Virtual Learning Communities

What if you could bring back more than just good intentions from professional learning experiences?

At EdQuiddity, we believe professional learning should:

  • Model innovative practices
  • Provide new learning
  • Have participants design materials to use in school immediately

We now offer an option beyond our in-person professional learning! Online engagement, 25 hours of self-paced engagement, in addition to continual feedback and assistance, and video conference sessions. Work at times convenient for you and have fun challenging your pedagogical thinking.

New For the Fall: Open Enrollment!! Now offering open enrollment periods so you can begin, and complete, your course at a pace that works with your schedule.

Only $595 per seat or $4,950 for a 10-pack of seats.

Click the images below for course descriptions.

Facilitating Academic Resilience
Building Executive Function to Support Learning Acceleration
Designing Equity Driven Learning Environments
New Teacher Seminar – Key Topics in Creating a Student Driven Classroom
10 Mindsets for Transformational Leadership
Using Formative Assessments to Drive Instruction
Teaching in the Block
Creating a Powerful Co-Teaching Partnership
Teaching Through Power-Standards
Facilitation Strategies for Standards-Based Learning
Fostering Student Empowerment Through Structures
PBL Implementation – Next Steps in Student-Centered Authentic Learning Unit Design
Designing Differentiated Digital Activity Lists
Reinventing the Classroom Experience
Problem Solving through the Design Process
Prioritizing Social and Emotional Learning
Creating a Climate of Executive Function in Your Classroom
Designing Problem-Based Authentic Learning Units

“…so different from the other ‘virtual’ courses…”

"This course is so different from the other 'virtual' courses I've taken because I can implement the ideas right away."

Danielle Crenny, Kindergarten Teacher

Edquiddity Inc
2019-02-22T19:55:10-05:00

Danielle Crenny, Kindergarten Teacher

"This course is so different from the other 'virtual' courses I've taken because I can implement the ideas right away."

“…a wonderful job of providing teachers great resources”

Over two years, 7 different classes and 6 different instructors, I can assert that IDE does a wonderful job of providing teachers great resources and fresh ideas to improve instruction, and therefore, the student experience. The instructors are enthusiastic, polite, attentive and resourceful. 

Bryan Horn, HS English Teacher

Edquiddity Inc
2019-02-22T20:05:14-05:00

Bryan Horn, HS English Teacher

Over two years, 7 different classes and 6 different instructors, I can assert that IDE does a wonderful job of providing teachers great resources and fresh ideas to improve instruction, and therefore, the student experience. The instructors are enthusiastic, polite, attentive and resourceful. 

“…extremely informative…”

"This course has been extremely informative in the methods of increasing executive function in students."

Victoria Barthel, 8th Grade Mathematics Teacher

Edquiddity Inc
2019-02-22T20:24:19-05:00

Victoria Barthel, 8th Grade Mathematics Teacher

"This course has been extremely informative in the methods of increasing executive function in students."

“…many takeaways from this course…”

"There are many takeaways from this course that I plan to use in my classroom in the fall."

Kristina Pace, 7th Grade Math Teacher

Edquiddity Inc
2019-02-22T20:30:38-05:00

Kristina Pace, 7th Grade Math Teacher

"There are many takeaways from this course that I plan to use in my classroom in the fall."

“…numerous resources, strategies, videos, and articles that I will use…”

"I think there have been numerous resources, strategies, videos, and articles that I will use in the fall. I think, overall, I have become better aware that I am doing things in my classroom that promote executive functioning skills in my students."

Sarah Collins, Teacher

Edquiddity Inc
2019-02-22T20:33:37-05:00

Sarah Collins, Teacher

"I think there have been numerous resources, strategies, videos, and articles that I will use in the fall. I think, overall, I have become better aware that I am doing things in my classroom that promote executive functioning skills in my students."

“…so excited to implement many of the strategies and techniques…”

"I learned that there was so much more I could be doing with my students to foster their executive functioning skills. I am so excited to implement many of the strategies and techniques I learned from the course and through chatting with the consultant on a weekly basis."

Leslie Thompson, Resource Teacher

Edquiddity Inc
2019-02-22T20:47:55-05:00

Leslie Thompson, Resource Teacher

"I learned that there was so much more I could be doing with my students to foster their executive functioning skills. I am so excited to implement many of the strategies and techniques I learned from the course and through chatting with the consultant on a weekly basis."

