'

Professional Development

Help Topics

Catalog: Rockland/Westchester Teachers' Center Institute

Search Options

Search Results (1 - 23 of 23)

1. Hybrid: "Canva All Glowed Up" for Tarrytown Teachers Only, August 1 - August 26, 2024 (EWTC)

Audience: PK - 12 Teachers in Tarrytown Schools Only

Dates: 8/1/2024 to 8/26/2024

Location: Online

Starting Soon
This hybrid course is ONLY open to Tarrytown teachers. Synchronous meeting dates will be on 8/12, 8/14, 8/19, 8/21, 8/22 from 6:30-8:30 pm via Google Meet. All other assignments are self paced. Canva All Glowed Up will introduce teachers to the new features of Canva that came out in June. This comprehensive 15-hour course is designed to empower teachers with the knowledge and skills to effectively utilize Canva tools in the educational setting. Unlock your creativity and enhance your classroom with our comprehensive Canva Masterclass for Teachers! This hands-on workshop will equip teachers with the skills to create stunning educational materials and interactive content. ● Magic Studio: Discover the magic of Canva's AI-powered tools to streamline your design process. ● Presentations: Craft engaging and visually appealing presentations that captivate your students. ● Video & Photo Editing: Learn to edit videos and photos like a pro, adding a dynamic element to your teaching resources. ● Working with Templates: Explore a variety of customizable templates to save time and maintain a professional look. ● Creating Whiteboards: Utilize Canva's whiteboard feature to brainstorm, plan lessons, and collaborate in real-time. PARTICIPANTS MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE. Your camera must be on and you must be present on-screen at all times during the Zoom sessions. Participation in the Zoom sessions, including responding to prompts in the chat, is required to receive full credit for the course.

This activity has a required evaluation

  • Max Class Size: 20

2. Hybrid: Planning Interactive Read Alouds, August 1 - August 15, 2024 (EWTC)

Audience: PreK-5 Teachers

Dates: 8/1/2024 to 8/15/2024

Location: Hybrid

Starting Soon
This Free class is only open to consortium members. This hybrid course will provide participants with the knowledge and skills necessary to plan and implement interactive read alouds in the classroom. The course will cover the following topics: . The benefits of interactive read alouds for students' literacy development . How to select high-quality, engaging texts for read alouds . Techniques for actively involving students in the read aloud process, such as predicting, questioning, and summarizing . Ways to use read alouds to support the teaching of reading comprehension strategies . Participants will have opportunities to practice these techniques through interactive activities and will receive feedback on their read aloud planning. Meeting dates will be on Wednesday, August 7 and August 14 from 7:00pm- 8:00pm. All other assignments are self paced. Participants MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE. Your camera must be on and you must be present on-screen at all times during the Zoom sessions. Participation in the Zoom sessions, including responding to prompts in the chat, is required to receive full credit for the course.

This activity has a required evaluation

  • Max Class Size: 20

3. Online: A Fresh Look at Classroom Management, August 1 - August 28, 2024 (EWTC)

Audience: PreK - 12

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

Wait ListStarting Soon
This Free class is only open to consortium members. In this course, participants will take a deep dive into classroom management. They will spend time researching and understanding eight (8) key components of classroom management. Throughout the course, participants will develop their own classroom management plan incorporating the different strategies and techniques discussed. Participants will be asked to reflect on and discuss with each other the course material. At the end of the course, participants will have a ready to implement classroom management plan and new strategies to refresh an already existing classroom management plan.

This activity has a required evaluation

  • Max Class Size: 25

4. Online: Book Study - Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond, August 1 - August 28, 2024 (EWTC)

Audience: PreK-12 Educators in all areas

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

Starting Soon
This Free class is only open to consortium members. Many educators use the terms culturally responsive teaching, multicultural education and social justice education interchangeably, which keeps educators from effectively implementing culturally responsive teaching. While they do overlap, they have very different purposes. Culturally responsive teaching is focused not on celebrating diversity but on using culture as a cognitive scaffold for processing new content during learning. It focuses on cognitive development and increasing brain power for culturally and linguistically diverse students. We will read and discuss, "Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students” by Zaretta Hammond, and share, discuss, and problem solve how to close the achievement gap by looking at culturally responsive pedagogy. IN ORDER TO PARTICIPATE IN THIS COURSE, PARTICIPANTS MUST PURCHASE A COPY OF THE BOOK PRIOR TO THE COMMENCEMENT OF THE CLASS.

