Wayne State College

VESi Courses

VESi Online Courses

These courses allow you to complete the coursework in the comfort of your own home (or classroom). Subject matter relates to issues encountered in today’s challenging classroom. VESi courses are now tablet compatible, making it easy for you to recertify anytime, anywhere, with reliable, stable online access.

To view a course syllabus, please visit virtualeduc.com/wsc

Note: These courses are intended for certificate renewal or personal enrichment and are not applicable to a degree program.

Credit hours are in parentheses following the course title. Course number is in parentheses following the description. 

Advanced Classroom Management: Children as Change Agents (2)

This course is geared for professionals who serve children and youth presenting behavior problems in school and community. It focuses on cognitive- and cognitive-behavioral interventions (social skills) with an emphasis on teaching students how to change and manage their own behavior. (EDU 565-00C7)

Attention Deficit/Hyperactivity Disorder: Information and Intervention for Effective Teaching (2)

A course designed to help you achieve a better understanding of ADD and intervention strategies to facilitate positive student change. The course will provide information on the history of the disorder, accepted methods to assess and identify students with the disorder and various treatment methods currently being used to treat the disorder. (EDU 565-00C8)

Autism and Asperger's Disorder: Information and Effective Intervention Strategies (2)

This course will help you achieve a better understanding of Autism and Asperger’s Disorder, intervention strategies to enhance communication and learning, and to teach more conventional behaviors. (EDU 565-00C9)

Behavior is Language: Strategies for Managing Disruptive Behavior (3)

This course provides a developmental framework to help you understand what students are trying to tell you through the “language” of their behavior, along with effective tools to facilitate positive student change. (EDU 565-00C1)

Build School Communities: Brain Smart Classroom Management (2)

This course helps teachers build genuine bonds between themselves and their students and between students and their classmates, to create “kindred classhomes” with a foundation of acceptance, respect, and shared purpose. For many of our students, our classrooms may be a safe, nurturing refuge…the eye of the hurricane they experience as life. This course will help you develop strategies, rituals, and environmental design skills to create these safe havens of learning: kindred classhomes where students and teachers work together in synergistic ways that benefit all members of the school family. Students will learn how to differentiate for classroom management and discipline similarly to differentiating for students’ diverse academic needs. One size does not fit all, but all sizes can fit together. (EDU 565-00B0)

Child Abuse: Working with Abused and Neglected Children (2)

This course teaches you to recognize the signs of physical, emotional, and sexual abuse, as well as physical and emotional neglect in students. (EDU 565-00C0)

Drugs and Alcohol in Schools: Understanding Substance Use and Abuse (2)

This course increases understanding of what students may be experiencing through their own substance use or the substance use of persons close to them; it provides information about the complex biological, psychological, and social dynamics that comprise the disease of addiction. (EDU 565-00C4)

Early Childhood: Family-Centered Services (2)

A course that seeks to promote the development of thoughtful, knowledgeable, effective educators for a diverse society. The course provides conceptual frameworks for working with families of children from a variety of backgrounds. Course content places an emphasis on family-centered practices designed to help early childhood professionals involve and support families in the care and education of children. (EDU 565-00CJ)

Early Childhood: Observation and Assessment (3)

This course explores observation and assessment instruments, as well as recommended practices and available resources for infants, toddlers, and preschoolers. Content includes an emphasis on observing young children and assessing their early childhood learning environments. (EDU 565-00CK)

Early Childhood: Program Planning (3)

This course is designed to give you a new perspective on planning and implementing developmentally appropriate programs for young children from birth through age eight. In this course you will learn what is meant by curriculum, assessment, evaluation, and program planning as these terms apply to early childhood education. We will discuss several historical perspectives and theories of child development, and examine best practice for early childhood education. We will also examine key concepts and specific activities for teaching various curricular content areas including language and literacy, mathematics and science, and the expressive arts. (EDU 565-00CL)

Early Childhood: Typical and Atypical Development (3)

This course explores contemporary best practice and perspectives on early childhood development.  Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years. Discussion will also include instructional technology (IT) and assistive technology (AT) applications for this population. (EDU 565-00CM)

Educational Assessment: Assessing Student Learning in the Classroom (2)

The focus of this course will be on assessment for instructional programming. The course will outline procedures for designing or selecting, administering and interpreting, a variety of informal assessment measures typically used in schools. The use of a range of informal assessment measures in the academic and social skills areas will form the core of the content to be covered. (EDU 565-00C6)

