COURSE TITLE:
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
| WA CLOCK HRS: OREGON PDUs: PENNSYLVANIA ACT 48: |
60 60 60 |
INSTRUCTOR:
Rachelle Mulder
rachelle.mulder@mead354.org
COURSE DESCRIPTION:
According to the Dyslexia Center of Utah, one in five students, or 15-20% of the population, has a language-based learning disability. Dyslexia is the most common of language-based learning disabilities.
This course will introduce you to some practical ways you can help your struggling readers become proficient readers? This class will focus on Sally Shaywitz’s amazing and practical book, Overcoming Dyslexia. This book is guaranteed to change the way you see your students as readers, and it will engage you in a powerful, informative, engaging, and classroom-relevant text. You will learn how to recognize indicators of dyslexia in any age student, the science behind dyslexia research, and give you new tools to help your students become stronger readers.
The course is PERFECT for teachers to collaborate on their pedagogy and bring about change in their classrooms and is appropriate for grades P-12, including teachers, para-educators, counselors, and other support personnel.
The course text, Overcoming Dyslexia, by Sally Shaywitz, is approximately $13 at Amazon.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT
Text by Sally Shaywitz, Overcoming Dyslexia. (Print version or audiobook). 2020 second edition
Approximately $13.00 from Amazon.
None. All reading is online.
MATERIALS FEE
None.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Introduction: Reasons for taking this course.
Read the first two chapters of our text, Overcoming Dyslexia. (pgs. 3-24)
Make a Flipgrid video with this link https://flipgrid.com/de1773be, answering the following questions.
Post your video on Flipgrid.
Assignment #2: Introduction to dyslexia
Post your response.
Assignment #3: The Nature of Reading and Dyslexia
Post your response.
Assignment #4: Reading and the Brain
Post your response.
Assignment #5: Diagnosing Dyslexia (Part 1)
1. Read Chapters 8-11 in Overcoming Dyslexia. (pp 89-138)
2. Watch this video on the Early Sign of Dyslexia.
3. Create a “public service announcement” type poster or handout that
shares the early signs of dyslexia. Make sure to include graphics,
text, and things you have learned from the reading and video.
Post your response.
Assignment #6: Diagnosing Dyslexia (Part 2)
Post your response.
Assignment #7: All Children Can Be Taught to Read
Post your response.
Assignment #8: Helping Children Learn to Read
Post your response.
Assignment #9: Turning Struggling Readers into Proficient Readers
Assignment #10: Choosing a School
Post your response.
Assignment #11: Solutions for Dyslexia
Post your response.
Assignment #12: Making It Work for The Dyslexic Child & Adult. (Part 1)
Post your response
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #13: Summary of Overcoming Dyslexia
In a 2–3-page reflection paper, analyze your strengths and areas of growth as a teacher when reflecting on all you have learned during this course. Please focus on what you are currently doing as a teacher that supports ALL the learners in your classroom and areas that you want to improve on or implement new strategies to meet your student’s needs.
Post your response.
Assignment #14: Lesson Plan Development
Complete one (1) of the following:
Option A)
OR
Option B)
Use this option if you do not have a classroom or students available.
Post your response.
Assignment #15: Frequently Asked Questions
Review the following two websites.
Post your response
Assignment #16: Letter to Parents
Reflection on all the reading and videos you have watched for this class and write a 2-3 page letter to new parents. Please encourage them to adopt healthy habits around reading as well as warnings about red flags for dyslexia.
Post your response.
Assignment #17: Focal Student
Assignment #18: (500 Level ONLY) Research Dyslexia Curriculums
In addition to the 400 level assignments, complete the following assignment.
Post your response.
Assignment #19: (500 Level ONLY) Presentation
In addition to the 400 level assignments, complete the following assignment and, in addition, one (1) of the following three assignment options:
Option A) Presentation
Prepare a PowerPoint, Keynote, or video presentation on dyslexia for an
audience of teachers and administrators in your district/school.
