Catalog: Scarsdale Teachers Institute

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This webinar explores building beloved classroom community, fostering equitable participation, engaging students in collaborative group work, connecting mathematics to students' lives and the world we are in, and centering trauma-informed and healing-centered practices in the online classroom. We will also explore resisting oppressive and inequitable aspects of shifts to distance learning.

2. STI - 5463 - Museums as Virtual Resources: Global Connections at the Met, Session 1

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 7/13/2020 to 7/16/2020

Starting Soon
With their doors temporarily closed museum educators and curators have created superb online resources to engage their audiences at home and in eLearning settings. Museum home pages now read "Experience the Museum from Home (or school)" and they provide many ways to make virtual connections. This course will provide the opportunity to explore, individually and as a group, the breadth and depth of the virtual content that can easily be shared with your students (on Zoom shared screens or in a classroom) and integrated into your lessons-everything from virtual tours of the galleries, to interactive art-making lessons, podcasts, and family activities (invite yours to participate!)

This course will be offered over a three-week period, with the option of earning one to three credits. Participants can decide if they prefer a 3 or 4-day week, which would entail 3-4 hours of work per day, with the work being divided into a 30-45 minute group Zoom meeting in the morning to review website options, 2 hours of independent work (doing hands-on activities, taking virtual tours, designing lessons, viewing podcasts etc.) and another group Zoom meeting in the afternoon to share ideas about using the website content in your classrooms.

Global Connections at the MET will explore the educational resources available for teaching history and culture through their extensive collections of art and artifacts in the African, Oceanic, Egyptian, Asian, Islamic, European, and American collections. Teachers will have the opportunity to design lessons that encompass a diversity of ethnic and cultural characteristics and will examine works of art through the lenses of race, class, and gender. Morning classes will begin with an overview of the highlights of the various collections and links to online educational content for individual exploration.

3. STI - 5430 - The Art of Photography

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 7/13/2020 to 7/17/2020

Wait ListStarting Soon
When they use their skills as photographers, students not only become more perceptive of their world, they are better able to interact, engage, and understand the importance of the visual media in their daily lives. Participants in this course will learn how to create well-crafted photographs and to develop a strong visual voice that can serve as a means to generate awareness of a topic. This course will help the participant to develop the skills and insights necessary to document events that are important to them.

In this course, participants will learn the techniques necessary to create strong visual images. They will discuss the basic settings and functions of the camera, understand exposure, lighting and lenses on a camera, explore different types of portraiture, and apply techniques specific to this area of photography, capture still-life objects as well as action shots.

4. ST@C: Why We Must Inclusify Now

Program: ST@C

Audience: All

Dates: 7/13/2020

NewStarting Soon
In this presentation, Dr. Johnson will discuss why inclusion is so important amidst COVID-19 and some of the unique challenges and opportunities that COVID-19 has created for inclusion and belonging. She will explain the two most essential human needs: to be unique and to belong. Finally, Dr. Johnson will discuss strategies to build more inclusive meetings, clean up office housework, and create culture swaps. The focus will be on creating actionable steps to increase inclusion ranging from increasing transparency, improving selection, and creating more equitable promotion practices. Dr. Stefanie K. Johnson is an associate professor at CU Boulder's Leeds School of Business. She holds the Andrea and Michael Leeds Research Fellowship, is member of the MG 100 Coaches, and was selected for the 2020 Thinkers50 Radar List. Dr. Johnson's first book, Inclusify: Harnessing the power of uniqueness and belonging to build innovative teams (Harper Collins) is National Bestseller, hitting #5 on the Wall Street Journal's Bestseller list. She has presented her work at over 170 meetings around the world including at the White House for a 2016 summit on diversity in corporate America. Media outlets featuring Stefanie's work include: The Economist, Newsweek, Time, Wall Street Journal, Bloomberg, HuffPost, Washington Post, Quartz, Discover, CNN, ABC, NBC, CNBC. She has appeared on Fox, ABC, NBC, CNN, and CNN International.
Come learn about Hands-Down Conversations, a structure for dialogue in which students take the lead, building agency and understandings as mathematicians and readers. We'll dig into strategies for engaging in argumentation and explore the crossover between the content areas.

