Participants will access text and research in whey which they will plan curriculum with the "end in mind.” Then, they will develop instructional units and learning strategies "to reach out to individual learners at their varied points of readiness, interest, and learning preference.” Course participants will develop curriculum adaptations and instructional strategies based upon tiered assessments. They will take these ideas and put them into action in their classrooms. 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). During input sessions, participants will learn to incorporate a variety of research-based strategies into their lessons. Course participants will develop curriculum adaptations that are responsive to the individual needs of all students while still maintaining a focus on academic proficiency and excellence for all students. These strategies will include: responsive teaching, ongoing formative assessment, and teaching for understanding in academically diverse classrooms. Participants will develop assessment tools to address the Six Facets of Understanding from the UBD model: Explanation, Interpretation, Application, Perspective, Empathy, and Self-Knowledge. Required Readings: How to Differentiate Instruction in Academically Diverse Classrooms. by Tomlinson, Carolyn (2017) 3rd ed. Alexandria, VA: ASCD; Essential Questions: Opening Doors to Student Understanding, by McTighe, J. and Wiggins, G. (2013) 2nd ed. Alexandriqa, VA: ASCD. If you are taking for graduate credit and do not have a non-matriculant account with the college contact jmurray@rockteach.org for more details.

This course will have two goals: (1) to facilitate Professional Learning Communities (PLC) in our schools through the habits of successful thinking and (2) assist participants in creating classrooms responsive to the needs of all students. These two goals will allow participants to grow professionally and push students beyond independence levels. By developing habits of thinking and collaborative communication skills with colleagues, participants will develop strategies to make their schools better learning communities and to make their classrooms more responsive to the needs of all learners. We will utilize the book How Full is your Bucket by Tom Rath and Donald O. Clifton as the conceptual framework. The book "reveals how even the briefest interactions affect your relationships, productivity, health and longevity.” Effective schools explicitly develop the skills and strategies of collegiality amongst staff members. Effective teachers have a profound impact upon student learning. Therefore, participants will develop thinking and communication skills to make them more effective teachers; improving their responsiveness in the classroom. Required Readings: How Full is Your Bucket? Educator's Edition: Positive Strategies for Work and Life, by T. Rath and D.O. Clifton Chicago: Gallup Press.2007;Beyond Discipline: From Compliance to Community, by A. Kohn Alexandria, VA:ASCD. 2006; Learning By Doing: A Handbook for Professional Learning Communities, 3rd ed. by, R. Dufour and R. Dufour New York: Solution Tree. 20126. 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.

As a result of this course, participants will develop methods and strategies to integrate the core skills of listening and speaking into their curriculums. They will be able to infuse real-world problem-solving skills into content area curriculums. Participants will make student learning more enjoyable by better teaching the "noncognitive skills of learning” (Opitz & Ford, 2014). In this course, participants will learn to embed content-rich experiences into the classroom. Not only will participants achieve better product results from their students, but also witness students developing the lifelong learning skills of critical thinking, linguistic aptitude and cooperation. Participants will be able to make an immediate impact upon their teacher and the learning outcomes for students in their classes. The small group work and correspondence will be completed on the class wiki page. The link for the course is drgillwiki.wikispaces.com. This portion of the course requires posting on a discussion board. Participants will work towards a final project, creating interconnected lessons and reflections aimed at improving student learning. Participants will provide repository of classroom documents aligned with current NYS Learning Standards. Required Readings: Engaging Minds in the Classroom: The Surprising Power of Joy, by Opitz, Michael & Ford, Michael (2014) Alexandria, VA: ASCD; Teaching the Core Skills of Listening and Speaking, by Palmer, Erik (2014) Alexandria, VA: ASCD. If you are taking for graduate credit and don't have a non-matriculant account with the college. Please email jmurray@rockteach.org for more information. *Final projects and reflections submitted via online by March 24, 2023.

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 TEXT(S): Douglas Fisher, Nancy Frey. (2013). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition Paperback. Alexandria, VA: ASCD. Kylene Beers and Robert E Probst. (2013). Notice & Note Strategies for Close Reading. New Hampshire: Heinemann. If you are interested in taking this course for graduate credit, contact Joleen at jmurray@rockteach.org for more information on registering. Synchronous dates are listed, the remaining hours will be asynchronous.

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. If you are taking this course for graduate credit and do not have an active non-matriculated account with Manhattanville contact jmurray@rockteach.org for details. *Final Projects and reflections delivered via online on Apr. 20, 2023.

Students living in poverty face challenges that educators may miss in our school settings. Ruby Payne (2019) says that students living in poverty are often in "survival mode.” This can make learning in schools challenging, but certainly not impossible for students. As a result of this course, participants will develop methods and strategies that will best meet the learning needs of students living in poverty. Participants will understand the nature of poverty and how poverty affects behavior and academic performance. Once an understanding of poverty has been established, participants will "embrace the mindset of change” necessary to assist students living with poverty (Jensen, 2009). Participants will view students as having "fluid intelligence” and develop action steps necessary to positively influence the way in which students can better understand learning standards and grow as learners/thinkers. Finally, participants will develop classroom level factors to improve student performance following the SHARE method developed by Jensen in his book titled Teacher with Poverty in Mind: What Being Poor Does To Kids' Brains And What Schools Can Do About It (2009). The SHARE method stands for: Standards-based curriculum and instruction; Hope building; Arts, athletics, and Advanced Placement; Retooling of the operating system; and Engaging instruction. Required Readings: Payne, Ruby (2019). A Framework for Understanding Poverty - A Cognitive Approach (Sixth Edition). Aha Press; Highlands, Texas; Kathleen M. Budge and William H. Parrett (2018). Disrupting Poverty: Five Powerful Classroom Practices. ASCD: Alexandria, VA. Jensen, Eric (2014); Engaging Students Living in Poverty. ASCD: Alexandria, VA. If you plan to take this for graduate credit and do not have a current non-matriculant Manhattanville account please email jmurray@rockteach.org for details. Final projects and reflections due via online on Apr. 20.

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 July 1-August 6, 2021. 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.

In this online 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 July 1-August 5, 2022. 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.

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. If you plan to take this course for graduate credit and do not have a current non-matriculant account with Manhattanville please email jmurray@rockteach.org for details. *Final Projects and reflections due via email on May 5.