Teaching Styles

Instructor: Liz Brenner 3-in-service credits 45 hours Course Description: “Nearpod is an online tool that allows you to add interactive elements to your PowerPoint slides and pre-recorded lecture videos. You can design gamified learning resources for students to engage with at any time. Use Nearpod as a low-stakes formative assessment tool to offer students real-time feedback into their understanding of content. The tool works great for face-to-face, online, and hybrid classrooms.“ (Nearpod)

Course Description: The Covid-19 Pandemic changed the world of education.  Yes, it brought unprecedented challenges, but it also revealed the importance of quality classroom instruction and illuminated the limitless efforts of teachers.  We had to adapt, we had to learn new teaching methods, we had to reconstruct our classrooms while, at the same time, care for our loved ones and fear for our safety and that of our students.  Fully remote learning, hybrid instruction, Google’s stamp on academia, heightened sensitivity to germs and coughs and sneezes and unwashed hands were some of the challenges we faced.  Through all of this and more, we prevailed because it’s our job.  We are educators, we are role models, and we are leaders.  And so, as the demands and expectations of education have changed, so have our teaching methods. Teachers enrolled in this course will explore various post-pandemic educational changes and proven strategies and techniques aimed at providing a safe, productive, enriching classroom experience for the students we teach. Applicable to teachers of all subjects/grade levels. 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.

Course #L1016 An increasing number of special education students are receiving instruction in the general education classroom, k-12th grades. This course offers definitions, information on diagnoses, observable traits and instructional/behavioral strategies to support each learner. You’ll be better prepared to handle the most frustrating aspects of teaching a child with a learning difference, more prepared to maximize each student’s strengths, better equipped to meet the multitude of challenges ahead and manage change in education. Suitable all eductors K – 12. ON-LINE (3 Credits / 45 hours) in-service credit only  

Course Description: This course offers a synopsis of the difference between a fixed mindset and a growth mindset, specifically as it relates to teaching. Educators will first discuss the meaning of both. This course will then not only explain the importance of having a growth mindset, but it also gives strategies on how to institute a growth mindset within your classroom. Teachers will be provided with strategies to move your students forward with a positive growth mindset. This course deals with the main message being that “anyone can learn anything with enough hard work and practice”. Growth Mindset is the tool to inevitably improving student learning.  This is a must for educators levels K-12. ON-LINE (3 credits/45 hours) in-service credit only Instructor: Kim Kittredge kkittredgeliips@gmail.com

Course #L1023 In this course teachers will learn how to create a POSITIVE BEHAVIOR INTERVENTION PLAN for specific students as well as the classroom as a whole, ensuring success for their students. There are many ways to define or explain the concept of POSITIVE BEHAVIOR INTERVENTION. Some of the most common ways include: The application of behavior analysis and systems change perspectives within the context of person-centered values to the intensely social problems created by behaviors such as self-injury, aggression, property destruction, pica, defiance, and disruption A dynamic, problem-solving process involving goal identification, information gathering, hypothesis development, support plan design, implementation, and monitoring An approach that blends values about the rights of people with disabilities with a practical science about how learning and behavior change occur A comprehensive Positive Behavior Support Plan includes a range of intervention strategies that are designed to prevent the problem behavior while teaching socially appropriate alternative behaviors. The goal is an enhanced quality of life for individuals involved and their support providers in a variety of settings. In this course teachers will learn how to create a POSITIVE BEHAVIOR INTERVENTION PLAN for specific students as well as the classroom as a whole, ensuring success for their students. ON-LINE (3 Credits / 45 hours) in-service credit only  

√1029 Concern is growing for students that are being regarded as “at risk,” “disadvantaged,” and “resistant.” This course offering brings current research to teach about the dynamics that fuel resistance within your classroom. How can you make learning achievable to all students? The course gives a full dialogue discussing resistance, strategies for preventing resistance, how to connect with a challenging student, how to solve discipline problems, managing different personality types, Oppositional Defiance Disorder (ODD), and different ways to communicate the struggle with the students caretaker. The course creates opportunities for teachers to learn new ways to work with this misunderstood energy. ON-LINE (3 Credits / 45 hours) 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

Instructor: Gayle Meinkes-Lumia - gaylelumia@yahoo.com In-Service Course - 3 Credits - 45 Hours Course Description: Comprehending the ways in which students succeed is tantamount to all educators. Knowing the means to drive student mastery is critical. This course is designed to empower educators to reimagine and redesign their classrooms through impactful pedagogy. They will analyze proven strategies of learning and explore a wealth of resources that enable students to put together ideas in new ways and take risks while learning. Participants will learn the ways in which to effectively achieve the core in all subject matters, providing the utmost instruction to all learners. *A must for K-12 educators*

Course #L1036 Course Description: Educators must be resourceful when teaching students; providing just the right amount of support to encourage learning without creating dependence. This course will explore and define instructional strategies, supports, cues and prompting. Scaffolding skills and differentiated instruction will be discussed. At the conclusion of this course, participants will have an understanding of instructional prompts and techniques to use within the classroom to maximize their students’ learning. ON-LINE (3 credits/45 hours) in-service only

Course #L1040 All teachers are teachers of English learners. It is essential for educators to understand second language acquisition and how they can support ELLs in the classroom. This course will provide a brief overview of second language acquisition including language stages, theories, factors affecting acquisition, lesson models, and language objectives. ON-LINE (3 credits/45 hours) in-service only

Instructor: Loren Warman Email: lorenwarman@gmail.com 45 Hours/3 Credits   Course Descriotion: Dr. Barret once said, “Testing gives you a snapshot, portfolios give you a movie.” Go beyond assessment with student digital portfolios. Use technology throughoutgrades K-12 to engage and involve students in their ownlearning journey. Incorporate digital portfolios as an assessment tool that showcases students’ abilities, growth, culture, and personalities that standardized testing cannot capture. Suitable all educators K-12.