6. STI - 5448 - Improving Literacy in the Classroom Through Podcasting

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 7/14/2020 to 7/15/2020

Starting Soon
Teachers will explore how the large variety of podcast content can support their instruction while keeping lessons fresh and engaging for students. Podcasts expose students to many varieties of communication such as dialogue, interviews, narration, debates, and many others. Teachers will then explore the process of creating podcasts and how to incorporate student-centered, meaningful learning experiences that facilitate meaningful learning experiences that will enhance student literacy. The class will culminate with participants designing a podcasting experience for their students and creating a model using AudioStudio.

7. ST@C: Empowering Students in Math Through Entrepreneurship (Grades 6-8)

Program: ST@C

Audience: K-12

Dates: 7/14/2020

NewStarting Soon
Learn about the Design & Pitch Challenges in STEM: a curricular framework that situates middle grades mathematics learning in entrepreneurial pitch competitions. Participants will experience a challenge and explore how entrepreneurship can support interdisciplinary STEM learning, with a mathematics focus, to increase students' excitement for STEM.
Local journalists are a community's eyes and ears, reporting the facts and shining a light on important issues. In this webinar, Dave Lougee, president and CEO of TEGNA Inc., will provide key lessons learned from covering the COVID-19 pandemic and the nationwide protests that have erupted after the killing of George Floyd. From managing COVID-19 restrictions across 51 local markets to ensuring employee safety during civil unrest, we'll hear how companies can succeed by staying true to their core mission, embracing innovation and fostering an inclusive company culture. Dave Lougee is president and CEO of TEGNA Inc., one of the most geographically diverse broadcasters in the U.S. He also serves on the company's Board of Directors. Lougee is the immediate past chairman of the NBC Affiliates Board and is a past chairman of the National Association of Broadcasters (NAB) and Television Bureau of Advertising (TVB) Board of Directors. He currently serves on the Board of Directors for BMI and the Broadcasters Foundation of America.

9. ST@C: A Lesson on Social Justice, What Should Be In It? (Grades 8-10)

Program: ST@C

Audience: K-12

Dates: 7/15/2020

NewStarting Soon
Lesson Planning too often neglects to include the lifestyles of students of African ancestry. So, too often these students see no relevance in the lesson and it is not delivered from their point of reference. Thus, this presentation will merge a social justice approach to their life experiences with a mathematics topic with CRT.

10. STI - 5449 -The 1:1 Learning Environment at Edgemont

Program: Scarsdale Teachers Institute

Audience: K-12 Edgemont

Dates: 7/16/2020 to 7/17/2020

This course is going to cover topics that address the individual needs and varying proficiency levels of the teachers participating in the 1:1 program. Participants will learn about the technical/instructional features of a chromebook, explore Digital Citizenship and the teacher and student's role in the 1:1 classroom, and use the SAMR Model to write integrated curriculum. Course Requirement: As a culminating project, teachers will develop integrated technology learning activities/units which will be turned in shortly after the conclusion of the course.
From a Whole Child Approach to Education, we know student academic learning develops in direct connection to social and emotional skills development. In alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, this webinar will- --address the need for accelerating the science of human development into the teaching and learning of mathematics, especially as it applies to girls; and --identity the SEL competencies, their effective teaching and learning strategies, and best practices for engaging and transforming girls' sustaining approach in learning mathematics. Participants will come away from the webinar with an enhanced understanding of effective strategies for incorporating the SEL competencies into the teaching and learning of mathematics.

12. STI - 5473 - Summer Institute in Digital Literacy at the University of Rhode Island (online)

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 7/19/2020 to 7/24/2020

Closed
The Summer Institute in Digital Literacy is intensive, self-paced. and flexible, using a mix of anytime (asynchronous) and real time (synchronous) workshops and conversations. Take the project you create during the Summer Institute and use it with your learners this fall!

