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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.