External Educational Affiliates
We have had many great partnerships through the years with organizations that provide specialized access and knowledge to subject areas outside of the traditional professional development course offerings.
- Atlantic Seaboard Dyslexia Education Center
- Ford’s Theatre
- National Museum of Women in the Arts
- The DC Special Education Cooperative
- Washington Teachers’ Union
Atlantic Seaboard Dyslexia Education Center Course Descriptions
EDU 508L Language I: Sounds and Syllables
This course provides instruction in Sounds In Syllables, an Orton-Gillingham based, multisensory, structured language therapy program. Following an introduction to dyslexia and multisensory instruction, the course focuses on the structured procedures of the Sounds In Syllables approach, its basic terminology, and the proper speech sounds of the English language. This course was developed and offered by the Atlantic Seaboard Dyslexia Education Center (ASDEC).
EDU 509L Language II: Sounds and Syllables
The goal of Language 2 is to introduce the students to the higher linguistic concepts taught from level 2 through level 4 of Sounds In Syllables. In addition to learning these concepts, the student will demonstrate multisensory instructional methods for teaching these concepts to their students. Sounds In Syllables has gradual changes in procedures and in the structure of the lesson plan and these, too, will be explored and practiced. Additional areas of study will include reading in-depth articles and chapters on multisensory instruction by leaders in the field of dyslexia. Areas of concentration will include higher levels in alphabet skills, handwriting, spelling, and verbal expression, as well as discussion of written expression, vocabulary, and etymology. This course was developed and offered by the Atlantic Seaboard Dyslexia Education Center (ASDEC).
EDU 510L Language Foundations: Multisensory Structured Language Instruction
Developed at the Payne Educational Center in Oklahoma as a classroom-based reading curriculum, Language Foundations incorporates the most effective instructional techniques of Alphabetic Phonics, a widely used Orton-Gillingham teaching method. The Payne Center has trained over 9,000 teachers in Oklahoma and hundreds more in Texas. A clinical study of over 40,000 first grade students from low-income inner city schools in Oklahoma demonstrates that the treatment group receiving Language Foundations (SLB) instruction showed statistically significant gains in reading comprehension, phonological awareness, and decoding. (Joshi, Dahlgren and Boulware-Gooden, 2002)
EDU 614S Learning Strategies and Study Skills
This course presents researched-based methods to help students improve executive functioning, test-taking skills, and comprehension. Instruction is based primarily on the SKORE method developed by Claire Nissenbaum, a Fellow of the Orton-Gillingham Academy. Participants will also learn to provide students with an overview of phonics and general study skills. In addition, they will learn how to boost test-taking skills that emphasize understanding directions and identifying key words. This course was developed and offered by the Atlantic Seaboard Dyslexia Education Center (ASDEC).
EDU 912M Multisensory Mathematics I: Strategies for All Learners
Based on the Orton-Gillingham philosophy of teaching, Multisensory Mathematics I applies the research-based Concrete-Representation-Abstract (CRA) approach to teaching mathematics as advocated by the National Math Panel and the National Council for Teachers of Math (NCTM). Participants learn to apply this methodology in guiding students from foundation skills and numeracy to place value, operations, fractions and decimals. Participants learn to use manipulatives effectively to introduce and reinforce mathematical concepts, aid memory and enhance performance for all students. Strategies for helping students learn and retrieve math facts are stressed, as well as structured procedures for computational accuracy. This approach is especially effective with students who learn differently, inclusion classes, and ESL learners. The approach is effective for initial instruction as well as remedial work at all levels and is compatible with all curricula and programs. This course was developed and offered by the Atlantic Seaboard Dyslexia Education Center (ASDEC).
EDU 913M Multisensory Mathematics II: Applications for Secondary Educators
Based on the Orton-Gillingham philosophy of teaching, Multisensory Mathematics II: Applications for Secondary Educators, applies the research-based Concrete-Representation-Abstract (CRA) approach to teaching mathematics as advocated by the National Math Panel and the National Council for Teachers of Math (NCTM). Participants learn to apply this methodology in guiding students from foundation skills of place value and fractions through concepts and applications associated with pre-algebra, algebra I, geometry, and algebra II. Participants learn to use manipulatives effectively to introduce and reinforce mathematical concepts, aid memory, and enhance performance for all students. Strategies for helping students learn and retrieve math facts are stressed, as well as structured procedures for computational accuracy. This approach is especially effective with students who learn differently, inclusion classes, and ESL learners. The approach is effective for initial instruction as well as remedial work at all levels and is compatible with all curricula and programs. This course was developed and offered by the Atlantic Seaboard Dyslexia Education Center (ASDEC).