Here are some of the topics and issues we will be exploring:

Literacy in a Digital Age
-family literacies that connect culture and classroom
-lessons learned from emergency remote instruction as a result of COVID-19
-integrating inquiry learning practices into instruction
-strategies for scaffolding students' independent learning
-online reading comprehension strategies
-digital writing and multimedia composition pedagogies

Responses to Cultural and Technological Change
-balancing synchronous and asynchronous online learning
-best practices in online learning in K-12 and higher education
-strategies for promoting empathy, mindfulness, and relaxation
-the role of popular culture & digital media in the lives of children and teens
-creative media production as a form of inquiry learning

Literacy, Education and Democracy
-addressing digital inequalities in education and society
-analyzing contemporary propaganda and disinformation
-civic agency and empowerment
-curation and collaboration
-algorithmically personalized search, persuasion & entertainment
-unexpected implications of digital media on the democratic process

This course utilizes different digital platforms including Google Sites, Flipgrid, Subtext, Pathwright, Kami for Chrome, Video Ant, Screencast-o-Matic, Adobe Spark, Jamboard, Mural, and many more.

To learn more about this summer institute, visit https://www.digiuri.com/

The cost of this course is $400, paid directly to URI.

13. STI - 5464 - Museums as Virtual Resources: Global Connections at the Met, Session 2

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 7/20/2020 to 7/22/2020

With their doors temporarily closed museum educators and curators have created superb online resources to engage their audiences at home and in eLearning settings. Museum home pages now read "Experience the Museum from Home (or school)" and they provide many ways to make virtual connections. This course will provide the opportunity to explore, individually and as a group, the breadth and depth of the virtual content that can easily be shared with your students (on Zoom shared screens or in a classroom) and integrated into your lessons-everything from virtual tours of the galleries, to interactive art-making lessons, podcasts, and family activities (invite yours to participate!)

This course will be offered over a three-week period, with the option of earning one to three credits. Participants can decide if they prefer a 3 or 4-day week, which would entail 3-4 hours of work per day, with the work being divided into a 30-45 minute group Zoom meeting in the morning to review website options, 2 hours of independent work (doing hands-on activities, taking virtual tours, designing lessons, viewing podcasts etc.) and another group Zoom meeting in the afternoon to share ideas about using the website content in your classrooms.

Global Connections at the MET will explore the educational resources available for teaching history and culture through their extensive collections of art and artifacts in the African, Oceanic, Egyptian, Asian, Islamic, European, and American collections. Teachers will have the opportunity to design lessons that encompass a diversity of ethnic and cultural characteristics and will examine works of art through the lenses of race, class, and gender. Morning classes will begin with an overview of the highlights of the various collections and links to online educational content for individual exploration.

14. STI - 5442 - From the Couch to the Classroom: Educator Use of Psychological Interventions Online 2020

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 7/20/2020 to 7/24/2020

There is a critical link between mental health interventions and school performance. Psychological interventions have helped many students outside the classroom, but in-school applications are even more compelling. Most important, the principles and methods of effective psychological interventions can be independently applied by teachers to improve student performance in the classroom. Therefore, understanding various types of treatments and how teachers can apply these techniques in educating students is crucial for meeting the needs of our children.

In this course, educators will learn effective psychological interventions and how to construct, integrate and implement aspects of them in the classroom, in order to enhance student learning and performance. Educators will learn about the critical relationship between mental health interventions and school performance, and how to apply these methods in order to maximize student performance and improve classroom management. Participants will learn a wide range of psycho-therapeutic and behavioral techniques, with a primary focus on the most effective evidence-based interventions, such as cognitive behavior therapy and positive psychology. Educators will learn how to extend these methods to their work with individual students in the classroom and with entire classes. Educators will learn how to apply these interventions in order to maximize student performance and improve classroom management. The course will involve lecture, discussion and workshop approaches. Readings and video materials will be presented.

This class will meet for five mornings, from 8:30-10:30am. Participants will be expected to complete approximately three hours of outside work outside of those hours. All self-paced activities can be done at any time before the week of course or during the week of the course. Additionally, some of the self-paced activities for this course can be done after the course week, but prior to paper submission.

