Throughout history, how we cook, farm, eat, and practice tradition has been shaped by gender. In this course, we will explore the intersection of food and gender in cultures past and present, and reflect on the role gender plays in our own food stories. We'll explore questions such as: how does food enforce gender roles and how can food act as a tool to challenge conventional gender dynamics. By investigating these questions, we'll gain insight into how food shapes societies' values and heighten our understanding of how gender functions in our own lives and classrooms.

Participants can take the course for one credit (one week) or two credits (two weeks). Each week will include both synchronous and asynchronous work and allow for flexible scheduling. The course will include a mix of guest speakers, curated readings, videos, podcasts, and of course virtual cooking demos and lessons. along with synchronous time for conversation and instruction. Some sessions will be live-streamed and recorded so that they can be watched live or revisited and/or watched at a later time. Teachers throughout the lessons will use the new information gathered throughout the week to create lessons plans for their classroom.

There is a $10 materials fee for this class.

This fun workshop will not only up your own stage presence game but also help you pass along the techniques of posture, body language, facial expressions, vocal variety, and more to your students. This St@C also compliments the "Live from the Pandemic" STI.

Rebecca Young, Associate Principal Violist of the New York Philharmonic, performs.

This course examines the impact of a political decision making process that transforms the Grand Central neighborhood with consequences for the city in the nation. Teachers will research primary source documents as they track the monumental shifts that occurred over the last century in transportation, technology, sociology, science, art, architecture and economics in the Grand Central area and beyond.

Through multimedia resources including documentary film, photographs, books, primary source documents, internet resources, a guided walking tour and discussion, participants will examine the Grand Central neighborhood as a study of change over the last century. Instruction will model the case study approach to facilitate integration of an event into enriching and meaningful lessons for students in technology, science, math, art, architecture, sociology and economics. Highlighted in the walking tour will be Grand Central Terminal, The Chrysler Building, Lincoln Center, the NY Public Library and the Daily News Building, along with the East 42nd St. area. The course will focus on attributes of the Beaux-Arts, Art Deco and Neo-Gothic architecture styles as they are featured in these buildings. The historical time frame in which each style was en-vogue in America will also be emphasized.

The views and values of so many of our students were forged in the traditions of the world's great religions. In this course, we will explore these traditions through the lens of cinema. Each week, we will focus on a fiction film that represents key aspects of Buddhism, Judaism, Hinduism, Christianity, Islam, or Indigenous belief systems. Participants will be able to watch the entire film on their own, available on Google Drive as an mp4 file, and bring their observations to an interactive Zoom discussion led by SUNY Professor Bill Costanzo, who will provide background and use selected scenes as entry points. Course Requirement: A reflection paper of the films viewed and how they can be incorporated into the classroom.

In this hands on course, you will make a variety of handmade books either to use as teaching tools in your classroom or to use as project based assignments that your students can create themselves with your guidance. We will discuss the history of each bookmaking technique while you learn the necessary skills needed to create each book.

Guest bookmaking artists, Karin Reetz and Mary Dee Merrell, of Let's Make Books, will join us to discuss and demonstrate how to make beautiful and functional books to enjoy in the classroom. After studying hand bookbinding at The Center for Book Arts, they have developed a series of book styles that are both easy and fun to make, as well as practical to use. The books they teach are adaptable to many different purposes: journals, notebooks and photo albums, as well as art books and gifts.

By using materials from all over the world, as well as tools and techniques from many cultures, they will expand your understanding of all cultures through this wonderful art form.

A prepackaged supply bag will be made available for pick up before the course begins. This supply bag will be an extra fee for materials that you will get to keep.

Participants can either create a lesson plan based on one of the books they learned how to make or they will submit a reflection paper about how they would like to use the what they've learned in a future situation.

There is a $30 materials fee required for this course and can be added to the tuition payment.

Thinking like an economist is the best way to make optimal decisions under the time and resource constraints teachers face each day. Learning and applying the concepts of opportunity cost and marginal decision-making will help teachers make the best curricular and pedagogical decisions for their students, as well as the best preparatory decisions for themselves. Learning to think in terms of opportunity cost-that the price of one course of action is the value of the foregone alternative-will help teachers make such decisions in a repeatable, rigorous fashion that will benefit both them and their students. Making decisions in such a fashion is the only way to reliably make optimal decisions for our students given finite resources, and studying the tenets of economics will allow teachers to develop the habits of mind necessary to do so.
Participants will engage in a series of lively discussions, activities, and problem-solving scenarios designed to develop their understanding of the "greatest hits" of microeconomics, including lessons on opportunity cost, prospect theory, heuristics, and biases. By the course's conclusion, participants will be ready to tackle problems inside and outside of the classroom with an entirely new toolkit! Course Requirements: At the conclusion of the course, participants will either (1) write a reflection paper explaining how they plan to apply the lessons of microeconomics to their pedagogy, or (2) submit a lesson that develops similar skills in their students to improve executive functioning. The course will include short weekly readings.

This course is consistent with the Guidelines 2015 for Emergency Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. If participants wish, the use of the Automatic External Defibrillator can be taught. CPR for Professional Rescuers will be given as a new certification, nine to twelve hours, depending on the amount of time needed for completion. Recertification requires seven to nine hours, depending on participant proficiency with new skills and familiarity with CPR.

