Virtual Learning Communities

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

SPECIAL COVID-19 RESPONSE VLC: Teaching Through the Pandemic

The COVID-19 pandemic has thrown a curve-ball into the teaching-learning process. Students are working more independently; this makes it more difficult for teachers to facilitate instruction. Teachers need to create lessons knowing they are not there, on the spot, to answer questions and provide guidance to those who need it. Students are expected to be self-engaged and self-monitor, skills we don’t typically promote in schools! The result is that teachers, parents, and students are experiencing greater stress … and learning may not be as rigorous and paced as usual.

But that can all change with a shift in mindset, structures, and strategies. Join us for a three-week Virtual Learning Community (VLC) to gain insights, virtual colleagues, strategies, and strength! Engage when you want for as much or as little as you want. We’ll share lots of ideas and resources; you’ll connect with others to share; and we’ll be online day and night ready to videoconference with you and help you out.

Special Pricing: $165/teacher for a 3-week VLC
Rolling enrollments beginning March 31.
Contact solutions@edquiddity.com to register.

At EdQuiddity, we believe professional development 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 PD! Online engagement, 5 weeks, 25 content-hours, continual feedback and assistance, and videoconference sessions. Work at times convenient for you and have fun challenging your pedagogical thinking.

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

Available VLC’s

“…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

VLC Schedule

Jan
21
Tue
2020
10 Mindsets for Transformational Leadership
Jan 21 – May 18 all-day

Description

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 5 months with new activity lists being released monthly
  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.

Feb
25
Tue
2020
CLOSED Designing Problem-Based Authentic Learning Units
Feb 25 – Mar 30 all-day

Description

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

Course 001

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.

CLOSED Problem Solving through the Design Process
Feb 25 – Mar 30 all-day

Description

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

Course 011

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

Facilitation Strategies for Standards-Based Learning
Feb 25 – Mar 30 all-day

Description

“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.

Course 015

Syllabus

  1. Explore the role of a facilitator in an active learning environment
  2. Empower students to become active participants in the learning process
  3. Leverage differentiated learning opportunities to achieve mastery of the standards
  4. Develop strategies for getting to know your students
  5. Explore the facets of facilitation
  6. Develop tools and strategies for purposeful and active facilitation
  7. Create facilitation questions to promote higher-order thinking

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.

Getting Started with Executive Function: Designing Lesson Plans to Build Students’ EF
Feb 25 – Mar 30 all-day

Description

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.

Increasing Student Voice and Choice Through Differentiation
Feb 25 – Mar 30 all-day

Description

Making informed decisions is an essential life skill that teachers can support with intentional classroom practices. In this course, participants will develop differentiated learning environments rooted in standards-based instruction that offer multiple ways to learn and apply content. Participants will explore classroom structures and strategies for empowering students to have choice and voice as active participants in the learning process.

Syllabus

  1. Exploring ends-based teaching as a foundation for differentiation.
  2. Understanding the difference between learning and practice activities.
  3. Connecting student choice and voice to empowerment and academic achievement.
  4. Creating differentiated learning opportunities that allow for greater student voice and choice.
  5. Building an activity list to provide students choice in how and when they engage in learning and practice activities.
  6. Exploring the role of the teacher in an environment that empowers students to take more responsibility of their learning.
  7. Developing teacher facilitation strategies for just in time learning.

Course 008

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.

Mar
31
Tue
2020
3-weeks SPECIAL COVID-19 RESPONSE: Teaching Through the Pandemic
Mar 31 – Apr 20 all-day

Description

The COVID-19 pandemic has thrown a curve-ball into the teaching-learning process. Students are working more independently; this makes it more difficult for teachers to facilitate instruction. Teachers need to create lessons knowing they are not there, on the spot, to answer questions and provide guidance to those who need it. Students are expected to be self-engaged and self-monitor, skills we don’t typically promote in schools! The result is that teachers, parents, and students are experiencing greater stress … and learning may not be as rigorous and paced as usual.

But that can all change with a shift in mindset, structures, and strategies. Join us for a three-week Virtual Learning Community (VLC) to gain insights, virtual colleagues, strategies, and strength! Engage when you want for as much or as little as you want. We’ll share lots of ideas and resources; you’ll connect with others to share; and we’ll be online day and night ready to videoconference with you and help you out.

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

Creating a Culture of Executive Function in Your Classroom
Mar 31 – May 4 all-day

Description

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

Course 004

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.

Designing Equity-Driven Learning Environments
Mar 31 – May 4 all-day

Description

Providing all students with access and opportunity is key to maximizing potential. By designing equitable classroom environments you can influence issues of equity beyond the classroom. Explore and brainstorm problems focused on instructional equity and develop resources and structures you can use immediately in the classroom. Additionally, create an equitable learning environment that accepts and appreciates all cultural differences. What would that look like?