15. STI - 5439 - Exploring the Professional Shelf: DIY Literacy Summer 2020

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 7/20/2020 to 7/24/2020

The authors of DIY Literacy, Kate Roberts and Maggie Beatie Roberts, support using teacher-made literacy tools in the classroom. They write, "Teaching tools create an impact on students' learning. They help students hold onto our teaching and become changed by the work in the classroom." DIY Literacy refers to making literacy tools instead of buying them. This allows teachers to create materials that are specific to their students' needs and learning goals. In this course, teachers will have the opportunity to explore, research, and create literacy resources to enhance reading instruction. Teachers will explore DIY Literacy: Teaching Tools for Differentiation, Rigor, and Independence in depth and access Kate Roberts and Maggie Beatie Roberts through their video series. During the course, participants will create their own literacy resources, including anchor charts, student bookmarks, shared reading text, and games. Through collaboration and discussion, teachers will add valuable resources to their reading instruction.
This course will provide teachers with the pedagogical framework necessary to design and implement authentic, problem-based units of study delivered in a style that fosters student, choice, autonomy, and 21st century learning skills. Staff will create real-world relevant tasks for students to apply content knowledge in open-ended and empowering ways. They will also integrate the structures and strategies of the instructional philosophy known as the Learner Active Technology Infused (LATI) Classroom into their teaching environment.
Don't dread teaching fraction concepts and skills to your students! Join us as we learn engaging activities that teach the fraction standards and allow your students to have fun at the same time! We will share and practice strategies that involve games and manipulatives to make fractions fun again that you can use immediately!

18. STI - 5450 -Visually Engaging Students in Critical Thinking Skills and Literacy Skills using Storyboards

Program: Scarsdale Teachers Institute

Audience: K-12 Edgemont

Dates: 7/21/2020 to 7/22/2020

Storyboards are visual organizers which elicit critical thinking skills in design, organization, and creativity. It takes a lot of time to write and format a storyboard. A storyboard also forces the creator, as the designer, to think about the structure and flow of their graphics and text. Why are they designing it this way? Is there a better way to present the information? In this course, teachers will learn how to create storyboards as an instructional tool as well as write lessons/unit where storyboarding enhances new or existing student activities using the 4 Cs model of 21st century learning.

19. STI - 5475 - Civic Science: Inquiry to Action with CELF

Program: Scarsdale Teachers Institute

Dates: 7/21/2020 to 7/30/2020

New
This 6-day (15 hour) online institute will enhance participants' understanding of project-based learning and place-based education, principles and practices within the context of your school community modeling CELF's Inquiry to Action Framework.

Learn how to engage your students as environment health researchers, to collect and analyze air quality data to understand the connections to human behaviors, develop prevention and remediation plans for their communities, and share their findings with peers and policy.

Daily Schedule and Themes:
July 21: Inquiry and Place
July 22: Data Collection and Analysis
July 23: Collaboration and Innovation
July 28: Empowering Student Action
July 29: Environmental Health and Community
July 30: Environmental Justice
Join me as I showcase three lessons that infuse art into the math classroom. Students learn how shapes play a role in artistic design and apply mathematical concepts while creating their own interpretations of works by Kandinsky (area of circles), Klee (fractions), and Mondrian (area and perimeter of quadrilaterals). Student work will be showcased.