ELL: Evaluation and Assessment for ESL Students (3)

This course was written to help teachers understand concepts and terms related to evaluating and assessing students whose first language is not English. This course discusses high-quality assessment and the scope of assessments, including initial placement, annual assessments, and exit assessments. This course ends with a discussion of classroom assessments, including accommodations for those who need language assistance. (EDU 565-00CY)

ELL: Language Acquisition for ESL Students (3)

This course was written to help teachers understand concepts and terms related to educating students whose first language is not English. This course discusses developmental theories and how they apply to English language learners. The focus of this course is on the process of second language acquisition and the role of the classroom teacher. Included in this course is information about the legal obligations of schools and teachers to provide services and about the types of programs schools might provide. Included is information on communicating with parents/guardians. (EDU 565-00CW)

ELL: Linguistics for ESL Students (3)

This course was written to help teachers understand concepts and terms related to educating students whose first language is not English. This course discusses how to understand theoretical foundations of linguistics and how to apply the knowledge and skills in linguistics in ELL classrooms and content classrooms. (EDU 565-00CZ)

ELL: Methods and Materials for Teaching ESL Students (3)

This course was written to help teachers understand concepts and terms related to educating students whose first language is not English. This course discusses how to apply instructional methods in creating lessons; how to create a motivating and caring learning environment; how to integrate teaching reading, writing, speaking, and listening skills; how to differentiate instruction for English language learners; and how to identify culturally appropriate curriculum and instructional resources. (EDU 565-00CX)

Harassment, Bullying, and Cyber-Intimidation in Schools (2)

This course will discuss definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all. (EDU 565-00CN)

Inclusion: Working with Students with Special Needs in General Education Classrooms (2)

A course designed to help special and general educators gain a better understanding of inclusion, one of the current educational reform movements that advocates for educating students with disabilities in the general education classroom. (EDU 565-00CC)

Infant and Toddler Mental Health: Issues and Information for Educators (2)

A course designed to help you achieve a better understanding of infant and toddler mental health, child development and strategies you can use to promote positive relationships with children and their families. The course will provide you with information that will help you to understand and identify your role as a child care provider, educator, and early childhood professional. (EDU 565-00CH)

Learning Disabilities: Practical Information for the Classroom Teacher (3)

This course provides an introduction to the field of learning disabilities for special teachers, general classroom teachers, integration teachers and related professionals.  Theoretical approaches, foundations for assessments and evaluations, and program planning and implementation are all covered in this course. (EDU 565-00CA)

Reading and Writing in Content Area (2)

This course offers instruction in teaching reading and writing in various subject matter fields at the secondary level. The material stresses the skills of vocabulary building, comprehension, and writing, as well as methods for motivating adolescents to read and write. This course will provide information on such issues as recognizing reading difficulties, assessing textbooks, and the integration of reading strategies within a content area. The strategies taught are aligned with the Praxis Reading Across the Curriculum test guide and the Reading in the Content Area national standards. (EDU 565-00CS)

Reading Fundamentals I - Intro to Scientifically Based Research (2)

The purpose of this course is to improve your knowledge of science and the scientific process. This is the first course in a three-course series. (EDU 565-00CD)

Reading Fundamentals II - Foundation for Effective Reading Instruction (2)

Designed to lay the foundation for effective reading instruction, this course will teach you about the elements of effective instruction and the importance of reading instruction. (EDU 565-00CE)

Reading Fundamentals III - Elements of Effective Reading Instruction and Assessment (3)

This course will focus on learning to read, reading to learn, and an introduction to reading assessment. As part of these key areas of reading instruction, the five elements of effective reading instruction will be highlighted, including definitions, implications for instruction and future directions. (EDU 565-00CF)

Response to Intervention: Practical Information for the Classroom Teacher (3)

As educators, you have probably heard the term RTI, or Response to Intervention. RTI is a process schools can and should use to help students who are struggling with academics or behavior. Even though RTI is primarily linked to special education and the early identification of learning problems, RTI is not just for students in special education. RTI is for all students and is based on the premise that a student might be struggling due to instruction or the curriculum in the past, or in the current classroom. Every teacher will have students who are struggling and whether it’s short term or long term, RTI is a valuable tool.  So, welcome to the class on Response to Intervention where you will learn what RTI is and how to use it in your classroom. (EDU 565-00CU)

