 26, 27, 28, and 29

In this course pre-service and practicing educators can explore varying ways to effectively increase communication and rapport with parents. The issues surrounding parent and teacher communications are as important as they are complex. In today’s dynamic and ever-changing culture, teachers and parents alike are responding to amplified expectations, social-emotional pressures, economic hardships, and increased time constraints. Positive communication between parents and teachers is essential to students’ academic success; however, according to a national poll, the number one fear of teachers is talking to parents. This course will explore the pitfalls as well as the benefits in developing the parent-teacher relationship. ​(3 credits)

Literacy

Story Preservation Initiative (SPI) Learning Lab: A Springboard to Project-based Learning (3 credits)

Course #: ED6143
Instructors: Mary Kuechenmeister and Gina Aubin

Dates: June 26, 27, 28, 29

This innovative course provides deeper inquiry into Story Preservation Initiative Learning Lab®, an oral history-based educational resource that combines primary source audio with project-based lessons for rich, multi-disciplinary learning. Participants will experience the power of sparking student interest in content using SPI’s collection of personal recordings that capture the voices, words, and meanderings of artists, scientists, writers, poets, musicians, and eyewitnesses to history. Connecting the personal narratives of experts to content learning in the arts, sciences, humanities, and eyewitness accounts provides an exciting and unique springboard to project-based learning. Participants will learn to support students with developing orbital studies, independent investigations that “orbit” or revolve around some aspect of the content. This involves designing a question for study, developing a research plan and method for presenting their learning, and criteria to measure quality products. Through inquiry-based learning, participants will experience how rigorous and relevant personalized and differentiated instruction can increase student motivation and engagement that supports students as they develop expertise and become independent learners. (3 credits)

MED CORE

Research Practicum I (2 credits)

Course #: ED5261
Instructor: Debra Nitschke-Shaw, PhD

Dates: June 26, 27, 28, and 29

The Research Practicum I is designed to help the Master in Education candidates develop the first section of their Action Research proposal and to review the IRB request form for the Action Research capstone project. Students who enroll in the Research Practicum I work with a faculty member who is versed in action research. This individual will guide and support the student as they develop the background information (Section One) for the Action Research proposal and project. Participants will also begin to formulate their ideas in relation to the methodology to be used in the Action Research project. Upon completion of this course and the competencies associated with it the student will be ready to enroll in the ED 5262 – Research Practicum II. Prerequisite: ED 5130. Meets MED Core requirement. (2 credits)

Research Practicum II (2 credits)

Course #: ED5262
Instructor: Debra Nitschke-Shaw, PhD

Dates: June 26, 27, 28, and 29

The Research Practicum II is designed to help the Master in Education candidate develop her/his proposal and IRB request form for the Action Research capstone project. Students who enroll in the Research Practicum I work with a faculty member who is versed in action research. This individual will guide and support the student as she/he develops the research methodology, informed consent forms and data collection tools for use in her/his study, and assist the student with obtaining approval through the Institutional Review Board. Upon completion of this course and the competencies associated with it the student will be ready to enroll in the Fundamentals of Educational Inquiry: Action Research, ED 6510 or ED 6511/ED 6512. Prerequisite: ED 5261. Meets MED Core requirement. Prerequisite: ED 5261. Meets MED Core requirement. (2 credits)

Meeting the Needs of All Learners

Developing Grit through Growth Mindset Education (3 credits)

Course #: ED5990
Instructor: Heather Smith

Dates: June 26, 27, 28, 29

Developing Grit through Growth Mindset Education is designed to teach educators about Dweck’s construct of mindsets and Duckworth’s construct of grit.  This course will share the research linking growth mindset and the development of grit. Educators will develop an understanding of the value of grit with youth and learn how to promote the development of grit in the classroom and school through mindset education. Participants will examine what research has shown to be the most effective in developing grit as well as review and learn from current researchers in the field. Participants will be able to work cooperatively and individually to plan lessons based on the research and work of Duckworth, Dweck, and Ricci.  (3 credits)