Catalog: Rockland/Westchester Teachers' Center Institute

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1. GREENBURGH CSD NEW TEACHER INSTITUTE September 26, 2023 - June 12, 2024

Location: Woodlands HS/MS (Hartsdale, NY) - Innovation Lab

Dates: 9/26/2023 to 6/12/2024

Location: Innovation Lab

THIS CLASS IS ONLY OPEN TO NEW TEACHERS IN THE GREENBURGH CSD DATES AND TIMES: 3:30 - 5:00PM September 26, 2023 November 14, 2023 January 9, 2024 March 12, 2024 April 30, 2024 June 12, 2024 ***6 additional hours will be spent on assignments outside of our sessions. In order to receive the 1 in-service credit from EWTC you MUST attend. ALL sessions and complete all assignments.

2. ONLINE: Creating Effective PLC's in the Schools , February 26 - April 5, 2024 (WTCI)

Audience: K-12 Classroom Teachers and Math/Language Arts/Special Ed- Teachers K-12

Dates: 2/26/2024 to 4/5/2024

Location: Online

Starting Soon
This course is designed to assist teachers and administrators in public and private schools to create and implement Professional Learning Communities. All school sizes and groups have various challenges that they face while creating PLC's. We will examine the composition of your specific team members and design a plan that will work for your school and/or district. Through the creation of S.M.A.R.T Goals, you will have a plan in place that you can immediately put into action. Members of Professional Learning Communities use results-oriented action steps to clarify exactly what each student must learn, monitor each student's learning on a timely basis, provide systematic interventions, and use collective inquiry/feedback to create a collaborative atmosphere of continual improvement. Throughout this course, we will keep the student at the center of our purpose and learn how to create, manage and succeed using Professional Learning Communities. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.
OPEN TO TARRYTOWN TEACHERS ONLY - The primary goal of this course is to support kindergarten educators in cultivating a classroom environment that is welcoming, inclusive, and productive. Participants will explore strategies and practices related to creating culturally and linguistically sustaining environments, word walls, classroom libraries and Social and Emotional Learning (SEL) to support student success. This course will empower educators to create an inclusive and supportive classroom environment that fosters literacy, social and emotional development, academic discourse, and respect for diverse cultures and languages. This will be a hybrid course. Meeting dates will be on 2/29, 3/7, 3/21, 4/11 and 4/18 from 12:00pm-1:00pm. All other assignments are self paced. Participants MUST ATTEND ALL IN PERSON SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.

4. Online: Using Data to Improve Student Learning and Performance, March 1 - April 11, 2024 (WTCI)

Audience: All

Dates: 3/1/2024 to 4/11/2024

Location: Online - Asynchronous

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.

5. EDPD 5011.01 Creating and Leading a Flipped Classroom

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

Dates: 3/7/2024 to 5/3/2024

Participants will develop strategies to create and lead classroom learning environments that are flipped. In 2014, the Flipped Learning Network defined flipped learning as "a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting groups space is a dynamic, interactive learning environment.” Participants will develop strategies to guide students as they "apply concepts and engage creatively in subject matter.” Participants will refine practices to related to delivering information outside of the traditional classroom setting. By flipping the learning out of the traditional group dynamic, participants will be able to lead student learning by developing more in-depth relationships with students. Participants will also learn how to lead a more fluid classroom where students interact creatively with the content and each other. This type of teaching requires the skills of transformational leadership and participants will utilize Flip Your Classroom: Reaching Every Student in Every Class Every Day (2015) by Bergman and Sams and Flipping 2.0: Practical Strategies for Flipping Your Class (2013) by Bretzman to find and refine these skills. Required Readings: "Flip your Classroom: Reaching Every Student in Every Class Every Day”, by Bergman, Jonathan and A. Sams, San Diego, CA: ISTE. 2012 (and workbook, 2015); "Flipping 2.0: Practical Strategies for Flipping Your Class”, by Jason Bretzman, Bretzman Group LLC. 2013; "The Blended Workbook: Learning to Design the Schools of Our Future”, by Horn, Michael and H. Straker, New York: Jossey-Bass. 2017. This course was formerly CMSV CEGE 650-R01. Additional college registration required for graduate credit. Email Jmurray@rockteach.org for more information. *Final projects and reflections due online on May. 3, 2024.

