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Remote sessions in:
- Strategies for building client relationships virtually
- Strategies for leveraging technology for collaboration
- Strategies for keeping your clients when the doors reopen
We’re here to help! Download our white paper with instructional models for learning anywhere, anytime.
Give your teachers the support they need through job-embedded PD.
Download our PD Options and our Virtual Support Center Option.
Read our recent blog posts.
Five Types of Videos Teachers Can Use to Rock Remote or Hybrid Learning!
School = Socialization
Hybrid Instructional Activities
Teachers’ SuperPowers in Synchronous Instruction
Hybrid Learning Environments: The Instructional Trajectory
Visit our free websites for teachers at ddal.idecorp.com and 4thekids.idecorp.com or for parents at 4theparents.idecorp.com.
Contact solutions@edquiddity.com for more information.
Welcome to EdQuiddity, home of student-driven, online learning experiences and resources!
Our Virtual Learning Communities are different than most online courses in that each VLC has a facilitator who guides the course, provides valuable feedback, and fosters a community of learners.
IDE Corp, the sister-company to EdQuiddity, specializes in transformational consulting and professional learning, and partners with schools to position students to change the world! The EdQuiddity MyQPortal provides valuable resources for educators working with IDE to create student-driven classrooms.
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 
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.
Participants in this course will use Reinventing the Classroom Experience by Dr. Nancy Sulla as a resource. The assigned book must be 
Explore a variety of classroom structures and strategies you can employ to help students take greater responsibility for their own learning, including self-assessment, goal-setting, self-regulation, learning choices, and reporting. Design a student responsibility plan that will work in your classroom.
Throughout history, major events have disrupted the norm to produce innovation. The COVID-19 pandemic challenged students, teachers, and parents to identify new ways to provide “schooling” via remote connections. No one could have imagined that schools would close for months, leaving students to learn at home based on remotely delivered lessons. The pandemic was a wake-up call for schools: to be prepared to provide high-quality instructional experiences through structures and strategies that work as well at home as they do in school, such that students can learn anywhere, anytime. This course will help you rethink your instruction to foster academic resilience, facilitate learning acceleration, and ensure achievement and social emotional learning for all students. You will explore structures and strategies to support an innovative learning environment that works regardless of where students are, allowing students to learn anywhere, anytime.
As more schools honor brain research on learning by offering students longer class periods and fewer courses per day, teachers are challenged to rethink the use of time for teaching and learning. This workshop will explore two models for teaching in the block and offer participants opportunities to design units and lessons to use in the classroom. Whether you envision students fluidly moving through activities of their own choosing or a more structured beginning-middle-end approach, this workshop will position you to enhance learning in a block-scheduling situation.
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.
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 
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.
We’re all familiar with STE(A)M courses and STE(A)M hours; but what about a classroom or school that exudes a culture of STE(A)M thinking? How can we position students to use design thinking, exemplify the use of math practice standards, and experience the cross-cutting concepts of the Next Generation Science Standards throughout the day? This course will focus on designing instruction to reflect a STE(A)M culture across all activities of the day. Participants will design lesson plans and structures to use with their students.
“Students don’t know what they don’t know.” (Sulla 2015) How do you get a clear sense that all students are learning? In this course, you will explore strategies to become a masterful facilitator of learning, becoming a guide in the learning process. While the standards drive the “what” of classroom instruction, teachers have power of the “how”. Keeping the end goal in mind helps to select and design appropriate instructional activities for student mastery. Become a facilitator of instruction to meet the demands of standards-based curriculum and actively engage with students during their thinking process.
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 
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.
Explore the structures and strategies you can use to gather formative assessment data to drive instruction that is targeted for increased student achievement. Design formative assessments for use with your students.
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.
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 
In this course, participants will leverage choice and technology to provide students with the ultimate differentiated learning environment. They will develop differentiated digital activity lists rooted in rigorous instruction that offer multiple ways to learn and apply content. Participants will explore autonomy, purpose, and mastery as motivators in all learning environments. They will design differentiated activity lists to put students in charge of their own learning, creating a structure that allows students to make decisions within a structured framework. Making informed decisions is an essential life skill that teachers can support with intentional classroom practices.
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 
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