Teaching Styles

In-Service Course 3 Credits; 45 Hours Instructor: Valerie Gompers Instructor Email: VGompersLIIPS@Gmail.com This course is designed to equip experienced educators with the knowledge and skills necessary to effectively mentor and support the next generation of teachers entering the profession. Drawing on research-based practices and real -world experiences, participants will learn strategies for building positive mentor-mentee relationships, and techniques for providing effective feedback and guidance.  This course is a must for all educators!

Course Description: Academic Dishonesty. It happens. From the tiny sheet of paper that hides cleverly under a leg, to the blatantly wondering eyes that scan nearby papers, to the seemingly limitless range of possibilities that cell phones bring, cheating has become an art form for some students in this modern era. Yes, if they spent a tenth of that time actually studying there would be no need to cheat, but we all know how far that adage goes. As teachers, we must stay current and adept to evolutionary cheating tactics, we must remain consistent in our punishments, and we must always make it clear that academic honesty is of paramount importance. Teachers enrolled in this course will explore realistic pedagogical methodologies that focus on maintaining and upholding academic honesty and dealing with academic dishonesty if/when it does happen. (3 credits/45 hours) In-Service Credit only

Course Description: As educators, we must remain dynamic and flexible as we navigate the unchartered waters of modern education. Our students have changed and so has life around them. Following a pandemic, online/remote and hybrid learning have become new norms.  Students, regardless of age/grade/level, are faced with new challenges, both academically and socially.  And while we cannot always predict these changes, we must be able to adapt our teaching methods in order to provide our students with the best education possible. Teachers enrolled in this course will explore proven pedagogical strategies focusing on the modernization of education and the flexibility and adaptability teachers must employ. Applicable to teachers of all subjects/grade levels. ON-LINE (3 credits/45 hours) In-Service Credit only

Instructor: Lee Markowitz email: MarkowitzLIIPS@gmail.com
ON-LINE (3 credits/45 hours) In-Service Credit only

Course Description: Adapt and Overcome. It’s the mantra of the Marines, and the life of teachers. In this new day and age, educators must be flexible, willing to change and modify their instruction to meet the needs of their students. The hybrid teaching model presents new challenges we must rise to meet. Teachers enrolled in this course will explore various methods and practices aimed at making the most of a hybrid schedule and providing the best possible instruction for students. Applicable to teachers of all subjects/grade levels. ON-LINE (3 credits/45 hours) In-Service Credit only

Course Description: Application: All subjects/grade levels It isn’t until we dive into the world of teaching when we realize the true importance of effective questioning. It seems like a simple concept: Pose a question, wait for a hand to go up, call on the student, and hope the answer fulfills your expectations. There is, however, a science behind the art of questioning. Teachers must consider question types, variations in difficulty, appropriate wait time, and what to do with received responses (or lack thereof). Teachers enrolled in this course will explore the possibilities, variations, and applications of Bloom’s Taxonomy as well as the varied tactics of operative questioning. Suitable all K-12! ON-LINE (3 credits/45 hours) In-Service Credit only

PDLI9070 (45 HOURS/3 GRADUATE CREDITS) ON-LINE Course Instructor:  Gayle Meinkes-Lumia – gaylelumia@yahoo.com Course Description  From the very moment that we enter the classroom, we create a definitive image of ourselves. First impressions are everything and encapsulate who we are and what students will glean from the course. Our body language, behavior, and diction are indicative of our teaching styles and our expectations of our learners. Educators are actors, putting on five shows a day, 900 shows a year, all which produce transformative learning from students.  Delving deeply into the students’ psyche and learning styles is tantamount for both educators and students today and provides everyone with the opportunity to enhance their learning and make personal connections between their own experiences and those of the curriculum. Successfully incorporating a wealth of social emotional resources as well as delving into the science of learning is crucial and invaluable. In the end, all aspects of learning will be covered. In this course, participants will learn everything there is to know about creating a successful environment that motivates students.  They will explore various resources such as articles, interviews, readings, differentiated learning sites, lesson plans, and links to literary sites.  They will research a variety of sources and decide which ones are engaging and fit into their curriculum.  In addition, teachers will gain student centered ideas, lessons that differentiate, challenging ways to motivate students, current research on pedagogy, various interdisciplinary websites and Socratic seminars and philosophical rounds that take literacy and learning to a new level!  Applicable all Educators and staff K-12.

ON-LINE (3 credits/45 hours) In-service only Instructor:  David Falcone    dfalcone@verizon.net Course Description:  In today's educational environment, teachers at all levels are sharing the same difficulties in best meeting the needs of students. A way to improve instruction, increase student engagement, and lead to success for all children is with a Whole Brain Philosophy. The Whole Brain method holds the belief that students learn the most when they are having fun. Classrooms are very organized but humor and learning games are also an integral part of the instructional approach. As part of this course, participants will learn the steps and levels associated with this type of philosophy. In addition, participants will work on specific ways to incorporate classroom strategies as soon as possible. This course is suitable for all educators, K-12.

