TRANSFORM YOUR CLASSROOM USING PROJECT-BASED LEARNING

Instructor: Jennifer Stamatiades

45 hours, 3 inservice credits                                                   Grades K-12

Dates:  September 30th-November 18th, 2024                                                                   Fee: $150

Time:  September 30th: Google Meet from 4:30 pm-6:30 pm (Synchronous) Course expectations & Unit Overview 

Weekly workload:  participants are expected to log in for 6 hours per week for asynchronous learning and assignments. 

November 18th: Google Meet 4:30-6:30 pm(Synchronous)--Sharing Unit Plans & Reflection 

            Research shows  that Project-Based Learning (PBL) is one of the most effective ways that students learn.  Students perform best when educators foster student choice in their learning and create authentic assessments.  With this in mind, we should make a valiant effort to transform our units to have meaningful benchmarks, assessments and an authentic assessment piece for multiple stakeholders. The best part? We only need to adapt, NOT reinvent. This course is designed to explore the elements of PBL and to utilize backward planning in order to create project based units that prepare students for their future.  Through  current research, online videos, PBL unit planning and professional collaboration among participants, teachers will be able to create highly effective units and turn their classrooms into a collaborative learning environment with an authentic task as a final result.

Participants will explore the following topics: 

• Project Based Learning Basics

• PBL Lesson Planner (Online Planning Tool)

• Authenticity 

• Interest and learning style assessments

• PBL Unit Planning

• Backward Planning

• Establishing trust and a safe space for all students 

• Increasing social/academic interaction 

• Increasing student achievement across all levels 

• Creative ways in getting students ¨hooked¨ 

• Research Based Units

Upon completion of the course,teachers will have: 

• A collection of new and/or enhanced lessons using backward planning of the Next Gen Standards. 

• Research based knowledge of Project Based Learning including analysis of case studies, and how to implement this research into their lessons and unit plans.

• The skills needed in order to create challenging lessons that foster student collaboration, higher order thinking skills, higher level questioning techniques, and a unit of study that encompasses all of the skills learned. 

• Reflected upon lessons to determine the success of each. 

• Multiple PBL unit plans of a real world issue/inquiry and an authentic summative assessment piece created by students. 

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DRIVE STUDENT LEARNING: A FRESH APPROACH TO STUDENT ENGAGEMENT

A BOOK STUDY ON ENGAGEMENT ANT SELF-REGULATION

Instructor:  Kim Turri

45 CTLE hrs; 3 Ins. Credits                                                                 Grades K-12

Dates:  October 9, 2024 - November 20, 2024 Asynchronous                                        Fee: $150

In this course, educators will explore effective strategies to enhance student engagement and foster a

self-driven learning environment. The focus will be on understanding and implementing methods that

empower students to take charge of their educational journey. Through a combination of theoretical

knowledge and practical applications, participants will develop skills to support academic self-assessment,

motivation, deliberate practice, progress monitoring, feedback, and formative practices to boost student

metacognition.

The course will be delivered over a 6-week period, with weekly sessions combining live instruction, peer

collaboration, and independent study. Join us in this transformative learning experience to empower your

students to take ownership of their learning and achieve academic success.

Upon completion of this course, participants will be able to:

• Facilitate academic self-assessment to empower students in evaluating their own progress.

• Analyze the factors contributing to motivation in learning and aspiring to be challenged.

• Explain the principles of deliberate practice to guide students toward mastery through focused effort.

• Design opportunities for learners to monitor their progress and reflect on their development.

• Demonstrate effective feedback techniques and support learners in seeking and utilizing feedback.

• Illustrate how formative practices can enhance student metacognition and self-regulation.

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MASLOW BEFORE BLOOM: Education & Mental Health

                                      Instructor: Melissa Levy

15 CTLE hours: 1 in-service credit                                                                                                     Grades K-12 all areas

Dates: Oct 14 - Dec 6, 2024 Time: Asynchronous                                                   Fee:  $50

In this course, we'll delve into the crucial role of addressing students' basic needs before expecting academic achievement. By exploring Maslow’s Hierarchy of Needs, educators can create a nurturing learning environment that supports students’ emotional and physical well-being. This holistic approach will illuminate the profound impact on student performance while fostering empathy and practical strategies to ensure all students are primed for academic success. Let’s transform your teaching practice and help every student thrive!

Upon completion of this course, participants will be able to: 

• Understand the fundamentals of Maslow's Hierarchy of Needs

• Recognize the importance of addressing students' basic physiological and safety needs before academic expectations.