“…opened my eyes to different strategies in the classroom…”

“I really enjoyed this course. It opened my eyes to different strategies in the classroom and basic skills that I was looking over. Thank you, again, for your flexibility while I was traveling! You are an awesome instructor and I really learned a lot from this course.”
Edquiddity Inc
2020-02-28T12:03:08-05:00
“I really enjoyed this course. It opened my eyes to different strategies in the classroom and basic skills that I was looking over. Thank you, again, for your flexibility while I was traveling! You are an awesome instructor and I really learned a lot from this course.”

“My VLC facilitator was amazing!”

“My VLC facilitator was amazing!. He is well spoken, educated and motivating. He truly cares for his profession and career. I am lucky now to call him a mentor!”
Edquiddity Inc
2020-02-28T12:06:04-05:00
“My VLC facilitator was amazing!. He is well spoken, educated and motivating. He truly cares for his profession and career. I am lucky now to call him a mentor!”

“…so interesting and presented in such a great way…”

"I wanted to thank you for such a great VLC. The topic was so interesting and presented in such a great way. I never felt overwhelmed by the work. In fact, I really felt I was able to think about the applications to my job and felt like I was always filled with new ideas for next year. Thank you for everything and I look forward to our last hangout tomorrow.”
Edquiddity Inc
2020-02-28T12:07:10-05:00
"I wanted to thank you for such a great VLC. The topic was so interesting and presented in such a great way. I never felt overwhelmed by the work. In fact, I really felt I was able to think about the applications to my job and felt like I was always filled with new ideas for next year. Thank you for everything and I look forward to our last hangout tomorrow.”

“…absolutely loving this class…”

“I am absolutely loving this class so far! I not only feel I have learned so much already, but have had so many opportunities to use the strategies in my classroom. The activity lists and discussion boards are really user friendly too!”
Edquiddity Inc
2020-02-28T12:07:48-05:00
“I am absolutely loving this class so far! I not only feel I have learned so much already, but have had so many opportunities to use the strategies in my classroom. The activity lists and discussion boards are really user friendly too!”
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Edquiddity Inc

Available VLC Schedule

Nov
1
Mon
2021
Enroll Anytime Before 11/29/21 Creating a Climate of Executive Function in Your Classroom
Nov 1 – Dec 23 all-day

Explore how executive function supports the critical life skills of conscious control, engagement, collaboration, empowerment, efficacy, and leadership. Develop activities and strategies for classroom use, as well as targeted facilitation to improve students’ executive function.

Syllabus

  1. Understanding the six levels of increasingly complex life skills that depend upon executive function
  2. Identifying activities and structures that build executive function focused around the critical six levels of life skills
  3. Understanding how teacher facilitation builds the executive function skills around the critical six levels of life skills
  4. Designing structures for the classroom to create a culture of executive function
  5. Developing tools for teacher facilitation to create a culture of executive function

This course will use Dr. Nancy Sulla’s book, Building Executive Function: The Missing Link to Student Achievement as a resource. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Enroll Anytime Before 11/29/21 Designing Problem-Based Authentic Learning Units
Nov 1 – Dec 23 all-day

Explore the power of problem-based learning in the classroom. Design a problem-based task, a rubric to drive instruction, and a scaffold of rich and diverse learning activities to implement with your students

Syllabus

  1. Understanding how “Raising Academic Rigor,” “Engaging Students in Learning,” and “Building Student Responsibility for Learning” go hand-in-hand
  2. Developing authentic, open-ended, problem-based tasks that create a felt-need to learn (expectations adjusted if the participant has taken the introductory course)
  3. Designing analytic rubrics to offer clearly articulated expectations, a roadmap for all learners, and challenges for gifted learners
  4. Designing a scaffold for learning to develop differentiated learning and practice activities
  5. Developing one or more other structures to support the unit, e.g.:
    • Formative Assessments to drive instructional planning
    • Facilitation Questions to probe students’ thinking at higher cognitive levels
    • Facilitation Grid to manage your ongoing student facilitation

Watch IDE Corp.’s YouTube video “What’s the difference between project-based learning and problem-based learning?“.