21. ST@C: Personal Financial Planning During the COVID-19 Crisis

Program: ST@C

Audience: All

Dates: 7/22/2020

New
ST@C: Personal Financial Planning During the COVID-19 Crisis Publish Setting: Publish Date of Workshop: 7/22/2020 Start Time: 2:00:00 PM Instructor: undefined Your ability to effectively manage cashflows, limit risk exposures and adapt to the ever-changing economic environment directly impacts your future financial well-being. In this webinar, we'll examine personal financial planning strategies and proactive mindsets that will help you navigate the unique economic stressors and uncertainly caused by COVID-19. Additionally, we'll look at how to leverage CARES Act relief. Harry Starn, Jr. is a Senior Instructor at the Leeds School of Business, University of Colorado Boulder and serves as the Director of the Personal Financial Planner Program. He holds industry certifications as a Certified Financial Planner (CFP®) and Chartered Financial Analyst (CFA). He served on the CFP Board's Council on Education from 2012-2015 and co-authored the 11th Edition of "Practicing Financial Planning for Professionals."
Participants will experience my 'mathemagical' learning wonderland where a culture of purpose, caring, and fun is the norm. Simple to implement strategies will be provided to start a revolution of positive change where even the most reluctant learners experience the joys, creativity, and the belief of themselves as mathematicians.
If you're frustrated because students seem like they understand what you teach them until you see their test scores, then you'll love using problems with open middles. Come learn how to implement problems that will clearly show what your kids know, help them become problem solvers, and have them begging for more.

24. STI - 5465 - Museums as Virtual Resources: Global Connections at the Met, Session 3

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 7/27/2020 to 7/29/2020

With their doors temporarily closed museum educators and curators have created superb online resources to engage their audiences at home and in eLearning settings. Museum home pages now read "Experience the Museum from Home (or school)" and they provide many ways to make virtual connections. This course will provide the opportunity to explore, individually and as a group, the breadth and depth of the virtual content that can easily be shared with your students (on Zoom shared screens or in a classroom) and integrated into your lessons-everything from virtual tours of the galleries, to interactive art-making lessons, podcasts, and family activities (invite yours to participate!)

This course will be offered over a three-week period, with the option of earning one to three credits. Participants can decide if they prefer a 3 or 4-day week, which would entail 3-4 hours of work per day, with the work being divided into a 30-45 minute group Zoom meeting in the morning to review website options, 2 hours of independent work (doing hands-on activities, taking virtual tours, designing lessons, viewing podcasts etc.) and another group Zoom meeting in the afternoon to share ideas about using the website content in your classrooms.

Global Connections at the MET will explore the educational resources available for teaching history and culture through their extensive collections of art and artifacts in the African, Oceanic, Egyptian, Asian, Islamic, European, and American collections. Teachers will have the opportunity to design lessons that encompass a diversity of ethnic and cultural characteristics and will examine works of art through the lenses of race, class, and gender. Morning classes will begin with an overview of the highlights of the various collections and links to online educational content for individual exploration.

25. STI - 5471 - Exploring the Professional Shelf: The History of Protest

Program: Scarsdale Teachers Institute

Audience: Scarsdale High School Social Studies

Dates: 7/27/2020 to 8/17/2020

New
This course examines the rich tradition of protest literature in the United States from the American Revolution to the present. The primary focus is on three enduring strands of protest: civil rights (beginning with antislavery); women's rights; and workers' rights. Using a broad definition of protest literature, it pays particular attention to the cultural production and consumption of dissent as a powerful voice of both individuals and movements. Throughout this course, Social Studies teachers will examine a wide range of print, visual, and oral forms of dissent, and explore how various expressions of dissent function as political, ideological, rhetorical, aesthetic, and performative texts within specific contexts.


This course is a blend of synchronous online zoom sessions and asynchronous seminar videos and readings.
Dr. Stauffer's readings are available through the Gilder Lehrman Program for an additional fee of $40. The first two synchronous sessions for this class will be July 27 and August 17, with the remaining sessions to be determined by the group.

This course will provide teachers with the pedagogical framework necessary to design and implement authentic, problem-based units of study delivered in a style that fosters student, choice, autonomy, and 21st century learning skills. Staff will create real-world relevant tasks for students to apply content knowledge in open-ended and empowering ways. They will also integrate the structures and strategies of the instructional philosophy known as the Learner Active Technology Infused (LATI) Classroom into their teaching environment.

https://zoom.us/j/98261476569?pwd=ODhLZ2RoenNJSm1RblZjME9FZGFHdz09
This beginning of a new school year will be all new, for everyone! Let's come together and look at challenges, opportunities, and strategies as we work to meet the needs of each and every student as well as supporting families and communities.

28. STI - 5451 - K-12 Integrated Unit Design

Program: Scarsdale Teachers Institute

Audience: K-12 Edgemont

Dates: 7/28/2020 to 7/29/2020

This course is a work session in which teachers will create new integrated units or upgrade current units of study to fit the 21st Century classroom. The goal is to facilitate changes in the way both content and skills are being delivered to enable students to become autonomous learners. It will also allow for teacher work time where they can evaluate ways in which they can increase their own productivity by using technology for communication and collaboration. Teachers will evaluate current technology use in their classroom explore how to incorporate technology effectively into their teaching to promote student learning and increase engagement.
Many challenges lie ahead as we approach the start of a new school year. Join us as we look at ways to support mental health for teachers and students in these unprecedented times.

30. STI 5461 - Teacher as Reader: Social Studies

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 7/30/2020 to 12/17/2020

This class will be a deep dive into different books related to history. Below are the titles and authors of the books we will consider reading. Each session we will spend the first hour of the class discussing the book and in the second hour our discussion will turn to ways of incorporating it into your curriculum. The first book will be chosen through an email to all participants that have signed up for the course by the end of June.

Why the West Rules for Now: The Patterns of History, and What They Reveal About the Future- Ian Morris (2010);

The Human Web: A Bird's Eye View of World History JR McNeill and William H McNeil (2003);

The Origins of Political Order: From Prehuman to the French Revolution Francis Fukuyama (2011);

Armageddon Averted: The Soviet Collapse 1970-2000 Stephen Kotkin (2001);

Imperial Reckoning: The Untold Story of Britain's Gulag in Kenya Caroline Elkins (2005);

The Story of American Freedom Eric Foner (Edition 1999);

The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit Thomas J. Sugrue (Edition 2005/2014)

Hitler's American Model: The United States and the Making of Nazi Race Law James Q. Whitman (2017);

The Lavender Scare: The Cold War Persecution of Gays and Lesbians in the Federal Government David K. Johnson

31. STI - 5431 - Tablet to Tablet: Playful Books and Toys, Online Edition

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/3/2020 to 8/7/2020

Interactive playful book forms and manipulative toys can be an engaging way to connect and integrate the arts from K to 12th grades across the curriculum.

This 5 day workshop will include objects that kids want to make and touch: magic cubes for study guides or sequence study, historical toys like Jacob's ladders, and optical illusion and movement flip books and other optical film toys. In addition to a pop-up workshop, a longer multi box in book form will allow personal artistic investigation on a theme of your choice allowing connection to your curricular needs and a meaningful sample for your classroom.

This online class will be a mixture of mini demos, interactions through sharing and critiques, and work time.

Participants who sign up by June 19 will receive a "kit" by mail of basic supplies to use during the course.

This class will meet for 2 zoom sessions each day from 8:00-10:00am and 10:30-11:30am.

Most of the self-paced asynchronous work on finishing of projects can be done at any time during or after the week of the course.

32. STI - 5446 - Introduction to Positive Psychology Online 2020

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/3/2020 to 8/25/2020

Positive psychology, the scientific study of human flourishing, has much to offer educators as we consider best ways to help students attain optimal functioning. Positive education, the application of positive psychology in schools, is essential for student well-being and achievement. This course will review principles of positive psychology and will also have participants engage in experiential learning exercises to increase well-being - which will help reinforce key concepts. Specific emphasis will be given to the integration of positive psychology constructs and techniques in the classroom.

Participants will learn key constructs in positive psychology, which have direct application to student well-being and achievement. In addition to examining the work of scholars such as Martin Seligman, Angela Duckworth, Mihaly Csikszentmihalyi and others, participants will engage in hands-on positive psychology activities in order to gain a better understanding of key techniques that could be used with students in the classroom. During the course, participants will engage in positive psychology exercises and have the opportunity to write reflective pieces on their experiences. In-class readings will review some key articles on positive psychology and positive education. All participants will be encouraged to share their ideas and perspectives and will have choice for final project including but not limited to a well thought-out reflection or lesson-plan applying the course material.

This course has two 2 hour synchronous meetings each week (Monday and Thursday 8:30-10:30 AM) for four weeks. Teachers are expected to complete an additional five hours a week of self paced learning via exercises, readings and other resources from the instructor. Many of the self-paced learning activities for this course can be done at any time before or during the month the course is run. Additionally, some of the self-paced activities can be done after the course, but prior to final paper submission.

33. STI - 5472 - Virtual Classrooms, Virtual Adventures, and Digital Escape Rooms

Program: Scarsdale Teachers Institute

Dates: 8/3/2020 to 8/10/2020

New
Virtual Classrooms, constructed with images from the physical classroom and assembled with tools such as Google Slides, provide a unified location for student resources. Virtual Adventures give students an opportunity to complete asynchronous activities and share them with the class, while digital escape rooms are a fun way for students to problem solve and work with others even remotely.

Whether school opens in person, continues online in the fall, or fits into a hybrid model, this class will give teachers the tools to prepare their classrooms for the 2020-2021 school year.

This class will meet for three synchronous sessions, August 3,6, and 10 from 7-9pm.
Teachers will be expected to work on projects between sessions for at least 6 hours total and share their work with the group.

34. STI - 5466 - Museums as Virtual Resources: American Identities through Art, Land, and History 2020 Session 1

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/10/2020 to 8/12/2020

This course will provide the opportunity to explore, individually and as a group, the breadth and depth of the virtual content that can easily be shared with your students (on Zoom shared screens or in a classroom) and integrated into your lessons-everything from virtual tours of the galleries, to interactive art-making lessons, podcasts, and family activities (invite yours to participate!)

This course will be offered over a three-week period, with the option of earning one to three credits. Participants can decide if they prefer a 3 or 4-day week, which would entail 3-4 hours of work per day, with the work being divided into a 30-45 minute group Zoom meeting in the morning to review website options, 2 hours of independent work (doing hands-on activities, taking virtual tours, designing lessons, viewing podcasts etc.) and another group Zoom meeting in the afternoon to share ideas about using the website content in your classrooms.

Museums as Virtual Resources: American Identities through Art, Land, and History will explore educational resources available at a variety of museums in Manhattan that touch on the themes of American identities. Beginning with the American Wing at the Metropolitan Museum of Art participants will explore the evolving sense of American "self," 1700-1900, using visual art. The theme of identity will continue through the week using websites chosen from the Museum of Jewish Heritage, the Museum of the American Indian, the Museum of Chinese in America, the Tenement Museum, and the African Burial Ground. Teachers will have the opportunity to design lessons that encompass a diversity of ethnic and cultural characteristics and will examine works of art through the lenses of race, class, and gender. Morning classes will begin with an overview of the highlights of the various collections and links to online educational content for individual exploration.

35. STI - 5452 - K-6 Instructional Technology Software - Edgemont

Program: Scarsdale Teachers Institute

Audience: K-6 Edgemont

Dates: 8/10/2020 to 8/11/2020

This course will provide an overview of K-6 instructional software including but not limited to: Lexia, Raz Kids, IXL, Reflex Math, BrainPop, and Mystery Science. You will have a chance to explore the program, set up classes, view reports, and learn about instructional integration strategies for these tools. Participants will create integrated lessons/units with grade appropropriate instructional technology software.

36. STI - 5467 - Museums as Virtual Resources: American Identities through Art, Land, and History 2020 Session 2

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/17/2020 to 8/19/2020

This course will provide the opportunity to explore, individually and as a group, the breadth and depth of the virtual content that can easily be shared with your students (on Zoom shared screens or in a classroom) and integrated into your lessons-everything from virtual tours of the galleries, to interactive art-making lessons, podcasts, and family activities (invite yours to participate!)

This course will be offered over a three-week period, with the option of earning one to three credits. Participants can decide if they prefer a 3 or 4-day week, which would entail 3-4 hours of work per day, with the work being divided into a 30-45 minute group Zoom meeting in the morning to review website options, 2 hours of independent work (doing hands-on activities, taking virtual tours, designing lessons, viewing podcasts etc.) and another group Zoom meeting in the afternoon to share ideas about using the website content in your classrooms.

Museums as Virtual Resources: American Identities through Art, Land, and History will explore educational resources available at a variety of museums in Manhattan that touch on the themes of American identities. Beginning with the American Wing at the Metropolitan Museum of Art participants will explore the evolving sense of American "self," 1700-1900, using visual art. The theme of identity will continue through the week using websites chosen from the Museum of Jewish Heritage, the Museum of the American Indian, the Museum of Chinese in America, the Tenement Museum, and the African Burial Ground. Teachers will have the opportunity to design lessons that encompass a diversity of ethnic and cultural characteristics and will examine works of art through the lenses of race, class, and gender. Morning classes will begin with an overview of the highlights of the various collections and links to online educational content for individual exploration.

37. STI - 5440 - Unit Planning through Understanding by Design

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/17/2020 to 8/21/2020

Understanding by Design is a framework for improving student achievement that helps teachers clarify learning goals, devise assessments that reveal student understanding, and craft effective and engaging learning activities. Developed by renowned educators Grant Wiggins and Jay McTighe, this method of curriculum development reflects a process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments have been produced. Unit planning using backward design provides teachers with a sense of direction and organization that helps the class to achieve significant academic gains within a particular time period.

This course will provide teachers with a common framework to better collaborate in building meaningful curriculum. Participants will read current research on backwards design and unit planning, including excerpts from Wiggins and McTighe's book Understanding by Design. Teachers will identify the broader "understandings" students should gain and craft unit plans that achieve these outcomes. Teachers will design appropriate assessments that evaluate desired learning outcomes and learn how to create daily teaching points to support their unit plans. Opportunities to stimulate student interest through lessons that are creative and relevant will be emphasized.

38. STI - 5468 - Museums as Virtual Resources: American Identities through Art, Land, and History 2020 Session 3

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/24/2020 to 8/26/2020

This course will provide the opportunity to explore, individually and as a group, the breadth and depth of the virtual content that can easily be shared with your students (on Zoom shared screens or in a classroom) and integrated into your lessons-everything from virtual tours of the galleries, to interactive art-making lessons, podcasts, and family activities (invite yours to participate!)

This course will be offered over a three-week period, with the option of earning one to three credits. Participants can decide if they prefer a 3 or 4-day week, which would entail 3-4 hours of work per day, with the work being divided into a 30-45 minute group Zoom meeting in the morning to review website options, 2 hours of independent work (doing hands-on activities, taking virtual tours, designing lessons, viewing podcasts etc.) and another group Zoom meeting in the afternoon to share ideas about using the website content in your classrooms.

Museums as Virtual Resources: American Identities through Art, Land, and History will explore educational resources available at a variety of museums in Manhattan that touch on the themes of American identities. Beginning with the American Wing at the Metropolitan Museum of Art participants will explore the evolving sense of American "self," 1700-1900, using visual art. The theme of identity will continue through the week using websites chosen from the Museum of Jewish Heritage, the Museum of the American Indian, the Museum of Chinese in America, the Tenement Museum, and the African Burial Ground. Teachers will have the opportunity to design lessons that encompass a diversity of ethnic and cultural characteristics and will examine works of art through the lenses of race, class, and gender. Morning classes will begin with an overview of the highlights of the various collections and links to online educational content for individual exploration.

39. STI - 5437 - Tell a Story with your iPad

Program: Scarsdale Teachers Institute

Audience: K-12

Dates: 8/24/2020 to 8/25/2020

The iPad is one of the most robust content creating devices ever created. At your finger tips is a camera, video camera, photo editor, video editor, and connection to the internet. You can shoot, edit, and share your story all from this single device. Participants will learn how to use a few apps to tell polished stories and share them with their communities. Apps such as Adobe Voice and Tellagami engage students and parents alike and do more than a static poster. Putting students in new settings using a green screen, filming, and uploading to YouTube are all functions of storytelling that can be accomplished on an iPad. Augmented reality brings the paper bulletin board to life by playing your media rich stories off any piece of paper with no more than an app on your iPad. In this weekend course, participants will bring their iPad and learn how to improve storytelling to the next level from start to finish using the latest App technologies.