• Identify the impact of unmet needs on student performance

• Develop empathy and supportive teaching strategies 

• Create a plan for integrating supportive practices

• Evaluate the effectiveness of supportive approaches on student well-being and academic performance.

Meeting Dates:  All work will be asynchronous and posted at two different times - Module 1 and 2 at the start date, and Modules 3 and 4 two weeks later.  Personal Google accounts will be required to access the course. 

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STEM ADVENTURES: BUILDING TOMORROW

   Instructor: Debbie Fitzpatrick

45 CTLE Hours; 3 Inservice credits                                                                                               Grades: K-12

Dates:October 4, 2024-November 27, 2024          Time: Asynchronous                                                           Fee: $150

"STEM Adventures: Building Tomorrow" is an exhilarating course designed to empower educators with dynamic tools and strategies for igniting passion in STEM subjects. Through immersive class discussions and collaborating on hands-on projects, teachers discover innovative ways to inspire students in science, technology, engineering, and mathematics. Emphasizing learning and creativity, "STEM Adventures: Building Tomorrow" equips teachers to cultivate the critical thinking and problem-solving skills essential for tomorrow's innovators. Join me in shaping the future by transforming classrooms into vibrant hubs of discovery and imagination!

Upon completion of this course, teachers will:

• Be equipped with creative teaching strategies and hands-on activities that foster innovation and curiosity among students in STEM subjects.

• Explore and implement the latest technologies and tools in STEM education to enhance teaching effectiveness and student engagement.

• Have cultivated their ability to design challenging STEM projects that encourage critical thinking, collaboration, and perseverance.

• Be empowered to create dynamic learning environments where students are prepared with the skills and mindset needed to succeed in an increasingly technological world.

NOTE: Personal Google accounts will be required to access the course. 

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NEW DATES   USING CANVA TO CREATE CLASSROOM RESOURCES

Instructor: Erica Blasi

45 CTLE  hrs / 3 inservice credits                                         Fee: $150                                                                         Grades K-6

Dates:  Wednesdays, October 16th through December 11th, 2024

Live Mandatory Google Meets on Wednesdays, October 16, October 23 and October 30  Time:  5:30 pm to 7:30 pm                 The remaining 39 hours are asynchronous.

Canva is an app with endless features and capabilities for teachers who like to create their own classroom resources.  If you want to learn how to make exciting, personalized resources for your own classroom , then this is the course for you. This course is designed to empower educators with the skills and knowledge to utilize Canva effectively in the classroom. Participants will learn how to create visually engaging materials, enhance student engagement, and streamline their workflow using Canva’s tools and features.  No prior knowledge of Canva is required, and all levels of experience are welcome!  This is a hybrid make and take course!

Synchronous Learning:  Participants will meet virtually for tutorials and then work on their own to implement what they have learned.   Weekly assignments will be due via Google Classroom.  A personal Google Account is required to access this course.

At the conclusion of this course, participants will be able to:

• Navigate the Canva interface and understand its basic features.

• Create visually appealing classroom materials, including presentations, posters, infographics, videos, and worksheets.

• Customize templates to fit specific educational needs.

• Collaborate with students and colleagues using Canva’s collaborative tools.

• Implement Canva into various aspects of teaching and learning to enhance student engagement and learning outcomes.

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CANCELED        TEACH LIKE A CHAMPION: 

ENHANCING STUDENT ENGAGEMENT IN THE CLASSROOM

Instructor: Jeannette Walsh

3 Inservice credits; 45 CTLE Hours                                                                                       Grades: K-12 

Dates:  October 20, 2024 - December 15, 2024                             Time: Asynchronous                           Fee: $150

Engaging all students in the classroom is a significant challenge that many teachers face. This comprehensive 45-hour asynchronous course, inspired by principles from Doug Lemov's "Teach Like a Champion 3.0," is designed to address this challenge by providing teachers with practical strategies and techniques to ensure that every student is actively involved and invested in their learning. Teachers from all grade levels and subjects will benefit from the course, which prominently features demonstration videos by experts who excel in engaging students, leading to improved academic performance. These videos will showcase real-world examples of effective engagement techniques, directly inspired by Doug Lemov's research and insights, enabling teachers to witness the strategies in action and understand their impact on student performance. 

(Suggested reading: "Teach Like a Champion 3.0" by Doug Lemov, available for $18.50 on Amazon). Participants need a personal Google account to access the course.

