Virtual Learning Communities

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

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. 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.

Open Enrollment!! 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

Aug
1
Mon
2022
Enroll Anytime Before 8/8/22 Designing Equity Driven Learning Environments
Aug 1 – Aug 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 8/8/22 Facilitating Academic Resilience
Aug 1 – Aug 21 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 8/8/22 Teaching Through the Power Standards
Aug 1 – Aug 21 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.

Enroll Anytime Before 8/8/22 Using Formative Assessments to Drive Instruction
Aug 1 – Aug 21 all-day

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.

Syllabus

  1. Developing formative assessments across four categories: temperature gauges, breakpoint assessments, student-­directed assessments, and comprehensive assessments
  2. Using formative assessment data to differentiate classroom activities
  3. Using formative assessment data to drive facilitation of instruction
  4. Designing formative assessment grids to allow participants to easily collect and track assessment data while moving about the room and facilitating instruction

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.

Aug
15
Mon
2022
Enroll Anytime Before 8/22/22 Creating a Climate of Executive Function in Your Classroom
Aug 15 – Sep 4 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 8/22/22 Designing Differentiated Digital Activity Lists
Aug 15 – Sep 4 all-day

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.

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. Exploring UDL strategies to consider cognitive levels and learning styles when developing learning and practice activities for anywhere, anytime.
  5. Building a differentiated digital 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 for their learning.
  7. Exploring the role of technology to leverage opportunities for differentiation in differentiated digital activity lists.
  8. Developing instructional videos and activities to support differentiation in digital activity lists.

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 8/22/22 PBL Implementation-Next Steps in Student-Centered Authentic Learning Unit Design
Aug 15 – Sep 4 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 8/22/22 Reinventing the Classroom Experience
Aug 15 – Sep 4 all-day

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.

Syllabus

  1. Explore the unique nature and nuances of instruction that promotes learning anywhere, anytime
  2. Map out plans and begin to design resources that promote the following:
    1. Student engagement
    2. Content delivery
    3. Executive function
    4. Social and emotional learning
    5. Assessment
  3. Gain strategies and structures around 7 Attributes of a Hybrid Learning Environment.
  4. Explore strategies and structures for addressing the needs of students with special needs, those who struggle academically, and English Language Learners.
  5. Build knowledge of the capabilities of your district’s remote learning platform.
  6. Explore opportunities to advance learning acceleration through purposeful facilitation strategies.

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.