EDU 917W Successful Writing All Year Incremental Writing Instruction for the Classroom Teacher
Participants learn multisensory strategies to teach written expression to students in elementary through post-secondary grades. ASDEC instructors draw upon original content as well as methods developed by William Van Cleave and Judith Hochman, nationally recognized experts in teaching written expression. Using highly interactive presentations that include practice and demonstrations, instructors teach multisensory methods to improve grammar, sentence construction, paragraph development, and essays (including the college essay). An incremental, structured, sequential approach builds from basic sentence parts of speech and sentence structure through sentence expansion and a process approach to essays and culminates in an organizational model for producing a research paper.
Ford’s Theatre Course Descriptions
EDU 662C Civil War: Washington, D.C. History
This learning adventure will immerse students in the history of the Civil War in Washington, D.C. By preparing and performing historical speeches, interpreting letters, and “reading” artifacts, images and places, participants will develop teaching techniques that strengthen reading comprehension and critical thinking skills while learning the content knowledge that will make the city of Washington a classroom. Participants will come away with an array of resources, such as virtual tours and oratory skills, to get students on their feet performing speeches by Abraham Lincoln and Frederick Douglass, among others. The course emphasizes practical, content-driven experiential learning adventures including motivation to use classroom drama to help historic characters come alive.
EDU 662L: The Lincoln Assassination and Its Legacy
This course explores the Lincoln assassination, its aftermath, Reconstruction, and Lincoln’s legacy. Participants will build understanding through visiting locations around the Washington metropolitan area that shed light on the end of the Civil War. From this course, participants will bring back to the classroom a greater appreciation and content knowledge of the places and personal experiences that help us make sense of this tragic moment in American history and the reverberations felt both immediately and to the present day.
National Museum of Women in the Arts Course Descriptions
This hands-on course introduces educators, with or without a visual arts background, to techniques and materials that will support their efforts to integrate the visual arts into their classrooms. Course content centers on Art, Books, and Creativity (ABC), an arts integration curriculum developed by the National Museum of Women in the Arts. ABC highlights the natural connections between visual arts and language arts and fosters students’ critical thinking and writing skills. Developed for 4th and 5th grade classrooms, ABC can be differentiated for a range of age groups (particularly grades 3–8) and learning needs. Participants try out book formats—accordion books, self-portrait books, pop-ups, and more—as well as writing exercises from ABC. Participants also practice the Visual Thinking Strategies (VTS) method for facilitating art discussions and brainstorm ideas for integrating visual arts, social studies, math, and science in their own classrooms.
Application and acceptance required. Participants receive art materials for the classroom and graduate credit from Trinity (with application and payment to Trinity). No prior art experience is necessary, and classroom teachers are especially encouraged to apply. Ideal for educators of grades 3–8.
This course is a continuation of EDU 505W Book Arts and Literacy in the Classroom. Educators who register for this course must have completed the ABC Teacher Institute, with or without Trinity credit. Participants of this course will work with a book artist; curriculum specialists in visual arts, science, and language arts; and National Museum of Women in the Arts’ educators to expand their tool kit of book formats, writing samples, and ABC curriculum integration ideas as well as to explore the parallels between studio habits of mind and STEM innovation thinking. Through in-gallery discussions, participants will experiment with inquiry methods designed to encourage creative and critical thinking among their students. Combining independent reflection, brainstorming with colleagues, and feedback from specialists, each participant will develop a new interdisciplinary unit from concept to final design for their specific classroom needs.
Prerequisite: ABC Teacher Institute
Application and acceptance required. Participants receive art materials for the classroom and graduate credit from Trinity (with application and payment to Trinity).
The DC Special Education Cooperative
EDU 894S: Include DC Special Education Tools for General Education Teachers
As federal mandates continue to emphasize the provision of a free and appropriate public education to students with special needs in the least restrictive environment, it has become more important now than ever before for ALL educators to be armed with the knowledge and tools needed to successfully educate exceptional learners. This course will emphasize a proactive approach to instructional design and planning for diverse student learners. We will use the history and evolution of special education regulation as a background for understanding why careful, purposeful, and proactive instructional design are essential components of a successfully inclusive classroom.