This course will introduce participants to the Middle School Challenge Course. Participants will have the opportunity to hone their group interaction skills, develop problem solving skills, and stretch their physical abilities individually and with their colleagues. This workshop will model appropriate leadership styles and group dynamics. Participants will engage in physical activities that are designed to enhance collaborative problem solving; decision making and goal setting skills; and debriefing and questioning techniques. It will allow participants to identify professional and personal applications of what is learned and "transfer" that knowledge to the classroom setting. This class will give participants the opportunity to enhance self esteem by giving them a chance to stretch beyond perceived strengths and weaknesses. Course Requirements: Teachers will be keeping a journal throughout their experience and hand in a paper reflecting on their personal/professional thoughts during the class and applications to their classrooms

This course is a work session in which teachers will create new units or upgrade current units of study to fit the hybrid learning environment. 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 and explore how to incorporate technology effectively into hybrid learning to increase engagement and productivity using the SAMR model and International Society for Technology in Education (ISTE) standards. The SAMR model provides a technique for moving through degrees of technology adoption to find meaningful uses of technology in teaching. SAMR is an acronym for Substitution, Augmentation, Modification, and Redefinition.

Participants will learn about both the SAMR model and ISTE standards. The model and standards provide concrete examples of how to develop 21st century learning experiences that build autonomy among their students.
Participants will take current units of study or create new units with usable work samples/instructional materials that can be used in the hybrid learning environment. They will also create a lesson or unit plan write up. This course can be taken for either 1, 2, or 3 credits. It will be adjusted if not taken for the full three credits.

This course which connects the visual arts to academic subjects will provide guided instruction on making collages using inspiration from children's book illustrators, and source material from books. Hands-on art experiences with simple often recycled materials and literary cues will be diverse experiences that can be shared onward in person or online. Collage is a rather non-threatening art form for the "non-artist" and can be created with simple materials making it classroom friendly, quick and applicable in so many ways to most any educational experience. In this workshop, we'll learn to make a few big simple books in which to try different collage ideas. We'll take inspiration for these works from some great children's book artists like Antje Damm, Ezra Jack Keats, Leo Lionni, Christian Robinson and Eric Carle who use collage to make and illustrate their books. Many of these books are inclusive and expressive making them particularly relevant as resource and inspiration. We'll use Matisse's Red Room as another visual prompt to make a collage and lastly a sculptural piece and from old books. A packet of materials will be sent to participants before the course. There is a 10 materials fee for this course payable to the STI. It can be added to the tuition payment. Teachers will produce all the projects based on these sources but will finalize a plan to use some facet, theme or project for their classroom use.

Interactive playful book forms and manipulative toys are an engaging way to connect and integrate the arts across the curriculum. These toys and playful books are often a way to weave content and form together that helps improve attention to both. This workshop will include making lots of books and objects that kids want to make and touch. These interactive compelling forms can often have visual and textual information added on as well thus allowing for many thoughtful applications of information and idea development. This workshop will include making lots of books and objects that kids are eager to create and interact with. This tablet class's focus will be on woven continuous and interchanging forms such as jacob's ladders, infinity blocks, and math related flexagons and mobius strip structures. Most of the objects created will move and change allowing lots of different applications of content and ideas. Teachers will be guided step by step through creation of models and have time to make them singular to their class needs. A packet of materials will be sent to participants before the course. There is a $10 materials fee for this course and can it can be added to the tuition payment. Course Requirements: Teachers will make all models and choose one to ready for classroom use-lesson plan and example

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 Requirements: As a culminating project, teachers will develop integrated technology learning activities/units which will be turned in shortly after the conclusion of the course.

Ensuring that all students develop high levels of literacy requires teachers to make a concerted, coordinated effort to improve students' proficiency as readers, writers, and critical and creative thinkers. As the Scarsdale district continues to review and improve reading instruction and assessment, teachers will benefit from engaging with researchers in the field and discussing the teaching of reading and writing with their colleagues. The Reading and Writing Project of Teachers College at Columbia University has been a think tank in the area of literacy for twenty-five years, developing state of the art teaching methods and offering professional development in using these methods.

Through this course, participants will combine information from researchers at Teachers College Reading and Writing Project with discussion with colleagues to tailor best practices to the needs of their students. The participants will attend Teachers College Reading and Writing Project Summer Seminar, where they will have the opportunity to choose from literacy-based workshops, including argumentative writing, aligning instruction to the Common Core Standards, utilizing performance based-assessments, guided reading, nonfiction through text sets, and many more.
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All TC Institutes are listed below and are from 11am - 5 pm online.
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These are the weeks and titles of the institutes that will be running:

Grades K-9 Writing Institutes July 12 - 16; August 2 - 6 from 11am-5pm

Grades K-9 Reading institutes June 28 - July 2; July 19 - July 23, August 9 - 13

Phonics Institute K-2 August 16 - 20

Equity Institute: Advancing Racial Equity in Education - Black History is American History grades K-9 July 5 - 7

Teaching Writing in High School Grades 9-12, July 26 -29