This activity has a required evaluation

  • Max Class Size: 20

5. Online: Canva for Classroom Teachers, August 1 - August 28, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

Starting Soon
Canva is an excellent tool for keeping students engaged and improving classroom communication. Whether you are creating worksheets for students or newsletters for communication, this course will assist you in mastering the ins and outs of Canva. You will be on the road to creating high quality finished products that will engage students and impress parents! PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This activity has a required evaluation

  • Max Class Size: 20

6. Online: ELL's Meeting the Academic Needs of English Language Learners August 1 - August 28, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

Starting Soon
English language learners present special challenges for teachers in today's classrooms. A successful ELL teacher learns to balance the language learning needs of the students with the appropriate content. The knowledge and skills students gain in ELL classes positively affect their lives at school and home. As the diversity of the United States increases, so too does the need for teachers of second language learners. Participants in this course will create lesson plans that incorporate strategies to reach ELL students. This class is appropriate for all K-12 teachers. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This activity has a required evaluation

  • Max Class Size: 20

7. Online: Introduction to the NYSED Literacy Briefs and the Science of Reading, August 1 - August 28, 2024 (EWTC)

Audience: Grades PreK-12 Educators

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

Starting Soon
This Free class is only open to consortium members. In this course participants will take a deep dive into the seven NYSED Literacy Briefs that focus on the science of reading. The literacy briefs will be used to strengthen teacher's knowledge of evidence-based literacy practices in PK-12 education and the science of reading to support students' learning and development. By the end of this course participants will have an understanding of the science of reading and will reflect on their instructional environment and practices in their classroom to identify if it supports the SoR research. Teachers will design a literacy plan for their classroom which includes the necessary shifts that need to be made to support the research.

This activity has a required evaluation

  • Max Class Size: 30

8. Online: The Key to Conversation, Comprehension, and Assessment, August 1 - August 28, 2024 (WTCI)

Audience: All Educators

Dates: 8/1/2024 to 8/28/2024

Location: Online

Starting Soon
This course, which is a compilation of teaching strategies, comprehension techniques, and assessment practices, will introduce participants to learning through intentional lesson planning. We will begin the course by learning how to build conversations and create a safe environment where students are able to take risks and contribute to classroom conversations. In order to build comprehension, we will look at the course objectives and decide what we want the students to take away from the experience. We will explore the use of classroom questioning (and follow up) strategies, fiction and non- fiction book talks and design curriculum wide hands-on activities to improve student participation and comprehension. Exploring a variety of assessment strategies is a key part of the process. By implementing a backward design lesson plan, teachers can focus on the goals they hope to achieve, making their classroom time more intentional and their lesson plans more effective in the production of the desired result. The strategies and tools explored in this class can be applied to any curriculum and will enhance your current classroom tools. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This activity has a required evaluation

  • Max Class Size: 20

9. Online: Cultivating a Positive Classroom Environment through Children's Literature, August 1 - August 28, 2024 (EWTC)

Audience: Elementary Educators

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous

Starting Soon
This Free class is only open to consortium members. In this course, participants will be asked to read and discuss various pieces of children's literature with a focus on cultivating a positive classroom community. Participants will spend time researching and understanding seven (7) components of classroom environments that will lead to student success. Time will be allotted for teachers to create and share various resources that can be implemented in the classroom. Participants will read, discuss, and create activities using children's literature and, at the end of the course, will have the tools needed to support a classroom that is engaging, inclusive, and successful for all learners.

