Courses
New Explorations in Learning Overview
Data Driven Decisions for Differentiating Instruction
- Introduction
- The Data
- The Dialogue
- The Decisions
- Troubleshooting
- Templates, Tools and Case Studies
There’s a new kid
on the block called, “Data Driven Decisions” and just
as any kid new to the block knows, there are protocols that follow
one's entry into the neighborhood. These protocols are similar for
this metaphorical kid, “Data Driven Decisions”, in
this on-line neighborhood. They include, first impressions about
working with data, opportunities to get to know more about data
driven decisions, and finally, those coveted invitations to become
a part of the team working with data-driven decision processes.
In this series, three ideas prevail: Managed Student Data! Meaningful Team Dialogue! Decisions for Measurable Goals! These three critical topics are addressed through the use of four key questions that shape the work of the team through the dialogue and decision-making processes. The four questions encompass: What? What else? So, What? and, Now, what?
Requires the Adobe Flash Player.
Facilitating Differentiated Instruction
- Definition and Rationale - Sneak Preview
- The Conceptual Model
- Identifying Student Needs
- Focus on the Lesson
- Focus on Curriculum
- Focus on Assessment
While seasoned staff know that there
really is nothing new in education, from time to time, a compelling
concept is revisited which such gusto that it almost takes on a
life of its own. This is the case with the concept of differentiated
learning. It is not a new idea, by any means, as evidenced by such
terms as personalized instruction, individualized learning contracts,
and individual education plan (IEP). Yet, the concept of differentiating
learning has captured the attention of educators across the many
continents.
According to Carol Ann Tomlinson (1998), "Three principles from brain research—emotional safety, appropriate challenge, and self-constructed meaning—suggest that a one-size-fits-all approach to classroom teaching is ineffective for most students and harmful to some.” Facilitating differentiated instruction is not about teaching louder and slower. It’s about a robust instructional repertoire. It’s about having an assortment of teaching tools and techniques to meet the diverse needs of students. It’s about different strokes for different folks, and about different entry points and end points to learning!
Based on Tomlinson's conceptual model, differentiation is about change, challenge, and choice in today’s classroom: Change the content! Change the process! Change the product! It's about the opportunity to learn through the many ways of knowing and expressing what one knows. Differentiation is about standards-based instruction and brain-based learning. It's about high quality teaching that targets how students learn best.
There is an optional In a Nutshell book to accompany this course: Differentiating Learning: Different Strokes for Different Folks by Robin Fogarty. It is available through Robin Fogarty & Associates. There are chapter references for each module.
Requires the Adobe Flash Player.
Moving Beyond the Achievement Gap with Quality Teaching
- Close the Achievement Gap
- Set High Expectations
- Challenge Students to Think - Sneak Preview
- Require Rigor
- Leave Nothing to Chance
- Make No Excuses
- Insist on Results
The Close
the Achievement Gap series is based on the book
Close the Achievement Gap: Simple Strategies that Work
by Brian M. Pete and Robin J. Fogarty. The achievement gap
is about poverty, race, expectations, teacher quality, parenting
and test bias, but in the end, it is about literacy and learning.
Thirty-eight percent of children across America are not reading
at grade level. Within that group, 70% are African
American and 65% are Hispanic. There are schools
making instructional decisions that are getting positive
results in student achievement. These schools show evidence
of using six simple strategies focused on closing the achievement
gap.
In this timely and highly relevant course, participants will explore six concepts that target measurable achievement for all students. Combining the theoretical research of Katie Haycock, Director of the Education Trust (2001), as well as the practical strategies of Larry Bell (2002), consultant specializing in achievement gap strategies, there are six robust strategy strands explored. These include the following mandates:
- Set High Expectations: Get Kids Emotionally Involved
- Challenge Students to Think: Teach Higher Order Thinking
- Require Rigor: Require Complete Sentences, Standard English
- Leave Nothing to Chance: Revisit! Review! Revise! Re-teach!
- Make No Excuses: Encourage At-Risk Participation
- Insist on Results: Emphasize Reading.
There is an In a Nutshell book to accompany this course entitled Close the Achievement Gap: Simple Strategies that Work, by Robin J. Fogarty and Brian M. Pete. It is available through Robin Fogarty & Associates. There are chapter references for each module.
Requires the Adobe Flash Player.
The Internet and the Classroom Teacher
1550
New Explorations in Learning Overview
- The Internet and the Classroom Teacher (modules 1 and 2)
- Word Processing and the Web
- Spreadsheets, Tables, and the Web
- Instant Messaging and Live Chats
- Searching the Internet
- Graphics and the Web
- Using E-mail - Sneak Preview
- Using Newsgroups and Listservs
The Internet and the Classroom
Teacher consists of nine modules and provides a foundation
that covers the essential competencies needed to use the web
for e-mail, search for multimedia, incorporate web-based text
and graphics into a web page or document, word process, etc.
We believe every teacher should be certified to use the Internet
and this will make them more effective and increase opportunities
for students to achieve.
The most important component of any successful school is the teacher, not the technology. But by using the Internet to deliver, manage instruction and communicate, teachers bring new excitement to the classroom and become more efficient and effective. The Internet and The Classroom Teacher is based upon the premise that time is one of the most important things a teacher doesn't have. So the courses can be taken on-line at school, home, or anywhere there is an Internet connection.
The courses include Assessments that give you an opportunity to test your skills after completion. The Assessment scores and your time spent completing the courses can be documented from our Management System. These reports can be included in your on-going teacher certification portfolio.
Requires the Adobe Flash Player.
New Explorations in Learning is PD On Demand.
- All courses include Robin Fogarty’s popular “nutshell book” for each participant
- Participation is automatically documented and accessed online by administrators
- Courses developed in collaboration with Robin Fogarty Ph.D, a nationally recognized consultant, known as “the teachers’ teacher”
- Flexible licensing allows school to purchase just what they need
- Courses focus on latest topics
PD On Demand Course titles:
- Facilitating Differential Instruction
- Data-Driven Decisions for Differentiating Instruction
- Beyond the Gap Through Quality Teaching
- The Internet and the Classroom Teacher
- Best Practices That Make the Difference