(Formerly EDRS 610.) Prerequisite: EDTP 600 and 635. A study of the essentials of literacy for middle and high school classrooms, including design principles for guided inquiry, self-directed learning, collaboration, and effective use of media to meet the needs of diverse learners in the 21st century. Discussion covers purposes and types of reading; assessment; cognitive strategies in reading; reading strategy instruction for constructing meaning from text; and intrinsic and extrinsic motivational strategies. Topics include essential competencies for teaching and learning content area reading and the new literacies and for applying and adapting them to diverse learners and learners with exceptionalities. Competencies developed include use of evidence-based instructional strategies, formative and summative assessment, critical thinking, technology as a tool for learning, and literate environments. Focus is on the importance of research, collaboration, and self-assessment for the professional development of teachers.
For Residency II, the MAGP students participated in a simulation centered on the 1971 meeting in Geneva dedicated to the establishment of the United Nations Disaster Relief Organization (UNDRO). Students worked in teams representing the major states and international agencies involved in the negotiations. As reflected in the photos below, the meeting took place in formal and informal sessions, and an agreement was reached only in the early hours of the morning. Prof. Sinisa Vukovic from the Conflict Management Program led the exercise, along with extensive interactive seminar sessions before and afterwards.
The residency took place at the JHU Mt. Washington Conference Center, and students also had an evening to explore the Homewood Campus where they enjoyed a dinner reception in Gilman Hall.