This activity has a required evaluation

  • Max Class Size: 25

10. Online: Exploring ChatGPT and AI in Education Today, August 1 - August 28, 2024 (WTCI)

Audience: Content Area Classroom Teachers in Grades 3-12

Dates: 8/1/2024 to 8/28/2024

Location: Asynchronous/Online

Starting Soon
This course will provide participants with a comprehensive understanding of the history, development, and practical applications of ChatGPT and AI in teaching. You will gain knowledge on how to effectively communicate and share ChatGPT technology with both students and parents, as well as how to integrate innovative ideas in the classroom. Tools for study skills, lesson planning and assessments such as Quizlet, Gimkit and Magic School will be shared and many new ideas will be researched and implemented as we move through each section of the course. At the end of the course, you will have a toolbox you can bring back to the classroom as well as a working knowledge of ethical classroom behaviors and how to set reasonable expectations. This course applies to content area classroom teachers in grades 3-12.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This activity has a required evaluation

  • Max Class Size: 15

11. Online: Using Data to Improve Student Learning and Performance, August 1 - August 28, 2024 (WTCI)

Audience: All

Dates: 8/1/2024 to 8/28/2024

Location: Online - Asynchronous

Starting Soon
Using data can be a manageable and engaging process and, when properly organized and managed, can increase student learning. In this online course, you will develop the skills needed to enhance the management and organization of classroom data to inform and improve teaching and learning. We will explore research-based strategies for analyzing data, examine a collaborative inquiry approach to data study and compare these strategies with those currently being utilized in the classroom. We will also explore the use of small group vs. whole group instruction and how that affects data collection and student learning. At the end of the course, you will have the necessary tools to efficiently use and apply classroom data to enhance student learning.Using data can be a manageable and engaging process to increase student learning.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

This activity has a required evaluation

  • Max Class Size: 20

12. Hybrid: The Science of Reading for Tarrytown Teachers Only, August 14 - August 28, 2024 (EWTC)

Audience: Educators in grades PreK - 2

Dates: 8/14/2024 to 8/28/2024

Location: Online

New
This 15-hour course delves into the science of reading, offering teachers an in-depth understanding of how reading skills develop, the cognitive processes involved, and evidence-based strategies for effective instruction. Participants will study the five pillars of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This will be a hybrid course. Online meeting dates will be on August 19, August 20 and August 21 from 8:00pm-9:00pm. All other assignments are self-paced. PARTICIPANTS MUST ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE. Your camera must be on and you must be present on-screen at all times during the Zoom sessions. Participation in the Zoom sessions, including responding to prompts in the chat, is required to receive full credit for the course.

This activity has a required evaluation

  • Max Class Size: 20

13. Professional Development Mentor Program, Monday, August 26, 2024 from 9:00am - 3:30pm+ 2 Follow-up Dates TBD from 4:00pm - 6:00pm (EWTC)

Location: TBA (TBA, NY) - Room TBD

Audience: Teachers in Grades PreK-12

Dates: 8/26/2024 to 3/28/2025

Location: Room TBD

Whether you are currently a mentor teacher or would like to serve in this role in the future, this year-long program will provide you with the knowledge and expertise needed to become a skilled mentor. We will examine attitudes, skills, and components of a successful program and focus on teacher development, including how to guide, support, and nurture novice teachers. This Free course is only open to teachers from the Edith Winthrop Teacher Center of Westchester. In addition to the August 26 synchronous session (9:00-3:30), there will be two follow up synchronous meetings (4:00-6:00). The dates of the two follow up sessions will be determined at our summer session - one date will be in the Fall and the other in the Spring.There will also be an additional 5 hours of asynchronous course work. You must be present for all synchronous sessions and complete the 5 hours of asynchronous coursework in order to receive the full credit for this course.

This activity has a required evaluation

  • Max Class Size: 30

14. EDPD 5018.01 Using Technology to Engage and Inspire Diverse Learners (Differentiating with Technology)

Location: North Rockland High School (North Rockland HS, )

Dates: 9/3/2024 to 10/29/2024

Technology can increase teachers' capacity to support the learning of individual students with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage and remember. To do this efficiently and effectively technology should be carefully selected, purposeful planned and thoughtful implemented. Not all technology is useful for all students. Required Texts: "Integrating Technology in the Classroom: Tools to meet the needs of every student”, by Hamilton, Boni. (2018) (2nd Ed.) Washington DC: International Society of Technology in Education; "How to Differentiate Instruction in Academically Diverse Classrooms”, by Tomlinson, Carol Ann, (2017), Alexandria, VA, Association for Supervision and Curriculum Development. Additional college registration required to take this course for graduate credit. Email jmurray@rockteach.org for more information. Note: Official graduate transcript will not be available until the official end of the college semester.

