Virtual Learning Communities

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

SPECIAL Virtual Learning Community: Introduction to Designing Hybrid Learning Environments

The 2020 COVID-19 pandemic caused educators to be thrown into a situation where they had to attempt to recreate academically rigorous instruction and the social classroom structure through home-based learning. When schools reopen, they may need to introduce staggered schedules. The “classroom” needs to be designed to function effectively and flexibly in physical spaces or remote spaces. What if we could have the best of both worlds in one model?

That’s our Hybrid Learning Environment! This course will prepare you for the opening of schools in fall, either in a physical classroom or online, creating a Hybrid Learning Environment that will easily address both venues.

See our available course schedule below. 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.

“…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 Course Schedule

Aug
11
Tue
2020
2 Weeks Introduction to Designing Hybrid Learning Environments
Aug 11 – Aug 24 all-day

Description

The 2020 COVID-19 pandemic caused educators to be thrown into a situation where they had to attempt to recreate academically rigorous instruction and the social classroom structure through home-based learning. When schools reopen, they may need to introduce staggered schedules. The “classroom” needs to be designed to function effectively and flexibly in physical spaces or remote spaces. What if we could have the best of both worlds in one model? That’s our Hybrid Learning Environment! This course will prepare you for the opening of schools in fall, either in a physical classroom or online, creating a Hybrid Learning Environment that will easily address both venues.

Syllabus

  1. Explore the unique nature and nuances of both in-person learning and remote learning.
  2. Map out plans and begin to design resources for the opening of school 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 co-teaching and the use of teachers’ aides.
  5. Explore strategies and structures for addressing the needs of students with special needs, those who struggle academically, English Language Learners.
  6. Develop strategies and structures to support students and parents in remote learning based on 8 Elements of Home-Based Learning.
  7. Build knowledge of the capabilities of the district’s remote learning platform.
  8. Create purposeful opportunities to incorporate both synchronous and asynchronous instruction in both the physical and virtual learning environment.

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

2 Weeks The Equity Lens: Reflecting On Your Learning Environment
Aug 11 – Aug 24 all-day

Description

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.

Sep
15
Tue
2020
Introduction to Designing Hybrid Learning Environments
Sep 15 – Oct 12 all-day

Description

The 2020 COVID-19 pandemic caused educators to be thrown into a situation where they had to attempt to recreate academically rigorous instruction and the social classroom structure through home-based learning. When schools reopen, they may need to introduce staggered schedules. The “classroom” needs to be designed to function effectively and flexibly in physical spaces or remote spaces. What if we could have the best of both worlds in one model? That’s our Hybrid Learning Environment! This course will prepare you for the opening of schools in fall, either in a physical classroom or online, creating a Hybrid Learning Environment that will easily address both venues.

Syllabus

  1. Explore the unique nature and nuances of both in-person learning and remote learning.
  2. Map out plans and begin to design resources for the opening of school 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 co-teaching and the use of teachers’ aides.
  5. Explore strategies and structures for addressing the needs of students with special needs, those who struggle academically, English Language Learners.
  6. Develop strategies and structures to support students and parents in remote learning based on 8 Elements of Home-Based Learning.
  7. Build knowledge of the capabilities of the district’s remote learning platform.
  8. Create purposeful opportunities to incorporate both synchronous and asynchronous instruction in both the physical and virtual learning environment.

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

Sep
22
Tue
2020
Building Executive Function in Remote Learners
Sep 22 – Oct 19 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.

Designing Differentiated Digital Activity Lists
Sep 22 – Oct 19 all-day

Description

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.

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.

Supporting Students with Learning Disabilities in a Hybrid Learning Environment
Sep 22 – Oct 19 all-day

Description

How can you ensure that each of your students with learning disabilities is able to access learning and succeed in a hybrid learning environment? Explore strategies to help students navigate their physical and remote environment to optimize learning at home and in the classroom, address behavioral challenges, and support executive function and social and emotional learning.

Syllabus

  1. Explore the 7 attributes of a Hybrid Learning Environment.
  2. Explore and develop strategies to help students manage and self regulate in both the remote and brick-and-mortar classroom (inclusion, self contained, or other).
  3. Gain strategies and structures to support classroom management in small and large group settings.
  4. Explore graphic organizers and other scaffolding tools to engage students in the learning process and develop executive function.
  5. Develop purposeful opportunities for students to self assess and reflect, as well as to support students’ executive function and social and emotional learning.
  6. Create structures and protocols to support students during collaborative activities and develop the 5 competencies of SEL.
  7. Develop accommodations and modifications for students with learning disabilities appropriate and accessible in both the remote and brick-and-mortar classroom.

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

Teaching Through the Power Standards
Sep 22 – Oct 19 all-day

Description

How will schools catch up with the curriculum after the closing of schools in the Spring of 2020? 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 an application of learning, building a “felt need” for students to learn, and then providing differentiated learning activities toward academic achievement. Participants will deconstruct their curriculum to identify and teach to the power standards in ways that build foundational standards in the process.

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 teach through power-standards.
  5. Explore differentiation and facilitation to support the power standards
  6. Explore formative and summative assessment strategies to encourage a data driven environment that pushes students to higher achievement.

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.

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