Facilitated Online Courses
CLOI’s facilitated online courses deliver in-depth knowledge of the different components of reading using research-based resources, assessments, and strategies. Instruction is provided in assessment administration and analysis as well as in mastering learning strategies to teach each skill. PDPs and graduate credit are available.
- K-12 ELA
- Grad Credit
- 7 weeks long
- Offered 5 times per year
- Lead by a trained, masters-level facilitator
- Reading selections, activities, and discussion forums included
Basic computer and web surfing abilities are needed for navigating courses. All content and materials needed for these courses are included.
Facilitated Online Courses
The facilitated online courses run for 7 weeks. Each week requires completion of reading selections, activities, discussion forums, and parts of a cumulative course assessment product. Each course is offered on specific dates 5 times per year beginning in September, January, March, May, and July. View the most current schedule on the Facilitated Course Schedule page.
PDPs and Graduate Credit
These courses have been developed to meet the rigorous standards of a graduate level course and can be taken for graduate credit or professional development points (PDPs). The courses are the same for either route. Graduate credit is provided by Gordon College, Westfield State University, and MidAmerica Nazarene University; you receive graduate credit from the college of your choice. PDPs are offered through Westfield State University.
Graduate Credit: 3 graduate credits is equal to 67.5 PDPs
PDPs: 36 PDPs
Acquiring an 18-credit Certificate for Mastery of Essential Reading Skills from Gordon College is an option after successfully completing the six essential reading components course series . CLOI’s reading certificate provides educators with in-depth knowledge of the essential components of reading not a reading specialist certificate. If you are interested in becoming a licensed reading specialist, please check out Gordon College’s link here.
“I have found that students who are struggling and reluctant writers are more successful when given the option to use computers. I also am hoping to motivate the students who are stuck in a rut and who have experienced a more traditional approach towards learning vocabulary. I am eager to bring such dynamic tools back to the classroom.”- Sarah Lane
“I found the readings, videos and activities to be most valuable. It was very helpful to see the videos you produced. To read about it is important but to see it in action is essential.”- Teacher, Wilmington Public School
“I thoroughly enjoyed reading the different suggestions in the articles, from literature connections to nursery rhymes, and could picture how much fun the students would have as they were learning.”- Course Participant
“These courses are well structured and organized. The lessons follow a logical pattern and build on each other. It is possible to learn quite a bit within a short period of time that will be most useful in the classroom. I have really enjoyed taking them!” Roann, summer 2015
“I am learning about skills that are foundational for my students. This information will help me to better support them, so it is very important to me that I truly understand what I am learning. The course is well-structured for that. The materials and assignments challenge me to ensure that I am practicing the skills and processing them deeply. I feel that I am gaining valuable insights.” Rina, summer 2015
“This was a challenging course for me as I do not teach reading, but the materials really helped a lot.” Math Teacher, summer 2015
“Instead, phonics is then like the framing of a building; it interweaves and holds up and together all of the parts so that an effective whole is sustained. This course has helped me, a middle-level educator, raise my awareness toward phonics instruction and assessment. Comprehension has always been high on my radar and I have many books on this. Only a few, even mention phonics as a target for assessment and analysis. Also, I have sometimes downplayed the importance of direct instruction in spelling, which I am now rethinking, since I have come to a clearer understanding of the link between phonics/spelling skills and the development of automaticity in reading.” Caterina C, summer 2015
“I enjoyed the discussions and different points of view. I thought there were some very good resources that I have already started using in my own teaching and will continue to reference in the coming year.” Brenda, summer 2015
“Reflecting on current practices and interacting with colleagues to share ideas for teaching comprehension was a very valuable learning experience for me. I intend to utilize many of the strategies identified in class readings, as well as those mentioned by colleagues in their postings.” Melissa, summer 2015
“It was quite eye opening for me to learn about all the factors that go into being fluent readers. Additionally, I found the information provided around strategies and instruction quite helpful and functional. I see myself implementing many aspects of this course in my teaching.” Heather, summer 2015
“The instructor is always available and responds to questions very quickly. She also demonstrates a most kind and caring attitude toward the students.”
“In my opinion creating a comprehensive vocabulary plan for my classroom was the most valuable. I also really learned about and have a better understanding of tier two words which is essential to the Common Core standards.” Christie
“I cannot express just how much I learned in such a short period of time; how challenging the course is; and how much I completely enjoyed the process!”
“That is exactly why I wanted to take this specific course, “Integrating Essential Reading Skills”: being able to address and reinforce skills while covering a lot of ground in a short time frame is perfect and not just for my specific courses either as those same skills will help in all of the student’s courses, any tests they need to take, and further down the road whether it is a job or college or both!” Roann, summer 2015
Keep an eye out for testimonials for the Close Reading Course that was first offered September 2015!- Summer 2015 Testimonials
“There are so many new tools and strategies for phonemic awareness instruction (which I am taking away from this course) that will make me a better teacher for my second grade students. I found all of the videos very helpful, especially those which illustrated how to assess students’ phonemic awareness skills and modeled how instruction with individual students should look. All that was covered in the course was directly applicable to working with students in the classroom and I came away with a host of website resources and technology tools that will aid me in targeting students’ individual needs.”- Course Participant
“Thank you for encouraging and motivating me to explore other methods and strategies to practice reading fluency.”
“I absolutely loved the course and feel that I learned a lot. I would definitely recommend this course to other teachers-I already have! For me, it was a great way to learn more about the common core and reflect on changes in teaching that have happened since I have been out of the classroom.”
Jenn- October 2014 Testimonials
“It is amazing that I have been in the field for so long…and am learning these fascinating skills or techniques. I think that even middle and high school trained teachers should have MORE exposure to these foundations. I feel like I was denied a wealth of information due to the fact that I was trained as a middle and high school literature and humanities teacher.”- Kristen Swanson