This activity has a required evaluation

  • Max Class Size: 25

15. EDPD 5010.01 - Cultivating Habits of Mind: Transforming Teacher and Student Mindsets to Improve Learning

Location: North Rockland High School (North Rockland HS, )

Dates: 9/5/2024 to 10/31/2024

Based upon the works of authors Arthur Costa and Bena Kallick, participants will learn and apply instructional practices to cultivate the "habits of mind” needed to be a successful student and citizen. These practices will assist teachers in not only teaching academic material but also instruct students in matters pertaining to social skills. The Habits of Mind include: persisting, managing impulsivity, listening with understanding and empathy, thinking flexibly, questioning and problem posing, gathering data through all senses, taking reasonable risks, finding humor, thinking interdependently and remaining open to continuous learning. In line with an educator's mission to educate the whole child, participants will develop strategies to develop these habits of mind. This topic is pertinent in all aspects of education; all educators have a shared responsibility to build powerful, life-long "habits of mind” with and for our students. Required Readings: "Learning and leading with habits of mind: 16 characteristics for success", by Costa, A. and Kallic k, B., 2008 Alexandria, VA: ASCD. *Final Projects and Reflections due by Oct. 31th. If you are taking for graduate credit you must also apply with Manhattanville. If you do not have a non-matriculant account, please email cgill@rockteach.org for details. Please note that an official graduate transcript will not be available until the official end of the semester.

This activity has a required evaluation

  • Max Class Size: 25

16. EDPD 5040.01 Responding to Literature with Power

Location: Online (online, ny)

Dates: 9/9/2024 to 10/28/2024

In this course, students will understand how to construct, teach, and enhance writing responses to texts. They will learn how to implement a yearlong framework that will move students from simple responses to multi paragraph essays. Students will learn how to adapt their lessons to reach all learners. Finally, they will use the lessons taught to create a framework that is relevant to their particular students. Required Texts: "Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility", 2nd Edition Paperback, by Douglas Fisher, Nancy Frey, 2013, Alexandria, VA ASCD; "Notice & Note Strategies for Close Reading", by Kylene Beers and Robert E Probst, 2013, New Hampshire, Heinemann. Additional college registration is required for graduate credit. Email jmurray@rockteach.org for more information. Course runs asynchronously from Sept. 9- Oct. 28. Only start and end dates are listed. Note: Official graduate transcripts will not be available until the official end of the college semester.

This activity has a required evaluation

  • Max Class Size: 25

17. EDPD 5017.01 Responding to Nonfiction with Power

Location: Online (online, ny)

Dates: 9/9/2024 to 11/18/2024

This course will help participants teach nonfiction reading skills and strategies. They will use these strategies to help their students respond powerfully and creatively to nonfiction through written responses, arguments, discussions, research essays, and presentations. Students will learn how to adapt their lessons to reach all learners. Finally, they will use the lessons taught to create a framework that is relevant to their particular students. Required Texts: "Disrupting Thinking Why How We Read Matters. Scholastic", by Beers, Kylene, and Robert E. Probst, 2017; "Reading Nonfiction Notice & Note: Strategies for Close Reading", by Beers, G., and Robert Probst, 2013, Heinemann; "Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Stenhouse Publishers", by Harvey, S., 1998; "5 Kinds of Nonfiction: Enriching Reading and Writing Instruction with Children's Books", by Stewart, Melissa, and Marlene Correia, 2021, Stenhouse Publishers; "The Knowledge Gap: The hidden cause of America's broken education system-- and how to fix it", by Wexler, N., 2020, Avery, an imprint of Penguin Random House LLC. Additional college registration required to take this course for graduate credit. Email jmurray@rockteach.org for more information. Note: Official graduate transcripts will not be available until the official end of the college semester.

