• Learner-Active Technology-Infused Classroom -2019 Session 1 & 2

    Participants will learn to implement the Learner-Active, Technology-Infused Classroom (LATIC) model. Returning teachers will dive deeper into curriculum work with additional Authentic Learning Units, focus on problem-based learning, and begin preparing to become potential turnkey trainers. Emphasis will be on the "why and how" of the strategies and structures that promote rigor, responsibility, and student engagement.

     

    Stress Management II: Building Resilience in Learners

    Instructor- Elizabeth Napp

     

    In Stress Management II, Building Resilience in Learners, participants will examine the internal landscape of the struggling student and how teachers can help learners value themselves, make mistakes, and cultivate resilience in learning. No learner is born with perfect understanding. Learning is always a journey. In Building Resilience, teachers will learn: 1- How stress impacts learning 2- Why unaddressed cognitive distortions often prevent learning 3- How to help students develop adaptive thinking 4- What is resilience in learning 5- How to cultivate resilience in the classroom 6- How to incorporate stress management tools to improve learning 7- How teachers can model more adaptive thinking habits 8- Why a less stressed classroom is best 9- Stressors unique to ELLs 10- Effective Strategies for Helping ELLs develop resilience in the classroom.

     

    Analog Learning in the Digital Age: From Screen Time to People Time

    Instructor- Elizabeth Napp

     

    The digital age provides learners a wealth of opportunities for learning yet students spend lots of time on screens and it is this excess of screen time that is impacting the cultivation of social skills, sleep habits, homework habits, stress and a certain joy that can only be experienced offline. While the Internet is here to stay, it is also important for students to engage in kinesthetic learning, role-playing learning and community-games learning. Before the digital age, teachers were not just chalk and talk teachers. Teachers had game days and make-believe days and role-play days. In Analog Learning in the Digital Age, participants will learn the most engaging, interactive and fun "Old School" learning exercises that can enhance the digital age too. Far too often, students go from screen to screen and yet a child wants an adult's attention probably more than most adults realize. By placing the child in the center of the learning experience and cultivating play in academic learning - off-screen play - teachers can create more joyful and fun classrooms for learning. In particular, for students who are experiencing the stress of a new culture, the stress of poverty, or the stress of academic difficulty, creating joyful classrooms can directly and actively engage the most stressed and seemingly disconnected learner. By recognizing that there are many ways to demonstrate mastery, Analog Learning in the Digital Age, brings some of the offline fun back to learning.

     

    Embedding Avid Strategies in Middle School and High School

    Instructor: Caryn Friedman

     

    An AVID strategy a day keeps student engagement high! This course would allow AVID Elective and AVID EXCEL Teachers in grades 6-12 or any AVID trained content area teachers in grades 6-12 to have the time and space to work collaboratively to embed more AVID strategies into their daily instruction. AVID strategies are reading, writing, organization, collaboration, and inquiry strategies that increase student ownership, engagement, and success. The AVID Elective and AVID EXCEL teachers are split across three buildings and rarely have time to work together, share ideas, and refine the curriculum. This would give them a time and space to do that as well. The AVID trainings are amazing but they are intense, and at times, overwhelming. This would also give participants the time and space to process what they learn at AVID trainings and adapt the strategies for the needs of our students.

     

    S.E.E.D.

    Instructors: Wendy Dale & Imani Bolling

     

    SEED is a national peer-led professional development program that creates conversational communities to drive personal, organizational, and societal change toward greater equity and diversity. We seek to increase awareness of the challenges and advantages of the many kinds of diversity in our lives and their impact on school culture. As educators, it is imperative to be aware of our own biases, to self-monitor our prejudices and to become proactive in our dealings with students in order to promote a culture of understanding and respect. The course is open to all educational professionals who seek to promote equity and achievement in their school setting. Participants will engage in interactive activities and read or view materials relating to gender, race, class, privilege, and other systems of oppression. Literature, music, videos, games and personal stories will be used as the basis for group discussions on these topics. Throughout the seminar, emphasis will be placed on listening closely to different perspectives for an increased understanding of issues related to diversity and education. Difficult topics will be discussed, and participants might not always be in their comfort zone but we will strive for this to be a safe space for all. You will learn some classroom strategies experimentally, but the emphasis of the course will be on self-reflection.

     

    Teaching Science for Understanding in Elementary School

    Instructor: Carmen King

     

    This is a hands-on book study in which participants will read and analyze Teaching Science for Understanding in Elementary and Middle Schools by Wynne Harlen, 2015 in conjunction with the NYSSLS for their grade level. They will use the information to plan and create standards- and inquiry-based hands-on learning experiences for all students, including English Language Learners and students who benefit from Special Education Services.

    Participants will purchase text and read assigned chapters prior to attending class (2 chapters per week.) Teachers will discuss chapters and integrate information gained with information learned about NGSS and use the theory to prepare lessons/experiences/activities to be implemented in the classroom.

     

    Start with Joy: Designing Literacy Instruction for Student Success and Happiness Grades K-8

    Instructor:  Dr. Cunningham

     

    In this 15-hour course, participants will be introduced to a seven-pillar social-emotional framework that bridges literacy learning with strategies for student happiness. Current research will explain why now is the time to intentionally design for the sustainable happiness of students as a fundamental part of the school experience. Participants will learn about the seven-pillar framework (Connection, Choice, Challenge, Play, Story, Discovery, and Movement) as it relates to literacy instruction with an emphasis on supporting emerging bilingual learners. The course will support teachers across the domains of reading, writing, and speaking/listening.

    Each participant will develop an action plan for how to support student literacy:

    -create a Year-at-a-Glance commitment calendar for starting with joy each month of the school year emphasizing one of the pillars in their planning each month

    -create monthly plans to integrate social and emotional learning with existing literacy curriculum (including but not limited to read alouds, writing prompts, visual prompts, conversation starters)

    -create an annotated book list to integrate a range of books, including culturally and linguistically diverse books, into their classroom instruction during the school year

    -create their own five-minute journal for themselves as well as a template for their students based on weekly or daily journaling

    -create a conferring toolkit with conversation starters to start reading and writing conferences with connection and joy

     

     

    Strategies to Spice up Your Curriculum

    Instructor: Nikki Lee

     

    This hands-on and interactive course is open to all teachers who wish to spice up their curriculum with a variety of learning strategies to meet the needs of all learners. These fun and engaging strategies will encourage total participation and allow students to own their learning. Examples of strategies include but are not limited to, a modified version of Ellen DeGeneres' game Heads Up, traditional games (Tic-Tact-Toe and Pictionary), high and low technology activities, etc. Participants will walk away with ready-to-use strategies and activities for immediate use in their classroom.

     

     

    Creating Safe Spaces for LGBT and Non-binary Students - Grades 6-12

    Instructor- Elizabeth Napp

     

    Fifty years since Stonewall, strides have been made in ensuring greater equity for LGBT and non-binary individuals. Yet harassment, bullying and discrimination still occur. In creating safe spaces for LGBT and non-binary youth, participants will learn how microaggressions and direct discrimination impact students as well as how to create safe and inclusive classrooms. The course will specifically focus on LGBT and non-binary students from sixth to twelfth grade.

     

    1- The Language of Gender Identification and Sexual Orientation

    2- The Risk Factors Faced by LGBT and Non-Binary Youth

    3- What are microaggressions and why do they cause so much harm

    4- How to create safe spaces for LGBT and Non-Binary Youth

    5- How to Model Tolerance and Respect for all learners and in particular, LGBT and Non-Binary Youth

     

    For 2020

     

    Creating Trauma Sensitive Schools and Resilient Learners

    Instructor- Cindie Lembo

    Research has shown that every school has students who have experienced some form of childhood trauma such as abuse, neglect, witnessing violence, living in poverty, homelessness, and bullying. These overwhelming experiences can have a life long impact on a child's social, emotional, and physical well-being. Trauma effects brain development and a student's ability to learn and succeed in school. This course will provide educators with the research, tools, and specific next steps to create a school environment where all students feel safe, welcomed, and able to learn and thrive.

     

    Participants will learn: - The research on the prevalence of adverse childhood experiences; The different forms of childhood trauma; How trauma impacts brain development; The impact of trauma on student learning, behavior, and relationships; Strategies for working with students who have experienced trauma; How educators can foster resilience in all students; What a trauma sensitive school looks and feels like