When & Where:
March 19 — April 29, online
Science of Teaching and Learning: Technology and the Brain-Based Classroom
focuses on research from the Learning Sciences to examine concepts of teaching and learning. Participants will be asked to consider the following: how does learning occur? And, how should educators design instruction to support optimal learning opportunities? Course activities and assignments will examine brain-based learning and brain-targeted teaching while exploring strategies for instruction, assessment, and learner engagement using a variety of technologies. Topics include brain-based learning (BBL), brain-targeted teaching (BTT), neuromyths, and the design of instruction.
|
|
When & Where:
March 19 — April 30, online
Thinking Critically About EdTech
will challenge participants to analyze the relationships between the real or perceived effects of educational technologies and research-based best practices for the classroom. What is the intersection between what educational technologies can do and what research shows can help students in achieving our classroom objectives? Essential questions for the course include “How do present understandings of the role of educational technologies in the classroom compare with the past?,” “How can we be sure that rhetoric used by educational technology companies reflects the true value of their products in classrooms?,” and “What research-based best practices for promoting student learning are or are not presently reflected in educational technology products?”
|
|
When & Where:
March 12 — May 4, online
This course will immerse educators in a design thinking process. Participants will research and develop a project that engages students in a human-centered, problem solving process, specific to their area of study.
In a global economy, everyone benefits from developing entrepreneurial thinking. This course will help students gain skills of innovation, critical thinking, and creativity in the global world. The design process develops the skills to solve real world problems. Participants will experience the design thinking process and collaborate with others to find connections to curriculum.
|
|
When & Where:
March 12 — April 22, online
Developing twenty-first century skills in our students continues to be of importance as the use of technology to enhance critical thinking, communication, collaboration, and creativity is only as useful as the reasons for which students are asked to use technology tools in the first place.
The deepest levels of learning occur when curriculum is connected to authentic, relevant, and appropriately complex learning experiences. This course will empower its participants with the tools necessary to design and develop authentic learning experiences as they enrich their classrooms through a connected global environment.
Develop real-world connections to your content through project-based learning. This course reaches beyond the typical checklist approach to PBL and prepares teachers to implement relevant challenges that take students to deeper levels of learning.
|
|
When & Where:
March 19 — April 29, online
Explore the connection between science, technology, engineering, art and math. STEAM develops a set of thinking, reasoning, teamwork, investigative, and creative skills that students can use in all areas of their lives. Participants will learn about STEAM initiatives, investigate interdisciplinary connections, evaluate resources and create lessons. STEAM education also helps to bridge the ethnic and gender gaps sometimes found in math and science fields. Participants in the course will discuss STEAM initiatives, investigate interdisciplinary connections, evaluate resources, and create lessons appropriate to their instructional needs.
|
|
When & Where:
March 17 — April 27, online
This course examines the use of non-fiction text and student notebooks in the K-12 science classroom. Participants will explore online resources for identifying quality science trade books, learn how to engage students in claims-based writing and speaking in science, and will create science lessons that address ELA Common Core Standards. This is a critical time for all teachers of science to become proficient with integrating ELA Common Core Standards into their science lessons due to the emphasis that the Next Generation Science Standards (NGSS) place on the ELA Common Core Standards. The NGSS consist of three-dimensional standards inclusive of disciplinary core ideas, practices, and cross-cutting concepts. The disciplinary core ideas outlined in the NGSS contain explicit connections to the Common Core Standards. Among the practices are constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information.
|
|
When & Where:
March 12 — April 22, online
This course will research and define adaptive technology for struggling students and its application in the classroom to better meet student needs. It will also explore how adaptive technology can help ALL students even if they do not have a disability. It directs participants in correlating adaptive technology/tools/apps/extensions for student success, compliance for student plans, and integration of standards into the curriculum. It directs participants with how to choose and evaluate the adapted technology needed for students to determine the best fit. Provides instruction and practice in the creation of projects using adaptive technology tools/apps/extensions.
|
|
Browse dozens of available courses, including ones that come with devices, by clicking below. Courses are continually being added, so check back frequently to find your perfect 2018 PD. Learn locally or online, or as part of the
MET program
(nationwide)! Please share with colleagues who may be interested.
|
|
|
|
|
|
|
