* New Course Spring 2022 (3 Credits/45 Hours) In Service Credits only Instructor: Allison Elfreth Email: AElfrethliips@gmail.com Course Description: UDL, or universal design for learning, is a framework for teaching geared toward accommodating the needs and abilities of all learners. Using UDL, the learning goals are the same for all students while the teacher provides different ways for these goals to be achieved.  UDL is not the same as differentiated instruction, as UDL proactively aims to provide options that makes the lesson accessible to all learners, differentiated instruction is a reactive process in which adjustments are made based on the individual’s needs.  UDL is meant to remove the barriers to learning and encourage students to self-differentiate by choosing the best path for themselves.  We will explore

*New Course Spring 2022 (3 credits/45 hours) in-service credit only Instructor: Allison Elfreth Email: AElfrethliips@gmail.com Course Description:  Phenomena has been the new buzz word in education ever since Finland made Phenomena-Based Learning compulsory starting in 2016.  At its core, phenomena-based learning is intended to be a cross-disciplinary form of teaching that enables students to understand the connections between multiple disciplines and how those disciplinary knowledges can be used together to solve problems.  Practically, unless a school culture devotes itself to providing time in the day for students to participate in a multidisciplinary PhenoBL module as done in Finland, phenomena-based learning can and must be done in a given subject area.  Phenomena are simply observable events, and they need not be phenomenal.  The phenomena should have a real-world context which is how we can begin to engage all students.  Similar to project-based learning and problem-based learning, students are expected to work together to ask questions and find solutions to those questions.  We will explore the following

• What is phenomena-based learning?
• What are the qualities of good phenomena?
• A library of phenomena examples
• Using graphs and data in a real-world context as an anchoring phenomena
• How phenomena are related to the Next-Generation Science Standards (NGSS)
• How to use storylines to guide our lessons using anchoring phenomena
• Phenomena based learning and the 5E Model

Instructor: Paige MacLeod Email: PMacLeodLIIPS@gmail.com Description: In the middle of a well-organized and prepared lesson, have you ever realized your students do not have the background knowledge to complete the task or understand the concept? You suddenly find yourself doing a quick Google Image or YouTube search, drawing diagrams on the SmartBoard or scrounging up some sort of visual to help provide that background knowledge, and essentially, fill that gap. We try to anticipate these setbacks and incorporate the background knowledge or skills, but it is impossible to predict them all until you are in the moment. As educators, we are well aware of the basic fact that there are challenges and “gaps” that our ELL students face. These challenges are present despite where the student is in their academic career, or when they entered the American educational system. There is an overwhelming number of inequities, so it is important that we try to pinpoint the most common, detrimental, and even the ones that may be less obvious. Objective: Course participants will have an understanding of the array of systematic and societal challenges of being an ELL and how these challenges contribute to widening the academic gap for them.

Course Description: A new school year comes with new challenges on how to welcome our students back to our rooms and promote positivity.   As educators we need to find ways for our students to feel calm and less stressed, while also helping them to become productive individuals in our classrooms.  This course is designed to assist educators with “welcome back” procedures as well as promoting a well-balanced classroom.  Teachers will learn how to promote effective strategies for positivity and comfort while examining how to maintain a working classroom climate.   A variety of practical and effective techniques for relaxation, behavior and over-all positivity will be shared.    This is a must for all teachers of all disciplines K-12.

  This course discovers the specific things that great teachers do.  What makes them effective?  What are their strategies?  What are their skills, and how do they promote academic excellence?  In this course we will explore the beliefs, behaviors, attitudes, and interactions that form the fabric in the best classrooms and schools.  This course is a must for all educators grades K-12. 3 Credits In service (45 hours)

Schools experience a wide variety of crises that have the potential to harm the mental and physical health, learning environment, and safety of students and educators. A school crisis is any traumatic event that seriously disrupts coping and problem-solving abilities of students and school staff. It is typically sudden, unexpected, dramatic and forceful and may even threaten survival. A crisis can cause a drastic and tragic change to the environment. This change is generally overwhelming and uncontrollable as well as unwanted and frightening. It may create a sense of helplessness, hopelessness, and vulnerability combined with a loss of safety. This course will provide resources, tools, recommendations, and evidence-based practices for incorporating best practices in school mental health into school crisis plans. Different types of crisis will be discussed and strategies will be developed for teachers of all grade levels and subject areas. ON-LINE (3 Credits – 45 hours) In-Service Credit only

(3 credits/45 hours) In service credit only

Instructor:  Jessica Armbruster    Jarmbrusyerliips@gmail.com

Course Despecription:   Incorporating social-emotional learning strategies into your classroom will create a more mindful and emotionally safe environment for your K-12 students. Calming practices such as guided meditations, breathing techniques, yoga for the classroom, and incorporating sensory input will be explored.