Self-study Versions

Scientifically-based reading research shows that 95% of children entering our kindergarten classrooms can learn to read -- on time and on grade level -- given appropriate, scientifically-based instruction during kindergarten, first, and second grade. This introductory course will show you how to achieve these results by focusing your efforts on instructional practices based on solid scientific research.

The course utilizes an interactive, multimedia presentation, which provides an overview of scientifically-based reading research and then explores the critical components of a comprehensive early literacy program. The course ends with an explanation of how the essential building blocks of reading are addressed by the courses in the Comprehensive Early Literacy Series.

At the completion of this course, you will be able to:

Solving open-ended problems requires students to work through problems that are authentic and challenging. In doing so, they learn to ask good questions and become better communicators. This course will show you how you can use proven best practices to help your students develop key skills that are needed to become better problem solvers.

At the completion of this course, you will be able to:

Inquiry-based science instruction involves students in active explorations of scientific phenomena and concepts. This course will show you how, by using an inquiry-based approach to science, you can improve students’ understanding of concepts and retention of knowledge, help students develop key skills that are needed in all content areas, hold students’ attention and motivate them to learn, and accommodate different learning styles and learning needs.

At the completion of this course, you will be able to:

There are a variety of strategies that you can use to differentiate curriculum and instruction to meet the needs of gifted students. This standards-based course will teach you how to use two strategies, Tiered Instruction and Independent Study, to provide challenges to gifted and high-ability learners without compromising the content, skill development, and curriculum coursework mandated by individual school districts.

At the completion of this course, you will be able to:

This course will teach you how to use a variety of strategies to modify and adapt your instruction to enhance the comprehension and participation of English Language Learners in content area classes to ensure that all students, including English Language Learners, successfully meet Pennsylvania’s academic standards.

At the completion of this course, you will be able to:

Graphic organizers are diagrams that visually represent ideas and concepts. They are valuable instructional tools that promote active student involvement and better comprehension of course material. This standards-based course will teach you how to use graphic organizers in your classroom, emphasizing ways to encourage your students to use them independently.

At the completion of this course, you will be able to:

Data-Driven Decision Making (3DM) is a process that involves gathering, analyzing and using data to identify strategies to increase student learning and address school improvement. The course provides an overview of the 3DM process. This interactive course guides participants through activities and the application of the process to the local building or district. The application activities require the use of local district or building data to drive educational decisions. To prepare for these activities and to apply the information, participants will need their most recent PSSA School Summary Report. This report can be obtained through local school administrative offices. Other sources of data will be suggested in the course.

At the completion of this course, you will be able to: