Contemporary Issues: Helping Students with Dyslexia, Dysgraphia, and other Disorders on the Spectrum
(Spring 2020)
This self-paced, online Moodle course is intended for those who are interested in learning how to identify and help students who struggle with language learning in school contexts. In particular, the focus is on how to reframe traditional approaches to instruction in favor of multi-sensory and other student-centered approaches. Major course objectives are to help class participants become more confident with identifying symptoms of various disorders and identifying instructional approaches that honor the individual learner.
Course description:
This 8 week, two-credit offering is based on the premise that children of all ages and across grade levels can learn, but that they do so differently. We know that for some students, learning to read and write will be one of the most challenging school tasks they will ever undertake. Accordingly, practitioners must be knowledgeable about (1) the spectrum of oral and written language disabilities and (2) how a teacher can be an academic coach-guide who helps all students experience success. We will study what experts in the field have to say about learning disorders and consider how teachers can rethink their current practices, identifying ways to differentiate learning to maximize individual student success.
Event Number: 20551023
EDU 455/C&I 555
Instructors: Daisy Carlsmith/Ann Ellsworth
Dates: This is a self-paced course. As such, course participants must be comfortable working independently and self-motivated to complete all work within the flexible time frame. Participants may register for the course now. No new registrations will be accepted after April 15, 2020. Participants must complete the course by June 1, 2020.
Upon receipt of course payment by WMPLC, the instructor will enter the student into the course Moodle and send an introductory email, at which time the participant may begin the class. The instructor will then collect the UM credit paperwork and payment, which will be sent to the University of Montana on June 1, 2020, along with final grades.
Registration fee: $250
Credit: 30 OPI Renewal Units or 2 Semester Credits (semester credits are offered through the University of Montana and are an additional fee of $155. The course instructor will provide a separate registration form). The total cost savings is 40% by going through WMPLC to get university continuing education credits.
This course requires the participant to access a couple of texts through their school or public library or purchase said materials from booksellers such as Amazon. The instructor may be available to assist with locating copies, if needed.
Target audience:
This course is intended for those who are interested in learning how to identify and help students who struggle with language learning in school contexts. In particular, the focus is on how to reframe traditional approaches to instruction in favor of multi-sensory and other student-centered approaches. Major course objectives are to help class participants become more confident with identifying symptoms of various disorders and identifying instructional approaches that honor the individual learner.
Learning outcomes:
Upon completion of the course:
(1) Students will have researched a dyslexic individual and composed a tribute poem to that individual.
(2) Students will have identified symptoms of dyslexia, dysgraphia, and other disorders on the spectrum.
(3) Students will have identified learning mechanisms that engage struggling learners and encourage their responsiveness to (language) instruction.
(4) Students will have read a book of their choice that deals with learning disorders and analyzed the author’s claims.
(5) Students will have explained why highly structured, multisensory approaches to language fundamentals are more effective than traditional (paper-pencil) approaches.
(6) Students will have evaluated websites, programs, and approaches for struggling and/or dyslexic learners.
(7) Students will have reflected on how classroom procedures for instruction and assessment can be modified to differentiate for the individual learner.
About the course facilitator:
Ann Ellsworth has taught in elementary and secondary schools in Wisconsin and Montana, and has led reading and writing professional development workshops across Montana and the Midwest. She is the 2019 National Council of Teachers of English's (NCTE) "Grammar Teacher of the Year." The Association of Teachers of English Grammar (ATEG) is an arm of NCTE. She was awarded the 2016 Montana Reading Teacher of the Year, and was a finalist for two national teaching awards. Presently she works with teacher candidates at Montana State University-Bozeman She has served as editor of the MONTANA STATE READING JOURNAL and is working with a publisher on a book on how to improve student writing.
Register at: https://forms.gle/si2Mu6F5nANKE8u49
(Spring 2020)
This self-paced, online Moodle course is intended for those who are interested in learning how to identify and help students who struggle with language learning in school contexts. In particular, the focus is on how to reframe traditional approaches to instruction in favor of multi-sensory and other student-centered approaches. Major course objectives are to help class participants become more confident with identifying symptoms of various disorders and identifying instructional approaches that honor the individual learner.
Course description:
This 8 week, two-credit offering is based on the premise that children of all ages and across grade levels can learn, but that they do so differently. We know that for some students, learning to read and write will be one of the most challenging school tasks they will ever undertake. Accordingly, practitioners must be knowledgeable about (1) the spectrum of oral and written language disabilities and (2) how a teacher can be an academic coach-guide who helps all students experience success. We will study what experts in the field have to say about learning disorders and consider how teachers can rethink their current practices, identifying ways to differentiate learning to maximize individual student success.
Event Number: 20551023
EDU 455/C&I 555
Instructors: Daisy Carlsmith/Ann Ellsworth
Dates: This is a self-paced course. As such, course participants must be comfortable working independently and self-motivated to complete all work within the flexible time frame. Participants may register for the course now. No new registrations will be accepted after April 15, 2020. Participants must complete the course by June 1, 2020.
Upon receipt of course payment by WMPLC, the instructor will enter the student into the course Moodle and send an introductory email, at which time the participant may begin the class. The instructor will then collect the UM credit paperwork and payment, which will be sent to the University of Montana on June 1, 2020, along with final grades.
Registration fee: $250
Credit: 30 OPI Renewal Units or 2 Semester Credits (semester credits are offered through the University of Montana and are an additional fee of $155. The course instructor will provide a separate registration form). The total cost savings is 40% by going through WMPLC to get university continuing education credits.
This course requires the participant to access a couple of texts through their school or public library or purchase said materials from booksellers such as Amazon. The instructor may be available to assist with locating copies, if needed.
Target audience:
This course is intended for those who are interested in learning how to identify and help students who struggle with language learning in school contexts. In particular, the focus is on how to reframe traditional approaches to instruction in favor of multi-sensory and other student-centered approaches. Major course objectives are to help class participants become more confident with identifying symptoms of various disorders and identifying instructional approaches that honor the individual learner.
Learning outcomes:
Upon completion of the course:
(1) Students will have researched a dyslexic individual and composed a tribute poem to that individual.
(2) Students will have identified symptoms of dyslexia, dysgraphia, and other disorders on the spectrum.
(3) Students will have identified learning mechanisms that engage struggling learners and encourage their responsiveness to (language) instruction.
(4) Students will have read a book of their choice that deals with learning disorders and analyzed the author’s claims.
(5) Students will have explained why highly structured, multisensory approaches to language fundamentals are more effective than traditional (paper-pencil) approaches.
(6) Students will have evaluated websites, programs, and approaches for struggling and/or dyslexic learners.
(7) Students will have reflected on how classroom procedures for instruction and assessment can be modified to differentiate for the individual learner.
About the course facilitator:
Ann Ellsworth has taught in elementary and secondary schools in Wisconsin and Montana, and has led reading and writing professional development workshops across Montana and the Midwest. She is the 2019 National Council of Teachers of English's (NCTE) "Grammar Teacher of the Year." The Association of Teachers of English Grammar (ATEG) is an arm of NCTE. She was awarded the 2016 Montana Reading Teacher of the Year, and was a finalist for two national teaching awards. Presently she works with teacher candidates at Montana State University-Bozeman She has served as editor of the MONTANA STATE READING JOURNAL and is working with a publisher on a book on how to improve student writing.
Register at: https://forms.gle/si2Mu6F5nANKE8u49