6. Online: Canva for Classroom Teachers, April 1 - May 10, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

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.

7. Online: Differentiated Instruction for ELLS, April 1 - May 10, 2024 (WTCI)

Audience: Educators in Grades K-12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

English Language Learners (ELLs) need to have access to K-12 curriculum and be able to achieve the same level of success as their English speaking counterparts. This course prepares teachers to effectively understand ELLs' backgrounds and to differentiate their instructional approach. By providing the skills to differentiate their instruction through multiple modalities, this course gives a practical, classroom ready application of new learning to improve instructional practice. This course is appropriate for both regular and special education educators. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

8. Online: Digital and Visual Learners, April 1 - May 10, 2024 (WTCI)

Audience: Educators grades K-12

Dates: 4/1/2024 to 5/10/2024

Location: Online

The Internet has become a primary tool for student communication and research and has moved our classrooms from a passive acquisition of facts to an active application of knowledge. This online class will give you the tools you need to design lessons that will help students navigate the digital tools available to them, including pod-casting, video techniques, teacher tube and global communication sites. These techniques and strategies will allow all our students to take charge of their own technological learning and will help them become successful classroom learners.PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

9. Online: Embracing Student Diversity and Immigrant Students, April 1 - May 10, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

Culturally competent educators understand the diverse needs of their students and establish a culture of learning that provides opportunities for all students to succeed. Across the nation we are seeing a cultural gap that educators must navigate, including the challenges that current immigration issues and language differences have presented. Educators in this course will develop strategies for incorporating and celebrating, students' strengths and differences into daily lessons. Each educator will develop strategies for creating lessons and integrating strategies to become a more culturally competent teacher while promoting a safe space for learning and cultural differences. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

10. Online: Inclusive Teaching: Strategies for Differentiation in Diverse Classrooms, April 1 - May 10, 2024 (WTCI)

Audience: Educators in grades K-12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

This course will provide participants with the information needed to create inclusive learning environments by exploring the principles and practices of differentiation. Participants will gain a deep understanding of differentiation, dispelling misconceptions and practical strategies. The sessions cover a diverse range of tools, including flexible grouping, tiered assignments, choice menus, and tech tools, providing educators with a versatile toolkit to cater to varied learning styles. The course underscores the essential connection between Universal Design for Learning (UDL) and differentiation, encouraging seamless integration into instructional practices. At the conclusion of the course, participants will possess both a comprehensive understanding of differentiation and practical skills to effectively implement these strategies in their classrooms. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

11. Online: Intro to Coding for Beginners, April 1 - May 10, 2024 (WTCI)

Audience: Educators in Grades K -12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

Rather than being passive consumers of technology, children should have the opportunity to be active creators in the innovation process. By learning to program from a young age, children can explore new ideas and develop their own ways to solve problems they face. Educators in this course will learn the core concepts of programming and examine different strategies to share these skills with young learners. Each educator in this course will make connections between these core concepts and their everyday lives to present programming in a way that is engaging and relevant to their students. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

12. ONLINE: Making Math Meaningful and Rigorous, April 1 - May 10, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

Math teachers want to create a learning environment that supports learners at every level to reach their greatest potential. This course provides the participant with practical ways to achieve this goal. Through careful exploration of what rigor is, and understanding how to best incorporate rigorous lessons, activities, and assessments, math teachers will be able to support students to make meaning for themselves! This method allows both the struggling and advanced students to focus on the same ultimate goal, expectations, process, and demonstrations of learning rather than the same final outcome! This course is appropriate for all K-12 school personnel. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

13. Online: Understanding Mental Health and Mental Illness, April 1 - May 10, 2024 (WTCI)

Audience: Educators is Grades K-12

Dates: 4/1/2024 to 5/10/2024

Location: Asynchronous

Mental health and illness is a component of teaching that has evolved and increased in importance in recent years. The role of the teacher does not include diagnosis or treatment recommendations for a student with a mental health diagnosis. It does, however, include: teaching of mental health literacy; responding to student's/parent's concerns by supportive listening and referral to the most appropriate person within the school to help address those concerns (such as a counselor, social worker, psychologist) and providing ongoing academically appropriate support to the student as part of the school's integrated response to the student's needs. Educators in this course will examine methods for addressing the mental health of their students through academic supports, interventions and relationship building and, at the end of the course, will have useful strategies and tools they can easily incorporate in their classroom lessons plans. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

