Rochester College will offer four summer school courses specifically designed for classroom teachers. The courses will be taught by teachers that use the instructional models and assessment strategies in their classrooms. Tuition for each of the three credit hour courses will be $570. Registration material can be found on the reverse side. Registration deadline is June 11, 2012.

The following course will be taught in cooperation with Rochester Community Schools. Components of this course will be a lab type experience working with summer school students.

June 26 – July 26; Tuesday/Thursday, 8:15AM – 12:30PM; HL 113
RDG 4913 – Diagnosis and Differentiated Instruction in Reading.
This course meets the MDE requirement in diagnostic reading in accordance with MCL 380.1531 (4)
The course will explore varied dimensions of literacy that dynamically interact to influence literacy learning. A practicum experience in a classroom setting will be a component of the course. Participants will develop a case study which presents an analysis of literacy strengths/weaknesses of actual students attending summer school.

The following courses will meet on the Rochester College Campus.

June 25 – July 26; Monday/Wednesday, 8:15AM – 12:30PM; RAC 117
EDU 3923 – Creating Quality Classroom Assessments
The course will focus on the work of Rick Stiggins. Students learn the key attributes of a well-developed assessment and create assessments specific to their grade/subject that can be used to inform their instruction. Students design assessments based on the desired learning targets, including selected response assessments, constructed response assessments and performance assessments.

June 25– July 26; Monday/Wednesday, 8:15AM – 12:30PM; HL 113
EDU 3933 – Strategies for Working With The English Language Learner, K-12
Twenty first century learners are a diverse group both demographically and style of learning. This course will focus on research based strategies proven to be effective with at risk students, (i.e. Sheltered Instruction Observation Protocol (SIOP) and differentiation instruction models). Upon completion of this course participants will have a variety of strategies/tools to implement in their classroom in the fall.

June 26 – July 26; Tuesday/Thursday, 8:15AM – 12:30PM; RAC 117
EDU 3943 – Differentiated Teaching Strategies
This course focuses on the key elements of differentiation. Throughout the course, students revisit the questions, “Who needs differentiation?” and “Why differentiate?” Students identify different levels of differentiation and create differentiated lessons and assessments based on the grade and/or subject they teach. Students explore the challenges inherent in creating differentiated activities and brainstorm possible solutions. Because creating the conditions that support differentiation is crucial, students analyze the classroom environment and routines that promote differentiation.

No classes will be held during the week of July 2 – 6, 2012

For additional course information or questions, please contact Dr. Mel Blohm at mblohm@rc.edu or at 248-218-2119.