The educational field has changed tremendously over the years. In order to keep up with the complex challenges we face in education you may need to tweak your style to become more versed in the field of education. We will cover a broad range of topics such as time management, classroom management, APPR, data collecting, record keeping, observations, administrative personnel, volunteering time, professional presentation and language, professional development, creating “lifelong learners”, adaptive learning, digital literacy, and project based learning. This class will help you “rise to the top” and prove to other teachers, students, parents, and administrators that you have what it takes to make the cut! A must for all educators K – 12! ON-LINE (3credits/45hours) In-service credit only  

The demands and challenges of the 21st century require innovations on the part of teachers, administrators, schools, and communities to fully prepare students for college, career, and beyond. Educators who take on the whole child approach, which aims to ensure that each student is healthy, safe, engaged, supported, and challenged, set the standard for comprehensive, sustainable school improvement and provide students with the opportunity for long-term success. In this course we will discuss the basics of blended learning, strategies for student engagement, various blended learning models, blended assessment, and classroom management strategies for settings. Participants will have the opportunity to review characteristics of Blended Learning while comparing and contrasting their current professional practices. This class is created for any educator or service provider. K-12. ON-LINE (3 Credits / 45 hours) in-service credit only

3 credits/45 hours In service only

Bryan Horrman bhorrmannliips@gmail.com

Course Description:

Have you ever asked yourself, “Which is more important, to have students learn the outcomes of previous reasoning or to have students learn the skills to conduct their own research?” Much of teaching that we do today is outcome based, which has manifested itself in multiple choice exams. While testing is important, there needs to be a balance by teaching students the process by which they arrive at answers. This class will explore the use of active learning inside of your classroom where students can be directly involved in their own education.

Goal of the Course:

The goal of this course to collaborate with other teachers and create a plethora of resources that can be used inside of the classroom. This course will help create a positive environment and encourage students to retain information in an active way.

Learning Outcomes:

All educators have the essential responsibility of incorporating culturally responsive teaching to their everyday instruction. Culturally responsive teaching makes meaningful connections between the academic curriculum and students’ cultures, languages, and life experiences. This course will provide strategies and tips to create and maintain a culturally responsive classroom. This course is intended for all Educators. ON-LINE (3 credits/45 hours) in-service only

PDLI9010 (45 HOURS/3 GRADUATE CREDITS) ON-LINE Instructor: Randi Miller rmillerliips@gmail.com Course Description: Traumatic experiences come in many forms ranging from one-time events (like the current pandemic) to experiences that are prolonged and recurring. To date, approximately 50% of the nation’s children and adolescents have experienced at least one or more types of serious childhood trauma.  The effects of these traumatic experiences impact how students focus, attend, learn, form relationships and behave in the classroom. Trauma informed interventions focus on building relationships, routines, choice-making and self-regulation skills. This course has been developed to provide all educators with content knowledge on the types and biology of trauma, ACES, and best practices in trauma-informed behavior and classroom management strategies. The course will provide participants with the knowledge and tools they need to create a safe, supportive learning environment for all students. A timely course given the current public health crisis and school shut down. A good opportunity to be prepared to meet the needs of staff and students when school re-opens.  Applicable all Educators and Staff K - 12.

In March of 2020, educators entered the “unchartered waters” of remote instruction quickly adapting curriculum and instruction to virtual classrooms and a variety of online platforms. But what about behavior and classroom management systems? How did classroom routines and reinforcement systems work virtually? As time marched on, educators expressed ongoing challenges with keeping their students actively engaged and behaving appropriately during remote instruction. Educators sought to implement classroom procedures in the virtual classroom and many quickly realized that maintaining attention or compliance remotely is not the same as when you are face to face. This course will provide participants the opportunity to reflect on their current in school behavior and classroom management practices and learn how to extend them to a virtual learning environment. Participants will learn what is considered best practice when managing behavior remotely with a focus on creating systems and plans that are consistent in both learning environments. Participants will plan to pivot seamlessly between in person and remote instruction as needed. Participants will learn all about digital resources designed for behavior and classroom and will consider and make decisions about what may work best for them This course is relevant for all who work in schools with children ages 5-21 in both General and Special Education settings including (but not limited to) classroom and resource room teachers, related service providers (Speech/Language therapist, OT, PT), Special area teachers (e.g. Gym, Art, Music, Health) and all members of PPS (School Psychologists, Guidance Counselors, School Social Workers) and School Administrators. ON-LINE (3 Credits / 45 hours) in-service credit only