If you are not currently teaching, make this presentation a general
presentation of information and recommendations about teaching
dyslexic students. Include your suggestions for a plan of action to
identify at-risk readers:
Presentations should be a minimum of eight (8) slides, or a video,
a minimum of 3 minutes in length..
AND/OR
Option B) Summary of Work
Choose three articles related to dyslexia. Read them and then summarize
the key concepts and recommendations from the authors. This should be
3-4 pages (500-750 words).
AND/OR
Option C) Create an Assignment
Create another assignment of your own design with the instructor’s prior approval.
Post your response
C. INTEGRATION PAPER
Assignment #20: (Required for 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Rachelle Mulder received her Master of Science in Education (M.S. Ed.) from Dominican University and her B.A. in Elementary Education from Pacific Lutheran University. Rachelle Mulder is an experienced educator with over 25 years of elementary and college teaching experience. In addition to her teaching responsibilities, she has served as an ELA Instructional Coach for the State of Washington. This has provided invaluable experience working with teachers in their classrooms, planning and presenting professional development, and modeling and co-teaching lessons with classroom teachers. Rachelle has had the privilege of working with thousands of students and hundreds of teachers. She has taught Kindergarten-4th grade, Special Education, LAP, Library, PE, and Music. In addition, Rachelle has served as an Instructor at Whitworth University as well as supervising practicum students. She has taught in the following schools and districts; Shining Mountain Elementary, Bethel S.D., Liberty Ridge, Sumner S.D., Laura B. Sprague School, Lincolnshire, S.D, Brentwood Elementary, Mead School District, Prairie View Elementary, Mead School District. Teaching is a calling and privilege in her life.
BIBLIOGRAPHY
DYSLEXIA 101
BOOK:
Shaywitz, S. (2020). Overcoming dyslexia: Second edition, completely revised and updated. Knopf Doubleday Publishing Group.
WEBSITES:
Bright Solutions for Dyslexia. Home. (n.d.). Retrieved February 10, 2022, from https://www.dys-add.com/index.html
Dyslexia FAQ. Yale Dyslexia. (n.d.). Retrieved February 10, 2022, from http://dyslexia.yale.edu/dyslexia/dyslexia-faq/
Dyslexia help at the University of Michigan. Dyslexia Help at the University of Michigan. (n.d.). Retrieved February 10, 2022, from http://dyslexiahelp.umich.edu/
Frequently asked questions. Dyslexia Help at the University of Michigan. (n.d.). Retrieved February 10, 2022, from http://dyslexiahelp.umich.edu/answers/faq
The Intensive Reading Intervention Program to make every student A reader. EPS. (n.d.). Retrieved February 10, 2022, from https://eps.schoolspecialty.com/spire
The Yale Center for Dyslexia & Creativity - Yale School of Medicine. Yale Dyslexia. (n.d.). Retrieved February 10, 2022, from http://dyslexia.yale.edu/
VIDEOS:
Bright solutions: Free on-line videos. Bright Solutions | Free On-Line Videos. (n.d.). Retrieved February 10, 2022, from https://www.dys-add.com/videos/dyslexiaSymptomsSolutions_Part04.html
Decoding dyslexia oh. (n.d.). Retrieved February 10, 2022, from http://decodingdyslexiaoh.org/?page_id=1196
Productions, H. (2021, December 12). A conversation about reading and the brain. Vimeo. Retrieved February 10, 2022, from https://vimeo.com/32489034
Signs of dyslexia. Yale Dyslexia. (n.d.). Retrieved February 10, 2022, from http://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/
What are the early warning signs of dyslexia ... - youtube. (n.d.). Retrieved February 10, 2022, from https://www.youtube.com/watch?v=Ygmnxtk_ZsM
What is dyslexia? - Kelli Sandman-Hurley - YouTube. (n.d.). Retrieved February 10, 2022, from https://www.youtube.com/watch?v=zafiGBrFkRM
What is phonological awareness? - youtube. (n.d.). Retrieved February 10, 2022, from https://www.youtube.com/watch?v=K0G6teawxls