14. Hybrid: DEI (Diversity, Equity and Inclusion) Spring Book Club April 8 - May 24, 2024 (EWTC)

Audience: All staff, teachers and administrators

Dates: 4/8/2024 to 5/24/2024

Location: Online

This Free class is open to all. However, consortium members will be given priority registration and non-consortium members will be waitlisted. If space permits, we will then enroll waitlisted teachers The NYSED Culturally Responsive-Sustaining Education Framework names one of its principles as "Ongoing Professional Development” where teachers are expected to engage in ongoing professional learning and support. The Teacher Center DEI Book Club will provide an opportunity for all educators to engage in a professional learning community with peers around DEI topics. The Edith Winthrop Teacher Center DEI Book Club will be wrappping its third year by reading "Asian American Histories of the United States” by Catherine Cenzina Choy. With the increase in Asian American violence and the erasure of Asian American experiences and contributions, this book highlights and uncovers the rich histories of Asian immigrants and US-born Asian Americans and how their stories play an integral part of US History. This book features the lived experiences and diverse voices of immigrants, refugees, US-born Asian Americans, multiracial Americans, and workers from industries spanning agriculture and healthcare. What to expect: All participants are asked to purchase the book before the start of the book club cycle All participants are asked to read the book and come prepared for book discussions across three live mandatory Zoom meetings: April 18th - 4:30 - 6:30 p.m. (Discussion will be on the Preface, Introduction, Chapters One and Two) May 2nd - 4:30 - 6:30 p.m. (Discussion will be on Chapters Three and Four, Interlude and Chapter Five) May 16th - 4:30 - 6:30 p.m. (Discussion will be on Chapters Six, Seven, Eight, and Conclusion) All participants are required to do three asynchronous assignments after each live Zoom discussion

15. Online: Building Strong Classroom Communities, April 15 - May 24, 2024 (WTCI)

Audience: Educators in grades K-12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

Are you passionate about creating inclusive, positive, and thriving learning environments? This online course is designed for educators seeking to enhance their skills in fostering collaborative, supportive, and engaging classrooms. We will delve into key aspects of building strong classroom communities, gaining practical insights, and implementing evidence-based strategies. From understanding diverse student needs to mastering conflict resolution and incorporating social-emotional learning, participants will, at the conclusion of this course, have the knowledge and skills necessary to cultivate a positive and inclusive learning environment. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

16. Online: ELL's Meeting the Academic Needs of English Language Learners April 15 - May 24, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

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.

17. Online: Improving Classroom Discussions with Technology, April 15 - May 24, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

The available technology that today's educators are able to utilize allows for student-led discussions that increase collaborative learning. In this course, you will have an opportunity to explore several of the free to use apps and participate and develop your own assignments for each app. All of these free-to-use applications work in any classroom. Educators will develop 21st century learning experiences that improve student learning outcomes for all students. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

18. Online: Leveraging Tech Tools to Assist Special Ed Populations, April 15 - May 24, 2024 (WTCI)

Audience: Educators in Grades K - 12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

Today's increase in educational apps, tools, and extensions have impacted the way educators deliver instruction, and perhaps the most profound results have been in assisting students with learning disabilities. Educators in this course will examine free and easy to use tools for assisting with reading, writing and study skills, as well as behavior and classroom management. Educators will develop classroom ready assignments and lessons. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

19. Online: Cross Curricular Coding, April 15 - May 24, 2024 (WTCI)

Audience: Educators in Grades K -12

Dates: 4/15/2024 to 5/24/2024

Location: Asynchronous

In order to make connections between what students learn in school and the real world, instructional materials must be relevant to the lives of our students. With the expansion of computer science in K-12 education, the concept of computer programming should be prevalent through a student's education. When working in tandem with core curriculum subjects, connections between coding and the real world become evident. Not only can this collaboration benefit a student's computer science education, it also has the potential to enhance the core curriculum by presenting education in a different way. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.
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, April 28th. 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, April 28th from 10:00am - 1:00pm to participate in synchronous Part II of the workshop which will be held via Zoom.