At the conclusion of this course, participants will be able to:

• Analyze and improve ineffective teaching practices to increase student engagement.

• Learn and implement diverse engagement strategies such as verbal, action, and written responses.

• Understand the importance of think time, pacing, and effective questioning techniques.

• Develop and facilitate engaging writing and discussion activities.

• Combine multiple engagement strategies to create cohesive and effective lessons.

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TRUST, HUMOR, PRAISE AND CONNECTION

FOR MEANINGFUL RELATIONSHIPS WITH STUDENTS

Instructor: Mildred Mirabile

45 CTLE hrs./ 3 inservice credits.                                                                                                 Grades K-12

Dates: Sept. 30 - Nov. 25, 2024                     Time:  Asynchronous                                            Fee: $150

Educators know the importance of connecting with students. This course focuses on 4 key ideas for making connections and developing relationships: trust, humor, praise, and connection. You’ll work to set intentions for connecting with students using a strategy you’ve not tried! Learn about ways to trust your students to participate in and control their own learning. Explore why your sense of humor is a huge asset to keep your classroom lively and healthy. Finally, you’ll take a look at how you praise your students, and create phrases to make sure your students are getting positive, constructive feedback to improve and develop their skills. This course will renew your confidence in developing relationships that benefit students now and in the future.

In this course, participants will:

• Use prompts about meaningful relationships with students to describe assumptions and insights of

practitioners, researchers and self, including how the information relates to professional education

practice and growth.

• Analyze the research to understand why relationship-building creates successful learning.

• Set an intention to implement a new-to-you strategy for building relationships with students.

• Describe ways to provide learner agency for your students.

• List ideas for incorporating humor in your classroom.

• Create 5 statements of productive praise for use with your students.

This course will be conducted in an asynchronous online setting utilizing Google Classroom as the delivery platform. Participants meet virtually via online communities to discuss and share lessons and strategies.

Personalized meetings will be available via Zoom to help guide you through the process. However, this is

optional! Personal Google accounts will be required to access the course.

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STREET DATA: 

A NEXT GENERATION MODEL FOR EQUITY, PEDAGOGY, AND SCHOOL TRANSFORMATION(Book Study)

Instructor - Beth Read

45 CTLE hrs./ 3 inservice credits                                                                                                                     Grades K-12

Dates: October 7 - December 16, 2024           Time: Asynchronous                               Fee: $150

Radically reimagine our ways of being, learning, and doing.

Education can undergo a profound transformation if we move away from our obsession with big data such as standardized test scores as the ultimate gauge of fairness and learning. Rather than solely focusing on "fixing" and "filling" academic gaps, we should reimagine and reconstruct the educational system starting from the perspective of students―where classrooms, schools, and systems are designed to nurture students’ brilliance, cultural richness, and intellectual potential. Street Data serves as a reminder that what can be measured does not always reflect what is truly valuable, and that data itself can be humanizing, empowering, and therapeutic.

Through an exploration of street data fundamentals―what it entails, how to collect it, and its complementary role alongside other data forms in guiding an educational institution's journey towards equity―Safir and Dugan present a practical framework for transforming schools. Aimed at educators and policymakers, this book:

• Offers fresh ideas and innovative tools to apply immediately

• Provides an asset-based model to help educators look for what’s right in our students and communities instead of seeking what’s wrong

• Explores a different application of data, from its capacity to help us diagnose root causes of inequity, to its potential to transform learning, and its power to reshape adult culture

This course encourages educators to critically examine their methods from an equity-focused viewpoint.  In this book study you will examine your own experiences as well as the students’ and begin to reexamine your teaching practices.  

The book, Street Data, by Shane Safir & Jamila Dugan is available on Amazon.com.

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TEACHING WITH TECHNOLOGY

Instructor: Jennifer Kelly

45 CTLE hrs./ 3 inservice credits                                                                                                             Grades K-12 

Dates: Sept. 26, 2024  - Nov. 21, 2024                    Time: Asynchronous                               Fee: $150                               

Through exploration of different technology tools, teachers will learn how to elevate their use of technology in the classroom as well as modify and adjust previous practice to redesign  lessons and projects for a more tech savvy approach.  Participants will explore creative options for projects for students to showcase what they have learned which embrace the option of student choice.