This course will use your choice of Dr. Nancy Sulla’s books, Students Taking Charge In Grades K-5 or Students Taking Charge In Grades 6-12 as a resource. Only one is required. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Enroll Anytime Before 11/29/21 Problem Solving Through the Design Process
Nov 1 – Dec 23 all-day

The engineering design process is a set of steps for creating that which does not yet exist. Help your students develop thoughtful solutions to open-ended problems, no matter what the subject area. Design authentic, open-ended problems for your students to solve using IDE Corp.’s Design Process.

Syllabus

  1. Understanding the “place” of design process as creating that which does not exist (referencing the STEM science/engineering juxtaposition but realizing that the IDE Design Process can be used in all subjects)
  2. Exploring the difference between convergent and divergent thinking
  3. Understanding the six steps to the IDE Design Process (formulate, explore, ideate, sift, simulate, advocate)
  4. Understanding the importance of empathy in the IDE Design Process>
  5. Engaging students in activities that require them to use the design process
  6. Understanding the importance of efficacy in the classroom
  7. Exploring the importance of consensus in decision-making and the tools students can use to achieve consensus

Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Enroll Anytime Before 11/29/21 The Equity Lens: Reflecting On Your Learning Environment
Nov 1 – Dec 23 all-day

Equitable and culturally responsive teaching practices raise the level of rigor and maximize potential for all learners. In this course you will explore the role of teacher as curator to reflect on your learning environment that accepts, appreciates, and advocates for cultural differences and social justice. Participants will explore and brainstorm problems focused on instructional and social equity. They will navigate and design culturally responsive resources, structures, and teaching practices to address bias in and beyond the classroom. This course will position participants to leverage students’ culture, language, and life experiences into rigorous academic achievement.

Syllabus

  1. Establish working definitions of equity, bias, and social justice in the classroom
  2. Develop strategies and structures for prioritizing a culturally responsive classroom through needs-identification, resource-access, and tuned-facilitation
  3. Develop learning activities through a culturally relevant lens to meet cognitive levels and learning styles
  4. Design opportunities for students to learn in an environment that promotes executive function through structures and facilitation
  5. Explore facilitation strategies to build and maintain relationships and trust with students
  6. Brainstorm problems to address social justice and equitable access and opportunity issues within the students’ neighborhood

Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Jan
3
Mon
2022
Enroll Anytime Before 1/31/22 Creating a Powerful Co-Teaching Partnership
Jan 3 – Feb 24 all-day

Co-teaching classrooms can be powerful learning environments that maximize the effectiveness of two teachers to ensure that each and every student advances academically at accelerated levels. In a student-focused co-teaching classroom, both teachers have the flexibility to intensively help struggling students and see them make significant strides, while challenging advanced students to new heights, bridging the achievement gap. This workshop is great for either teacher or both teachers in a partnership to attend.

Syllabus

  1. Build a stronger communication/collaboration partnership by understanding individual preferences for engagement in a partnership
  2. Explore the four core modalities of co-teaching; group & guide, dual-focus facilitation, balanced benchmark, and individualized inspiration
  3. Design co-teaching lessons that maximize the effectiveness of both teachers
  4. Learn to leverage formative assessment grids and questions so that both teachers work seamlessly with students
  5. Develop guidelines for students to participate successfully in a co-teaching classroom

Participants in this course will use It’s Not What You Teach But How by Dr. Nancy Sulla as a resource. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 credit hours.

Enroll Anytime Before 1/31/22 Designing Problem-Based Authentic Learning Units
Jan 3 – Feb 24 all-day

Explore the power of problem-based learning in the classroom. Design a problem-based task, a rubric to drive instruction, and a scaffold of rich and diverse learning activities to implement with your students

Syllabus

  1. Understanding how “Raising Academic Rigor,” “Engaging Students in Learning,” and “Building Student Responsibility for Learning” go hand-in-hand
  2. Developing authentic, open-ended, problem-based tasks that create a felt-need to learn (expectations adjusted if the participant has taken the introductory course)
  3. Designing analytic rubrics to offer clearly articulated expectations, a roadmap for all learners, and challenges for gifted learners
  4. Designing a scaffold for learning to develop differentiated learning and practice activities
  5. Developing one or more other structures to support the unit, e.g.:
    • Formative Assessments to drive instructional planning
    • Facilitation Questions to probe students’ thinking at higher cognitive levels
    • Facilitation Grid to manage your ongoing student facilitation

Watch IDE Corp.’s YouTube video “What’s the difference between project-based learning and problem-based learning?“.