21. Book Study: We're Gonna Keep on Talking: How to Lead Meaningful Race Conversations in the Elementary Classroom by Matthew R. Kay & Jennifer Orr, May 1 - June 17, 2024 (EWTC)

Audience: Classroom teachers, specialists, school librarians who work with students in grades PreK-5

Dates: 5/1/2024 to 6/17/2024

Location: Hybrid

This Free class is open to consortium members only In this book study, we will discuss strategies for building safe and supportive classrooms and ways to tailor race conversations to specific grade level standards. We will look at how art, picture books, historical photographs and current events can help facilitate meaningful conversations. At the end of this book study, you will have the tools needed to make your classroom a comfortable, safe and supportive space that will translate into a more productive learning environment. Participants will read We're Gonna Keep On Talking: How To Lead Meaningful Race Conversations in the Elementary Classroom by Matthew R. Kay & Jennifer Orr. There will be 3 required synchronous Zoom sessions from 4:30 - 6:30pm on Wednesday, May 8, 22 and June 12 to discuss the book. Participants will be also asked to complete online assignments after each session. YOU MUST BE ABLE TO ATTEND ALL SYNCHRONOUS SESSIONS TO RECEIVE FULL CREDIT FOR THIS COURSE.

22. EDPD 5036.01/Restorative Justice: Effective Classroom Management Interventions and Solutions

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

Dates: 5/30/2024 to 7/18/2024

Based upon the book Better Than Carrots or Sticks by Dominque Smith, Douglas Fisher and Nancy Frey, participants will learn and apply restorative practices for effective classroom management. These practices will assist teachers in not only teaching academic material but also instruct students in matters pertaining to social skills. In line with an educator's mission to educate the whole child, participants will develop strategies to: hold individual conferences with students to address problematic behavior, move beyond the traditional use of rewards and consequences, and ultimately build a strong classroom climate through restorative practices. Required Readings: "Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management", Smith Dominique, et al., Alexandria, VA: ASCD. 2015; "All Learning is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond", by Frey, Nancy et al., Alexandria, VA: ASCD. 2019. *Final projects and reflections due online on July 18. If you want to take this for graduate credit and don't have an account with Manhattanville, please contact jmurray@rockteach.org for more information. College registration is required.

23. EDPD 5017.01/Responding to Nonfiction with Power

Location: Online (online, ny)

Dates: 6/3/2024 to 8/5/2024

New
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.

24. EDPD 5040.01 Responding to Literature with Power

Location: Online (online, ny)

Dates: 6/5/2024 to 8/14/2024

New
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.

25. EDPD 5130.01/Mastering the Teacher Evaluation Process: Effective to Highly Effective Teaching

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

Dates: 6/20/2024 to 8/8/2024

In the words of Charlotte Danielson, "Teaching is complex work. It's a thinking person's job.” As a result of this course, participants will address and apply the themes of: equitable learning, high expectations, cultural competence, meeting the needs of all learners and student assumption of responsibility. Participants will identify highly effective practices around Danielson's "Framework for Teaching.” We will observe lessons to evaluate the four core areas of: Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities. To become highly effective in the teacher evaluation process, participants will develop teaching strategies to help their students to take ownership of their own learning. Based upon Robert Marzano's The Art and Science of Teaching, participants will design instructional strategies that help students to think more logically, effectively and independently. During input sessions, participants will learn to incorporate a variety of research-based strategies into their lessons. These strategies include: providing and communicating learning goals, using assessments, conducting "deep thinking” lessons, using engagement strategies, implementing rules and procedures, and building relationships. Required Readings: "Enhancing Professional Practice: A Framework for Teaching", by Danielson, Charlotte (2007) ASCD: Alexandria, VA.; "The New Art and Science of Teaching", by Marzano, Robert (2017) Solution Tree Bloomington, Indiana. *Final projects and reflections due online on Aug. 8. If you want to take this for graduate credit and don't have an account with Manhattanville, please contact jmurray@rockteach.org for more information.