This activity has a required evaluation

  • Max Class Size: 25

18. EDPD 5020.01 - The Power of Formative Assessment

Location: North Rockland High School (North Rockland HS, )

Dates: 9/9/2024 to 11/18/2024

As a result of this course, participants will develop skills and strategies to formatively assess student learning. "Anyone who has ever played or coached a team sport understands the basic idea that ongoing assessment and adjustment are the keys to improved performance.” (McTighe, 2007). In this course, participants will engage in the process of ongoing assessment, feedback, reflection, revision and instruction. Participants will develop what Charlotte Danielson (2006) calls a "Habit of Mind” in which student assessments guide teacher instruction. The book Checking for Understanding by Douglas Fisher and Nancy Frey will be the guiding text. Course expectations include taking ideas from individual research, small group online discussions and whole group sessions to put ideas into action. Participants will be able to make an immediate impact upon their teacher and the learning outcomes for students in their classes. Required Readings: "The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms", by Christine Ann Harrison & Margaret Heritage (2021) 1st Edition; "Checking for Understanding", by Fisher, D. and Frey, N. (2007); "Results Now", by Schmoker, Mike (2006). If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note: Official graduate transcripts will not be available until the official end of the semester.

This activity has a required evaluation

  • Max Class Size: 25

19. EDPD 5021.01 - Response to Intervention (RTI): How to Ensure Success with Effective Instruction and Intervention

Location: North Rockland High School (North Rockland HS, )

Dates: 9/11/2024 to 11/6/2024

As a result of this course, participants will develop skills and strategies to reach struggling learners. This course will cover important aspects of Response to Intervention models. Participants will develop methods of evaluating students and pinpointing areas of academic difficulties. Students will utilize "Multi-Tiered Systems of Supports” (Blackburn & Witzel/2018) to identify struggling students and provide interventions before the application of special education services. Then, participants will develop a positive "mindset” to unlock the potential of all learners. (Dweck/2006) Further, participants will develop strategies to explicitly guide student learning through a systematic approach. Participants will develop a "tool box” of interventions that are responsive to the needs of all students, but particularly the needs of struggling students. In the words of Fisher and Frey/2010, "Teaching every child is hard work. With that hard work, though, comes a group of learners who are prepared to participate in society. This learning occurs in the classrooms of well-prepared teachers who are undaunted by student learning variations because they believe that each child is an individual and that individuals exhibit differences in growth due to many factors, including carefully selected instructional interventions.” This course will have a direct impact upon student learning. Teachers will walk away with a process of intervention that will make them more purposeful and effective. Required Readings: "Rigor in the RTI and MTSS Classroom", by Blackburn, B. & Witzel, B./2018; "Mindset: The New Psychology of Success", by Dweck, Carol/2006. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note official grades for graduate credit will not be available until the official end of the semester.

This activity has a required evaluation

  • Max Class Size: 25

20. ONLINE-DASA Dignity for All Students Act - Mandated 6 hour Certification Workshop, September 22 - September 29, 2024 (WTCI)

Audience: Open to All

Dates: 9/22/2024 to 9/29/2024

Location: ZOOM

In accordance with Article 2 Sections 10-18 of the Education Law, all applicants for Certification in NYS registered programs are required to complete six clock hours of Training in Harassment, Bullying, Cyberbullying and Discrimination in Schools: Prevention and Intervention (DASA Training). This workshop will be both asynchronous and synchronous. The first 3 hours will be provided through Google Classroom (a Google invite will be provided). You will need to join using a personal Gmail account. The asynchronous portion will consist of a self-directed module-based approach that will ask candidates to review the background and some of the laws associated with the DASA, timelines and concrete concepts. The modules will include both free responses and multiple-choice quizzes to ascertain your understanding before a certificate for Part 1 can be issued. You will have four days to complete the first 3 asynchronous hours. This 3-hour session must be completed prior to Part II which is on Sunday, September 29th. Part 2, also a 3-hour time frame, will dive deeper into the strategies and reporting procedures as well as proactive mechanisms for tracking, reporting, and preventing bullying and harassment in the educational/school environment, including cyber bullying. All participants must be available on Sunday, September 29th from 10:00am - 1:00pm to participate in synchronous Part II of the workshop which will be held via Zoom.