This course will use your choice of Dr. Nancy Sulla’s books, Students Taking Charge In Grades K-5 or Students Taking Charge In Grades 6-12 as a resource. Only one is required. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Enroll Anytime Before 1/31/22 Prioritizing Social and Emotional Learning
Jan 3 – Feb 24 all-day

Social and emotional learning (SEL) plays a major role in one’s success in life and career. Being in touch with emotions, controlling them, setting and achieving goals, engaging with others in socially appropriate ways, demonstrating empathy toward others, establishing positive relationships, and taking responsibility in life are critical skills that are not necessarily included in school curricula. How can these critical skills be developed while students are not physically in school every day? In the hybrid learning model, synchronous instruction is redesigned to allow for, and in many cases, prioritize, Social and Emotional Learning. In this course, participants will explore a hybrid learning model, and develop strategies to prioritize collaboration, self-awareness, and responsible decision making skills. They are skills that are fostered every day in student-driven learning environments like the Learner-Active, Technology-Infused Classroom. Develop structures and strategies you can employ to build SEL in your classroom or school.

Syllabus

  1. Developing an understanding of the core competencies of SEL as defined by CASEL.
  2. Developing an understanding of the interplay among problem-based learning, structures, and teacher facilitation in a Hybrid Learning Environment.
  3. Exploring how each of the core competencies of SEL are addressed through the goals of engagement, empowerment, and efficacy in a student-driven classroom.
  4. Developing a set of structures for building SEL in a Hybrid Learning Environment.
  5. Developing a repertoire of teacher facilitation strategies for building SEL in a Hybrid Learning Environment.
  6. Developing learning activities that promote SEL in a Hybrid Learning Environment.

Participants in this course will use Reinventing the Classroom Experience by Dr. Nancy Sulla as a resource. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 credit hours.

Enroll Anytime Before 1/31/22 Problem Solving Through the Design Process
Jan 3 – Feb 24 all-day

The engineering design process is a set of steps for creating that which does not yet exist. Help your students develop thoughtful solutions to open-ended problems, no matter what the subject area. Design authentic, open-ended problems for your students to solve using IDE Corp.’s Design Process.

Syllabus

  1. Understanding the “place” of design process as creating that which does not exist (referencing the STEM science/engineering juxtaposition but realizing that the IDE Design Process can be used in all subjects)
  2. Exploring the difference between convergent and divergent thinking
  3. Understanding the six steps to the IDE Design Process (formulate, explore, ideate, sift, simulate, advocate)
  4. Understanding the importance of empathy in the IDE Design Process>
  5. Engaging students in activities that require them to use the design process
  6. Understanding the importance of efficacy in the classroom
  7. Exploring the importance of consensus in decision-making and the tools students can use to achieve consensus

Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Feb
28
Mon
2022
Enroll Anytime Before 3/28/22 Building Executive Function to Support Learning Acceleration
Feb 28 – Apr 21 all-day

Executive function is critical to all students’ academic achievement; and we now know it can be developed and accelerated. Enhance your academic lesson plans by fostering the six key aspects of executive function, intentionally building critical achievement prerequisites in students.

Syllabus

  1. Understanding how executive function is inextricably linked to the academic achievement of students at all developmental levels through the lens of six levels of increasingly complex life skills
  2. Understanding how executive function develops and how growth can be accelerated
  3. Understanding the difference between learning and practice activities, and the importance of purposeful “grappling” with content
  4. Developing learning and practice activities aimed at building executive function across the seven key components: working memory, cognitive flexibility, planning, reasoning, problem-solving, and self-regulation
  5. Creating a plan to implement structures that build executive function in the learning environment
  6. Learning to facilitate instruction by asking questions that lead to the development of greater executive function

Watch Dr. Nancy Sulla’s YouTube videos “Executive Function: The Missing Link to Student Achievement” and “All Students Can Learn with Executive Function“.