26. Online: Discussions and Questioning to Build Deep Thinking, July 1 - July 28, 2024 (WTCI)

Audience: Educators K-12

Dates: 7/1/2024 to 7/28/2024

Location: Online

New
This course may be taken for graduate or inservice credit. Since the two options are listed separately, please be sure to register accordingly. In this online course, participants will explore how to facilitate classroom discussions through engaging conversations, the role of teachers as coaches during this process and how best to provide a supportive classroom environment when integrating higher order questioning techniques. When we closely examine the value of student participation in small group discussions, we find that students are able to connect with each other's thoughts and opinions and are able to engage in higher level critical thinking. Critical thinking involves logical thinking and reasoning including the following skills: comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. We will examine the link between critical thinking skills and questioning techniques by taking an in depth look at Bloom's Taxonomy and the quote, "Maslow before Bloom.” At the end of the course, you will have the tools needed to transfer responsibility from yourself to your students to speak purposefully, think outside of the box and lead an effective and engaging classroom discussion. Participants will need to purchase the following required text to participate in this course - Walsh, J. A., & Sattes, B. D. (2015). Questioning for Classroom Discussion: Purposeful speaking, engaged listening, deep thinking. Alexandria, VA: ASCD. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

27. Online: Work Hard/Think Hard: Principles of Effective Teaching, July 1 - July 28, 2024 (WTCI)

Audience: Educators K-12

Dates: 7/1/2024 to 7/28/2024

Location: Online

New
This course may be taken for either inservice or graduate credit. Since the two options are listed separately, please be sure to register accordingly. In this online book study, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. PLEASE NOTE: The institute cannot refund a participant once the class has commenced.

28. EDPD 5050.01/Discussions and Questioning to Build Deep Thinking (WTCI)

Location: Online (online, ny) - Asynchronous

Dates: 7/8/2024 to 8/9/2024

Location: Asynchronous

New
In this online course, participants will explore how to facilitate classroom discussions through engaging conversations, the role of teachers as coaches during this process and how best to provide a supportive classroom environment when integrating higher order questioning techniques. When we closely examine the value of student participation in small group discussions, we find that students are able to connect with each other's thoughts and opinions and are able to engage in higher level critical thinking. Critical thinking involves logical thinking and reasoning including the following skills: comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. We will examine the link between critical thinking skills and questioning techniques by taking an in depth look at Bloom's Taxonomy and the quote, "Maslow before Bloom.” At the end of the course, you will have the tools needed to transfer responsibility from yourself to your students to speak purposefully, think outside of the box and lead an effective and engaging classroom discussion. Required Text: "Questioning for Classroom Discussion: Purposeful Speaking, Engaged Listening, Deep Thinking", by J. A. Walsh & B. D. Sattes, 2015, Alexandria, VA: ASCD. This course will run asynchronous online from 7/8 - 8/9/2024. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.

29. EDPD 5055.01/Work Hard/Think Hard: Developing a Master Teacher Mindset (WTCI)

Location: Online (online, ny)

Dates: 7/8/2024 to 8/9/2024

New
In this online grad level course, participants will develop their own use of the principles of effective teaching and develop a master teacher mindset through the examination of the best-selling text Never Work Harder Than Your Students by Robyn R Jackson. We will explore how to engage students in the heavy lifting of learning through the use of units of study, lesson plans, assessments, interventions and classroom management. With a focus on the quality of learning and not the quantity of work; teachers will become better equipped to lead their students on a voyage of self-discovery and acquisition of academic knowledge. At the conclusion of the course, participants will have a unit of study, lesson plan, assessment and action plan to help them put the principles into practice immediately and effectively, challenging their students to work hard and think harder. Required Texts: 'Never Work Harder Than Your Students: The Journey to Great Teaching', 2nd, by Robyn Jackson, Alexandria, Va: ASCD. 2018. This course will run asynchronous online from 7/8 - 8/9,2024. Only start and end dates are listed. If you are taking for graduate credit and are not a student of Manhattanville, please contact jmurray@rockteach.org for info on creating your account.

30. EDPD 5013.01 - Digital Tools to Support Meaningful Learning

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

Dates: 7/11/2024 to 8/16/2024

New
Educators and support staff will become experts on using digital tools to communicate, create, collaborate and assess students. Participants will gain an understanding of Internet tools to create online resources, screencasting, assessments, online portfolios, communication options for students and parents, and how to maximize the learning environment to reach students through different learning mediums. No textbook is required for this course. Critical reading of assigned articles and supplementary materials are embedded throughout the course. *Final projects and reflections due online on Aug. 16, 2024. 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.