This activity has a required evaluation

  • Max Class Size: 35

21. EDPD 5030.01 - Teaching and the Change Process

Location: North Rockland High School (North Rockland HS, )

Dates: 9/26/2024 to 11/23/2024

Teaching is change; learning is change. Merriam-Webster.com defines change as "to give a different position, course or direction to” and "to make different in some particular manner.” Learning is the ability to "solve problems, think critically, communicate effectively, and collaborate well.” (Gagnon & Collay/2006). Teachers, then, facilitate learning experiences by teaching students to think innovatively about change and the problem-solving process. Each minute, period, day, month and year, teachers are required to create and sustain changes in their students and their teaching. This change is manifested in such educational terms as curriculum mapping, formative assessment, response to intervention (RTI) and differentiated instruction. In this course, participants will develop skills and strategies to facilitate change in their teaching and in student learning. Participants will learn how to: identify challenges, develop ownership, write SMART goals, craft plans/lessons, facilitate student "buy-in”, and formatively assess student work. This change process will not only assist teachers in developing a "Habit of Mind” but impact student learning in their classrooms in real time. Participants will be expected to apply and reflect upon course material on a weekly basis through on-line correspondence and ongoing communication with other course participants. Required Readings: "Our Iceberg is Melting" by Kotter, J. and Rathgeber, H./2016. New York: Penguin Random House; "Who Moved My Cheese", by Johnson, S./1999, (2nd ed.), New York: Vermillion. *Final projects and reflections due Nov. 23. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note: Official graduate transcripts will not be available until the official end of the college semester.

This activity has a required evaluation

  • Max Class Size: 25

22. EDPD 5015.01 - Developing Curricular Goals, Instructional Alignment and Formative Assessments

Location: North Rockland High School (North Rockland HS, )

Dates: 10/24/2024 to 12/14/2024

Participants will develop a thorough understanding of instructional strategies that meet the needs of all learners. Participants will work collaboratively to develop strategies "to reach out to individual learners at their varied points of readiness, interest, and learning preference." This quote from Carol Ann Tomlinson will serve as a guiding principle of the course. Course participants will develop curriculum adaptations and instructional strategies that are responsive to the individual needs of all students. Specifically, participants will acquire the knowledge and skills necessary to effectively differentiate curriculum and instruction in the classroom. Participants will develop the "big ideas" associated with curriculum designs. Then, participants will analyze and apply methods of differentiating products (content), process (instruction), and product (assessment). Required Readings: "How to Differentiate Instruction in Academically Diverse Classrooms", by Tomlinson, Carol Ann. (2017). 3rd Edition. *Final projects and reflections due Dec. 14. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note: Official graduate transcript will not be available until the official end of the college semester.

This activity has a required evaluation

  • Max Class Size: 25

23. EDPD 5025.01 - Taking a Constructivist Approach to Teaching

Location: North Rockland High School (North Rockland HS, )

Dates: 11/14/2024 to 12/20/2024

As educators, we expect our students to "solve problems, think critically, communicate effectively, and collaborate well.” (Gagnon & Collay, 2006) Participants will analyze the effects of effective teaching upon student performance in relation to the criterion above. This weekend will enable participants to develop instructional activities to actively engage students in the learning process and assist students in the development of self-assessment or "metacognitition.” Participants will learn how to incorporate research-based methods and techniques in order to achieve a balance between conceptual understanding and procedural knowledge. Participants will develop the tools necessary to create this "balanced approach” to teaching all content areas. Teachers will develop strategies to assist students in "constructing” content knowledge as part of a "meaning-making” process. Required Readings: "Getting to Got It", by Gagnon & Collay.(2006). *Final projects and reflections due Dec.20. If you are taking for graduate credit and do not have a non-matriculant account with the college please email jmurray@rockteach.org for more details. College registration is required. Note: Official transcripts will not be available until the official end oh the college semseter.

This activity has a required evaluation

  • Max Class Size: 25