There will be 5 learning modules, each addressing  a different area  of technology incorporation:

1. Basic Understanding of SAMR

2. Chromebook Hacks and Features

3. Transform Good Lessons to Make Them Great

4. Redefine your Classroom for Greatness

5. AI and Its Use in the Modern Classroom

Participants meet virtually via online communities to discuss and share lessons and strategies. Personal Google accounts will be required to access the course.

Upon completion of this course, participants will be able to: 

• Enhance/transform your content and teaching

• Master new forms of technology to utilize in your classroom

• Develop a collection of lessons and assessments that incorporate technology in new and engaging ways.

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NAVIGATING YOUR POSITION  -  PART 1

Instructor: Selina Durio

30 CTLE hrs./ 2 inservice credits                                                                                           Grades K-12 educators in years 1-6

Dates:    October 9-December 4, 2024

Synchronous meeting dates: 10/9; 10/23; 11/6; 11/20; 12/4          Time: 6:30 - 8:00 pm

SYNCHRONOUS MEETINGS WILL BE VIA ZOOM, not Google Meet.

Fee: Free for OWL Consortium Members(Lindenhurst, North Babylon and Wyandanch; All others $100    

This course is designed to provide a safe space for educators in their first six (6) years of teaching within a school district to examine and evaluate their practices. It will utilize discussion, written responses, and a mentorship approach to typical (and atypical) situations where new instructors find themselves. An array of strategies will be provided to help educators embed coping skills and other positive behaviors into their everyday practice. Private one-to-one mentorship and discussion will be made available upon request.

Participants will explore the following topics:

● Everyday school-setting questions

● Generic workplace agreement situations (non-specific contract issues)

● Overall license/certification issues (NYSED)

● Professional Development

● Social Media - Do’s and Don’ts

● Current Educational Climate and Issues

● Additional topics will be added based on participant needs

This course will be conducted in both synchronous and asynchronous formats. Personal Google accounts will be required to access the course.

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UNDERSTANDING PROCRASTINATION: 

HOW IT IMPACTS ACADEMIC LEARNING AND SOCIAL EMOTIONAL HEALTH

Instructor: Debbie Salitsky

15 CTLE hrs./ 1 inservice credit                                                                                                                               Grades K-12

Dates:  October 28, 2024 - December 9, 2024                                                                                                          Fee: $50

Time: 1.5 Hour Synchronous Date October 28, 2024     7:00-8:30 Mandatory

13.5 Hour Asynchronous Assignments to be completed by December 2, 2024

Procrastination can interfere with student learning creating difficulty initiating tasks to failure to complete assignments on time. Additionally, students may not know how to prioritize important tasks. These behaviors often lead to a decline in grades and an increase in frustration, stress and anxiety. The act of delaying tasks can create a cycle of self-blame and worry about future consequences. This course will assist educators and support staff with providing students healthier habit forming behaviors to minimize procrastination tendencies.

Participants will gain:

• Greater awareness of the negative effects procrastination has on learning and accomplishing academic tasks.

• Greater awareness of the negative consequences procrastination has on emotional well-being thereby increasing the propensity of anxiety, self-blame, shame, and recurring unwarranted chatter.

• Strategies that teachers and support staff can use to assist students with learning more productive coping skills such as diligence, motivation, and time-management.

A personal Google account will be needed to access this course.

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MAKING MEANINGFUL CHANGES TO PROMOTE SCIENCE INQUIRY: TRANSITIONING TO THE NYS SCIENCE LEARNING STANDARDS

Instructor: Christine Sanfratello    

15 CTLE Hours: 1 in-service credit                                                                                                          Grades K-12

Dates : Oct. 21 - Nov. 22, 2024                                                                                                            Fee: $50  

Method/Times: Asynchronous via Google Classroom

Out with the old and in with the new! Change is fast approaching and it is time to start (or continue!) implementing meaningful changes into our classrooms. The goal of the new NYS Science Learning Standards is to reinvigorate science education at all levels, promote greater exploration, and better prepare students for careers in the 21st century. This course is meant to take the daunting and overwhelming tasks of this transition and turn them into possible and inspiring opportunities for our students and ourselves! This course will explore meaningful phenomena, examine Crosscutting Concepts, and strategize the implementation of Science and Engineering Practices. 

Participants must have a personal google account to access the course and materials.

Your name identified in google classroom MUST match your name listed in Frontline!

Participants will:

• Implement the NYSSLS standards into science curricula.

• Redesign science lessons to incorporate 3 Dimensional Learning Strategies.

• Evaluate and apply Science and Engineering practices to encourage science exploration.