This course will use Dr. Nancy Sulla’s book, Building Executive Function: The Missing Link to Student Achievement as a resource. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Enroll Anytime Before 3/28/22 Designing Equity Driven Learning Environments
Feb 28 – Apr 21 all-day

Equitable and culturally responsive teaching practices raise the level of rigor and maximize potential for all learners. In this course you will explore the role of teacher as curator to reflect on your learning environment that accepts, appreciates, and advocates for cultural differences and social justice. Participants will explore and brainstorm problems focused on instructional and social equity. They will navigate and design culturally responsive resources, structures, and teaching practices to address bias in and beyond the classroom. This course will position participants to leverage students’ culture, language, and life experiences into rigorous academic achievement.

Syllabus

  1. Establish working definitions of equity, bias, and social justice in the classroom
    Develop strategies and structures for prioritizing a culturally responsive classroom through needs-identification, resource-access, and tuned-facilitation
    Develop learning activities through a culturally relevant lens to meet cognitive levels and learning styles
    Design opportunities for students to learn in an environment that promotes executive function through structures and facilitation
    Explore facilitation strategies to build and maintain relationships and trust with students
    Brainstorm problems to address social justice and equitable access and opportunity issues within the students’ neighborhood

Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Enroll Anytime Before 3/28/22 PBL Implementation – Next Steps in Student-Centered Authentic Learning Unit Design
Feb 28 – Apr 21 all-day

Deepen your knowledge of the power of problem-based learning in the classroom with a focus on implementation strategies. Design differentiated activity lists with multiple ways for students to learn, develop content facilitation grids and questions to support student-driven learning, and implement four types of formative assessments throughout the PBL unit. Note: Participants will apply course content to a previously created Problem-Based task and rubric.

Syllabus

  1. Designing activity lists that offer students required activities, choice activities (offering more than one way to build a concept or skill), and optional activities (offering extension opportunities to those who are advanced) from a brainstormed scaffold for learning
  2. Developing facilitation grids, laying out skills and concepts to assess student learning as the teacher facilitates instruction.
  3. Designing facilitation questions to move students to higher-order thinking.
  4. Understanding the role of the Four Types of Formative Assessment to support progress monitoring and growth.
  5. Creating a transfer task as a venue for students to apply, or “transfer,” their learning from an authentic PBL unit to a new real-world context

Watch IDE Corp.’s YouTube video “What’s the difference between project-based learning and problem-based learning?“.

This course will use your choice of Dr. Nancy Sulla’s books, Students Taking Charge In Grades K-5 or Students Taking Charge In Grades 6-12 as a resource. Only one is required. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Enroll Anytime Before 3/28/22 Ten Mindsets for Transformational Leadership
Feb 28 – Apr 21 all-day

In this course, participants will engage with the “Ten Mindsets for Transformational Leadership” from Students Taking Charge: Implementation Guide for Leaders by Dr. Nancy Sulla, Julie Marks, and Tanya Bosco. Participants will gain insights, tools, and strategies for leading schools and districts in ways that transform practice and mindsets. They will design action plans to inspire the adaptive change at the core of schools focused on improving student achievement and experience through engagement, empowerment, and efficacy. They will engage in a variety of virtual settings over the course of each month and will engage in collaborative learning with other school and district leaders seeking the same transformational outcomes.

Syllabus

  1. Engage with Ten Mindsets across multiple activity lists throughout the course
  2. Gain insights, tools and resources for use in faculty meetings, observation conferencing, PLCs, learning walks, book clubs and more…
  3. View the Mindsets through a systems-based approach, making connections to key components of school and district goals, mission and vision
  4. Collaborate and engage with the authors and other school leaders across schools and districts
  5. Explore scenarios and develop actionable steps to take each month to move from engagement to empowerment to efficacy

Participants in this course will use Students Taking Charge: Implementation Guide for Leaders by Dr. Nancy Sulla, Julie Marks and Tanya Bosco as a resource. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Apr
25
Mon
2022
Enroll Anytime Before 5/30/22 Creating a Climate of Executive Function in Your Classroom
Apr 25 – Jun 9 all-day

Explore how executive function supports the critical life skills of conscious control, engagement, collaboration, empowerment, efficacy, and leadership. Develop activities and strategies for classroom use, as well as targeted facilitation to improve students’ executive function.

