Courses in this category are designed to be taken 100% asynchronously- 100% online.
Step Up Your Tech
Earn your Technology PD when and where you want to. This is the PD and NNU offering of the PowerSchool Learning course titled “Step Up Your Tech” 30 points from this online course must be earned for completion. Note: Many of the activities that can be completed require classroom implementation and student work samples to be submitted. (but not all of them.) Incentives and Badges can be earned during this course as well. Please speak to your principal regarding this class counting towards your IPLP requirements.
All D91 teachers are already enrolled in the course. To access your course go to Quick Links in the Unfied Classroom Dashboard and then choose PowerSchool Learning Portal. Please check with your adminstor to see if this will satisfy your IPLP requirments. NNU credit information can be found in the course.
All points must be submitted my May 10, 2018
Important Note: As of September 1st there are no Idaho Colleges or Universities that offer credit for ASCD courses. Here is a list of out of state institutions. Make sure the ASCD course you are taking qualifies for credit at the insititution you choose.
The following courses are delivered by ASCD. If you are interested in one of these courses, please email Pat Gyles. At that point you will get information via email on how to create a ASCD account. Once an account is created, you will be enrolled in the course of your choice.
Differentiated Instruction: An Introduction, 2nd edition. In Differentiated Instruction: An Introduction, you will build a conceptual understanding of the model of differentiated instruction (DI), including the philosophical underpinnings of this model. You will explore characteristics and key elements of differentiated instruction, as well as beliefs that guide the DI model and the five non-negotiables of differentiated instruction: high-quality curriculum, welcoming classroom environment, ongoing assessment, flexible grouping, and respectful tasks.
Differentiated Instruction: Creating an Environment That Supports Learning In Differentiated Instruction: Creating an Environment That Supports Learning, you will gain an understanding of the role that a classroom environment plays in differentiated instruction. Throughout this course, you will explore the key elements of a supportive environment that encourage the implementation of the philosophy of differentiation.
Differentiated Instruction: Teaching with Student Differences in Mind In Differentiated Instruction: Teaching with Student Differences in Mind, you will learn how teachers in a differentiated classroom plan for differentiation for readiness, interest, and learning profile, using multiple instructional strategies. You will also see how many of the components of differentiation previously discussed in this suite of courses come together to ensure solid planning and execution of high-quality differentiation.
Differentiated Instruction: The Curriculum Connection Differentiated Instruction: The Curriculum Connection directly addresses one of five non-negotiables of differentiated instruction: the role of curriculum in designing and delivering high-quality differentiated instruction. In this course, you will explore the attributes of high-quality curriculum and what it means to teach for understanding.
Differentiated Instruction: Using Ongoing Assessment to Inform Instruction In Differentiated Instruction: Using Ongoing Assessment to Inform Instruction, you will learn how teachers in a differentiated classroom plan for ongoing assessment and use information collected from assessments to inform instruction.
Grading Smarter, Not Harder: This course is based on the ASCD book Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn (2014) by Myron Dueck. There are many reasons for educators to consider taking this course. Some districts have taken on grading and assessment changes and this course could help you with specific tools, resources, and research to substantiate and incorporate new methods. Perhaps you want to embark on standards-based grading and need some assistance separating academics and behavior. For others, these learning opportunities may be part of a quest to jump from being a good teacher to a great educator, and this can be a daunting task for anyone. Regardless of your reasons and aspirations for taking this course, this set of readings, videos, assignments, and prompts should be of great value in examining your grading, evaluating assessment, and reporting beliefs and routines. As you start this course, use the journal and other tools to track your questions, concerns, and thoughts. Only when we are reflective and critical in our own learning do we get the most out of any experience.
Effective Questioning for Deeper Learning: Grades 6-12 In this course, Questioning for Classroom Discussion: Grades 6-12, you will embark on a learning journey designed to open up new vistas and offer new insights that you can use with your students to make classroom discussion a manageable process. First, you’ll explore four quality questioning practices that drive productive discussion: Framing a focus question; Promoting equitable participation;Scaffolding student responses to deepen thinking; Creating a culture for thoughtful discussion. Then, you’ll learn the discussion skills that comprise the DNA of meaningful discussion. Typically, students don’t arrive at school prepared to engage in productive discussion, so developing these discussion skills is crucial. You’ll explore research-based skills in three key categories: social, cognitive, and use-of-knowledge. Then, you’ll learn how to decide which skills are most appropriate for your students given their ages and developmental levels and the subject you teach. Using the threefold framework can help you plan disciplined discussions in which students’ skills are intentionally targeted for development.
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