Syllabus

  1. Establishing a working definition of equity in the classroom
  2. Developing a plan for needs-identification, resource-access, and tuned-facilitation for all students
  3. Developing strategies and structures for promoting a culture of equity in the classroom
  4. Developing learning activities to match cognitive levels, learning styles, and culture
  5. Designing opportunities for students to learn in an environment that promotes executive function through structures and facilitation
  6. Brainstorming problems to solve issues that can advance equity within the students’ neighborhood.

Course 007

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

Designing Problem-Based Authentic Learning Units
Mar 31 – May 4 all-day

Description

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

Course 001

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.

Fostering Student Empowerment Through Structures
Mar 31 – May 4 all-day

Description

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.

Syllabus

  1. Understanding how student responsibility impacts student achievement
  2. Designing structures and strategies to build student responsibility in the classroom
  3. Using a Great Student Rubric
  4. Teaching students to self assess, set goals, and monitor progress
  5. Building executive function skills that promote responsibility
  6. Exploring the Learner-Active, Technology-Infused Classroom

Course 005

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

Social and Emotional Learning in the Student-Driven Classroom
Mar 31 – May 4 all-day

Description

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. 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 student-driven classroom.
  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 student-driven classroom.
  5. Developing a repertoire of teacher facilitation strategies for building SEL in a student-driven classroom.
  6. Developing learning activities that promote SEL in a student-driven classroom.

Course 014

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.

Jul
7
Tue
2020
2 Weeks Designing Problem-Based Authentic Learning Units
Jul 7 – Jul 20 all-day

Description

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

Course 001

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.

2 Weeks Getting Started with Executive Function: Designing Lesson Plans to Build Students’ EF
Jul 7 – Jul 20 all-day

Description

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.

2 Weeks Teaching in the Block
Jul 7 – Jul 20 all-day

Description

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.

Syllabus

  1. Explore the neuroscience research for the “why” behind teaching in the block and how you can benefit from this research in the classroom
  2. Explore two models for teaching in the block to identify your comfort level
  3. Explore structures for maximizing learning in a block situation
  4. Develop lesson plans for teaching in the block

Course 018

Participants in this course will use Students Taking Charge in Grades 6-12 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.

2 Weeks Technology Infusion for a Blended Learning Environment
Jul 7 – Jul 20 all-day

Description

Explore transformational uses of technology, including collaboration, differentiation, and assessment in a student-driven classroom. Design specific activities that infuse technology into the learning process and engage students as digital citizens. (Appropriate for all, from beginners to advanced technology users.)

Course 009

Syllabus

  1. Using technology in transformational ways
  2. Using technology to build responsibility in students towards becoming digital citizens and digitally literate
  3. Designing instructional materials that allow students to build a collaborative mindset
  4. Infusing transformational technology to enhance formative and summative assessment
  5. Becoming a reflective practitioner related to technology use in the classroom
  6. Using technology to differentiate the learning process

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

Jul
21
Tue
2020
2 Weeks Creating a Powerful Co-Teaching Partnership
Jul 21 – Aug 3 all-day

Description

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.

Course 017

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 classroomCourse 009

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.

2 Weeks Designing Problem-Based Authentic Learning Units
Jul 21 – Aug 3 all-day

Description

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

Course 001

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.

2 Weeks Social and Emotional Learning in the Student-Driven Classroom
Jul 21 – Aug 3 all-day

Description

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. 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 student-driven classroom.
  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 student-driven classroom.
  5. Developing a repertoire of teacher facilitation strategies for building SEL in a student-driven classroom.
  6. Developing learning activities that promote SEL in a student-driven classroom.

Course 014

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.

2 Weeks Taking Executive Function to the Next Level: Creating a Culture of EF in Your Classroom
Jul 21 – Aug 3 all-day

Description

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.

Course 004

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.

Aug
4
Tue
2020
2 Weeks Fostering Student Empowerment Through Structures
Aug 4 – Aug 17 all-day

Description

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.

Syllabus

  1. Understanding how student responsibility impacts student achievement
  2. Designing structures and strategies to build student responsibility in the classroom
  3. Using a Great Student Rubric
  4. Teaching students to self assess, set goals, and monitor progress
  5. Building executive function skills that promote responsibility
  6. Exploring the Learner-Active, Technology-Infused Classroom

Course 005

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

2 Weeks Getting Started with Executive Function: Designing Lesson Plans to Build Students’ EF
Aug 4 – Aug 17 all-day

Description

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.

2 Weeks PBL Implementation – Next Steps in Student-Centered Authentic Learning Unit Design
Aug 4 – Aug 17 all-day

Description

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.

Course 002

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.