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Subject-Based WIDE World offers four courses in the Subject-Based Learning Module. Please follow the links below to learn more:Reading in the Content Areas: Strategies for Middle and High School Teachers 12-Week Long Online Course; Offered 3 Times a Year How can we help readers improve their understanding of disciplinary concepts, skills, and vocabulary? How can we teach them how to make and gain meaning from a text, be it a textbook, a novel, or a website? In this course, you will learn how to integrate research-based reading, writing, thinking, listening, and reflection strategies on reading comprehension into your own classroom. Six Session Course.Writing in the Content Areas: Strategies for Middle and High School Teachers 12-Week Long Online Course; Offered 3 Times a Year What are the ways in which students can use writing skills to improve their understanding of disciplinary content in any subject? Throughout this course, you will learn how to use writing as a tool to help students develop and communicate their understanding of your school/district's curriculum. Six Session Course.Algebraic Thinking in Elementary School 12-Week Long Online Course; Offered 3 Times a Year Algebra may not be a topic usually associated with elementary schools, but research has shown that students perform better on tests of mathematical understanding when teachers incorporate algebraic thinking into their instruction. In elementary school, this means investigating numerical patterns and relationships, learning to describe patterns mathematically, and using patterns to make predictions. Six Session Course.Algebraic Thinking in Middle and High Schools: Reinforcing Mathematical Understanding 12-Week Long Online Course; Offered 3 Times a Year How can you help improve your students' performance in key mathematical areas? How can you teach them to solve problems that involve linear relationships or exponential functions, manipulating variables, and identifying connections between graphic and symbolic representations? Six Session Course. |
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