Available courses

Designing and Facilitating Online Courses for Adult Learners with Moodle

Designing and delivering a course for online consumption requires unique techniques and disciplines. This blended learning course provides models and individual coaching for participants so they are able to design and facilitate an online learning course for K-12 educators' professional learning using the Universal Design for Learning framework. Each course module includes exercises and elements of online teaching strategy, using a variety of tools and teaching methods that support all learners.  Participants are encouraged to interact within the group and create meaningful and relevant artifacts. The final course product will be a one credit online course developed by participants for a live critique.



Teacher: Grace Magley

Designing and Facilitating Online Courses for Adult Learners with Moodle Spring 2020

Designing and delivering a course for online consumption requires unique techniques and disciplines. This blended learning course provides models and individual coaching for participants so they are able to design and facilitate an online learning course for K-12 educators' professional learning using the Universal Design for Learning framework. Each course module includes exercises and elements of online teaching strategy, using a variety of tools and teaching methods that support all learners.  Participants are encouraged to interact within the group and create meaningful and relevant artifacts. The final course product will be a one credit online course developed by participants for a live critique.



TEC - Learn Moodle Basics

In this facilitated 10-hour course, participants will learn the basics of the Moodle platform using a current version of the Moodle learning management system (LMS) V. 3.4.9. Participants will be given a ready-to-use practice course to work in.  This course will cover, The basics of online course design, setting up a course shell, adding resources, activities, and interactive content, grading both manual and automatic and progress tracking.


Building a Behavior Toolbox: Strategies, systems, and protocols to support stronger behavior in your classrooms

The role of the public school teacher has shifted over the past many years in many ways.  Supporting, teaching, managing, and navigating the schema involved with academics, behavior, executive functioning, attention, and social skills for our students who have been formally (and informally!) identified as having special learning needs is now part of your ever-growing set of expectations!  Participants in this course will learn to develop Behavior Management Language and Systems considering the lenses of functional behavior, social skill deficits, executive functioning, and environment/schedule to support students BEFORE the wheels come off the bus.  And, when the wheels do come off the bus, your toolbox will be on hand to help you develop a plan fast!  




Teacher: Shauna Jean

100’s of Digital Pictures? Great Ways to Use Them and Share Them!

Today our computers can access so many resources on the internet for digital pictures. Together we will explore digital editing and storage sites, slideshows, and collage opportunities and more. We will also explore ways to enhance your own collection of pictures with resources on the web for digital photos. Copyright issues will also be covered as we work on planning lessons and projects for your students. All that you learn in this class about using photos can also apply to your personal collection of family digital photos too!

Spark Innovation: Build Your Digital Toolkit

Digital tools are widely used by educators to improve the learning process, engage students, and give students more opportunities to learn & practice 21st century skills - Critical Thinking, Creativity, Communication, and Collaboration. In this online course, participants will broaden their knowledge of digital tools. Participants will study 3-4 digital tools from 4 categories, selecting those tools or apps most relevant to their practice, considering the content area and grade taught.

For each tool selected participants will complete an assignment explaining what the tool does and how they might use it (just a paragraph for each digital tool) and will create a 2-3 minute screencast showing how to use one of their chosen tools. Work will include 4 reflections and the final course project will require participants to create a lesson plan or unit using at least one of the digital tools.

All assigned readings will be made available online.

Facilitator: Jean Tower

Project Based Learning Design for Deeper Learning

A course to learn about designing engaging and powerful projects for students to create authentic and rich learning experiences.
Teacher: Ana Hurley

Maximizing Working Memory, Language, & Attention in the Classroom

One of the most commonly occurring questions asked by teachers is for suggestions regarding understanding the interplay between students' working memory, language, and attention skills. This course will explain the relationship between these three areas and will teach practical strategies for freeing up linguistic and cognitive resources. Techniques covered will include:

-teaching approaches that reduce cognitive demand
-simplifying material and task design
-implementing interventions to boost comprehension

By reducing cognitive demands and implementing solid practices to improve executive function and working memory, students are better able to allocate their cognitive resources to access the curriculum, participate in classroom activities, and complete academic tasks.
Instructor: Sarah Hannigan

Are Transition Assessments Necessary? Yes! Do They Have to Be Difficult? No!

Transition tells a story. It is also mandatory, and feels very overwhelming. It does not have to be! Good transition connects a student’s vision and current performance to a plan that helps them make progress toward their goals. Before you can develop this beautiful story you need to conduct transition assessment. Participants will learn to navigate the process of conducting ongoing transition assessment and how to easily integrate this information into an accessible IEP. Using practical and efficient tools participants will begin to see that valuable transition data is everywhere. Participants will also build their own toolkit of transition assessments. There are so many resources available, that transition assessment can be free, easy, and practical. It does not have to be hard!
Teacher: Katie Brown

Small Adjustments Make a Big Impact: Meeting the Needs of All Learners

Reaching the needs of all learners is a challenge all educators strive to meet every day. Small adjustments can revolutionize the way your classroom functions and meet learners at their level of learning. Through this course you will incorporate universal accommodations, build on your understanding of the importance of relationships, and design social/emotional lessons to meet the needs of all learners within your classroom without having to create more time in your schedule. In fact, if implemented correctly and consistently, these accommodations and lessons will help your overall classroom management and free up more time for instruction. The beginning course module will expand on the importance of establishing connections. The second course module will delve comprehensively into the concept and importance of creating universal accommodations. The final course module will guide you in the design of social and emotional lessons to embed in your classroom instruction. This course will equip you with readily available tools and practices to better meet the needs of all learners in your classroom.
Teacher: Ashley Craig

Supporting Learners with Autism

According to the Centers for Disease Control and Prevention, 1 in 59 children has a diagnosis of autism spectrum disorder (ASD) by age 8. With such prevalent rates of diagnosis, the question for educators becomes how to effectively meet the needs of these learners in the school setting. In this course we will explore the hallmark characteristics of ASD, current research on causes and potential cures, and supports that have proven successful in the school setting in relation to social, behavioral, academic and emotional gains. This course is open to anyone who is interested in expanding his/her knowledge of this medical diagnosis.
Teacher: Johanna Hoxie

K-2 Math Workshop Make Over- Building Addition and Subtraction Fact Fluency through Targeted Games

Math Workshop (aka Math Stations or Math Centers) is a widely implemented learning structure in many K-2 classrooms. It can be a productive time for self directed, highly engaged learning. However, sometimes, it can feel too loose, too loud, too unstructured, and less productive than it could be.
In this course K-2 classroom teachers will deepen their understanding of how students learn math facts by exploring memorization and understanding; fluency and automaticity; and isolated facts and related facts. Teachers will analyze their current math workshop practice, identify areas for improvement, and make the revisions needed for a more productive math workshop. The focus will be on how math workshop time can efficiently support addition and subtraction fact fluency for students.
Through articles, video, and hands-on game playing, we will explore formative assessment, targeted practice, student autonomy, workshop structure, number talks, and the role of teacher. Teachers will leave the course with a bank of addition and subtraction games and either an update of their current math workshop or a completely new math.