Syllabus

  1. Understanding the six levels of increasingly complex life skills that depend upon executive function
  2. Identifying activities and structures that build executive function focused around the critical six levels of life skills
  3. Understanding how teacher facilitation builds the executive function skills around the critical six levels of life skills
  4. Designing structures for the classroom to create a culture of executive function
  5. Developing tools for teacher facilitation to create a culture of executive function

This course will use Dr. Nancy Sulla’s book, Building Executive Function: The Missing Link to Student Achievement as a resource. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Enroll Anytime Before 5/30/22 Facilitating Academic Resilience
Apr 25 – Jun 9 all-day

The 2020 School Year changed the way we look at education. How can you ensure that each of your learners is able to access learning and succeed in any learning environment? The teacher’s role as a facilitator of learning has become more relevant than ever. Explore strategies to help students navigate their learning environment to build academic resilience, accelerate student learning, and support social emotional learning and executive functioning. This course will help you rethink instruction to prioritize differentiation and scaffolds that will meet all learners’ needs.

Syllabus

  1. Explore and develop strategies to help students manage and self regulate in any learning environment (inclusion, self contained, or other).
  2. Gain strategies and structures to support differentiated student engagement
  3. Explore graphic organizers and other scaffolding tools to engage students in the learning process and develop executive function.
  4. Develop purposeful opportunities for students to self assess and reflect, as well as to support students’ executive function and social and emotional learning.
  5. Create structures and protocols to support students during collaborative activities and develop the 5 competencies of SEL.
  6. Explore opportunities to build a learning community with parents, caregivers, aides, and/or paras to create an optimal learning environment

Participants in this course will use Reinventing the Classroom Experience by Dr. Nancy Sulla as a resource. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 credit hours.

Enroll Anytime Before 5/30/22 Prioritizing Social and Emotional Learning
Apr 25 – Jun 9 all-day

Social and emotional learning (SEL) plays a major role in one’s success in life and career. Being in touch with emotions, controlling them, setting and achieving goals, engaging with others in socially appropriate ways, demonstrating empathy toward others, establishing positive relationships, and taking responsibility in life are critical skills that are not necessarily included in school curricula. How can these critical skills be developed while students are not physically in school every day? In the hybrid learning model, synchronous instruction is redesigned to allow for, and in many cases, prioritize, Social and Emotional Learning. In this course, participants will explore a hybrid learning model, and develop strategies to prioritize collaboration, self-awareness, and responsible decision making skills. They are skills that are fostered every day in student-driven learning environments like the Learner-Active, Technology-Infused Classroom. Develop structures and strategies you can employ to build SEL in your classroom or school.

Syllabus

  1. Developing an understanding of the core competencies of SEL as defined by CASEL.
  2. Developing an understanding of the interplay among problem-based learning, structures, and teacher facilitation in a Hybrid Learning Environment.
  3. Exploring how each of the core competencies of SEL are addressed through the goals of engagement, empowerment, and efficacy in a student-driven classroom.
  4. Developing a set of structures for building SEL in a Hybrid Learning Environment.
  5. Developing a repertoire of teacher facilitation strategies for building SEL in a Hybrid Learning Environment.
  6. Developing learning activities that promote SEL in a Hybrid Learning Environment.

Participants in this course will use Reinventing the Classroom Experience by Dr. Nancy Sulla as a resource. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 credit hours.

Enroll Anytime Before 5/30/22 Teaching Through the Power Standards
Apr 25 – Jun 9 all-day

How will schools catch up with the curriculum after the spring closing of schools? How can teachers make the most of their time with students to cover a lot of curriculum. It all comes down to Power-Standards: those standards that drive the mastery of other standards. It’s all about starting with the end in mind, which is typically application of learning, building a “felt need” for students to learn, and then providing differentiated learning activities toward achievement.

Syllabus

  1. Deconstruct your standards to identify the power-standards.
  2. Develop maps to relate your power-standards to related content
  3. Generate related problems to drive instruction through the power-standards.
  4. Develop lesson plans to start your year

Participants in this course will use Dr. Nancy Sulla’s book, It’s Not What You Teach But How as a resource. The assigned book must be purchased in advance. Access to MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.