Six Traits of Writing Model: Teaching and Assessing (2)

This course will discuss why writing is important and why teachers should include writing as often as possible in all content areas. The course will also include practical applications for assessing and teaching writing, including teaching students how to self-assess their own writing. The first chapter of this course will discuss why teaching writing is important and give you an introduction to the Six Traits of Writing Model. Through chapters 2, 3, and 4 we will discuss the elements of the Six Traits of Writing Model. Throughout those elements we will look at practical ways to use this model in your classroom. (EDU 565-00CV)

Talented and Gifted: Working with High Achievers (2)

A course designed to help educator achieve a better understanding of the talented and gifted student, methods used in identification, and strategies for instruction in an inclusive classroom. (EDU 565-00CB)

Teaching Diversity: Influences and Issues in the Classroom (2)

This course will help you understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning.  An emphasis in this course will be on understanding how students’ learning is influences by individual experiences, talents, disabilities, gender, language, culture, family and community values. (EDU 565-00CG)

Teaching Elementary Math Conceptually: A New Paradigm (2)

The course will explore an innovative teaching model that incorporates strategies for teaching concepts, constructively and contextually. The goal is for you to gain a deeper understanding of the underlying concepts of various math topics and explore the principles of teaching those concepts to learners. This course will focus on the topics of number sense, basic operations, and fractions. (EDU 565-00CP)

Teaching Secondary Math Conceptually: Meeting Mathematics Standards (3)

The course is designed to explain and connect the major concepts, procedures, and reasoning processes of mathematics. Current standards and practices in math education will be discussed to outline a teaching methodology that is conceptual, contextual, and constructive. Activities are presented to explain underlying concepts, and illustrate constructive teaching. The course has been divided into four chapters covering four math topics, i.e. integers, fractions, factoring, and functions. Emphasis is on exploring how to develop mathematical understanding in learners. (EDU 565-00CQ)

Traumatized Child: The Effects of Stress, Trauma and Violence on Student Learning (2)

This course is designed to help teachers, school counselors, and other educational personnel gain strategies to reach and teach students who have been affected by stress, trauma, and/or violence. Participants will learn the signs and symptoms and explore how stress, violence, and trauma affect a student’s learning, cognitive brain development, and social-emotional development. (EDU 565-00C2)

Try DI! Planning and Preparing a Differentiated Instruction Program (3) 

This course is designed to provide you an opportunity to learn about an instructional framework, Differentiated Instruction (DI), aimed at creating supportive learning environments for diverse learning populations. Students will be presented a method for self-assessment of the extent to which their current instructional approach reflects the perspective, principles, and practices of the DI approach. The course reflects an approach that aligns the principles of DI with the practices of DI. The concept of a “theory of action” will also be provided within a DI context. The course has also been designed to introduce students to a range of strategies associated with a DI approach. Strategies included in this course have been selected on the basis that they are effective in the widest possible range of educational K-12 settings. This course follows Why DI?: An Introduction to Differentiated Instruction, which addressed the What, Why, and Who of a classroom that reflects a DI approach. The focus of Try DI!: Planning and Preparing a Differentiated Instruction Program is on the When, Where, and How of the DI approach. (EDU 565-00CT)

Understanding Aggression: Coping with Aggessive Behavior in Classroom (3)

The course helps school personnel become more aware of the causes of aggression, its manifestation in gangs, television, sports, and drugs and ways to evaluate aggression and intervene before it turns to violence in the schools. (EDU 565-00C5)

Violence in Schools: Identification, Prevention, and Intervention Strategies (2)

This course is designed to give you a better understanding of school violence and the factors behind it, in addition to teaching specific strategies and interventions to minimize the occurrence of violence in a school or community. (EDU 565-00C3)

Why DI?: An Introduction to Differentiated Instruction (3)

An interactive computer-based instruction course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. In this course you will learn what is meant by Differentiated Instruction (DI) and the common myths associated with creating the differentiated classroom. We will discuss the legal, theoretical, and pedagogical foundations in the field of education that support the utilization of differentiated instructional practices and principles. We will reflect on best practices and national trends in the design of the educational setting to meet the needs of a diverse learning population. (EDU 565-00CR)