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The Effective K–12 Hybrid Classroom | Online TeachingStrategies is a comprehensive professional development course designed tohelp educators build, enhance, and sustain effective hybrid learningenvironments. With the growing presence of technology and the increasing demandfor instructional flexibility, this course supports teachers in mastering theskills needed to deliver high-quality instruction across both physical andvirtual classrooms.
Through four carefully designed modules, participants willexplore a range of strategies to ensure students remain engaged, supported, andacademically successful regardless of their learning environment. The coursebegins with a strong foundation in hybrid learning theory and models, helpingeducators identify what a successful hybrid classroom looks like and how itfunctions.
Educators will then dive into instructional design,learning how to use backward planning, Universal Design for Learning (UDL), andboth synchronous and asynchronous methods to meet the needs of diverselearners. The course further emphasizes the importance of building classroomcommunity, incorporating social-emotional learning, and using collaborativetools to foster meaningful student interaction.
In the final module, participants will gain practicaltools for assessing student learning, delivering impactful feedback, andestablishing consistent expectations in a blended setting. By the end of thecourse, educators will have created a toolkit of hybrid teaching practices theycan implement immediately in their own classrooms, and the confidence to leadothers in adopting a more flexible, student-centered approach to teaching.
This course is ideal for teachers of all grade levels whoare looking to integrate online tools and instructional strategies into acohesive hybrid teaching model that meets 21st-century learning demands.
This course will focus on the following modules:
• Define and identify effective hybridlearning models.
• Design flexible, engaging hybrid lessonsusing backward design and UDL principles.
• Create inclusive learning communities thatfoster student interaction and emotional well-being.
• Implement assessment and feedback practicessuitable for hybrid formats.
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Welcome to Classroom Management: Secondary, an online oronsite professional development course designed for educators teaching middleand high school students. This course focuses on implementing effectivemanagement strategies to improve the classroom environment. Classroommanagement varies based on students’ age, maturity, and experience. No twoclassrooms are the same, so management strategies should also reflect thisdiversity. Creativity, combined with proven concepts, is essential. This courseencourages educators to implement new strategies and improve existing ones withintheir educational settings.
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Saknas det avsnitt?
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Ways to improves Professional Communities:
Building & earning trust has to be priority Keep great communication going Big data diving Projection Model -
Teachers are required to create an implementation plan to integrate Writing in Math.
Teachers will use S.M.A.R.T. Goals with the implementation plan
To make sure your goals are clear and reachable, each one should be:
· Specific (simple, sensible, significant)
· Measurable (meaningful, motivating)
· Achievable (agreed, attainable)
· Relevant (reasonable, realistic and resourced, results-based)
· Time bound (time-based, time limited, time/cost limited, timely, time-sensitive)
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What Is Math Talk?
The National Council of Teachers of Mathematics (NCTM) defines math talk as “the ways of representing, thinking, talking, and agreeing and disagreeing that teachers and students use to engage in [mathematical] tasks” (NCTM, 1991) Begin by relating something that is current in today news that fits the specific standard you are teaching. Take some TIME to discuss it with students in groups or as a class. Use any kind of physical demonstrations if possible. Use the THINK, PAIR and SHARE strategy. "This opportunity to connect math and language benefits all the students and deepens their understanding of math concepts. The teacher listens as students converse about their problem-solving process."
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The Effective K–12 Hybrid Classroom | Online Teaching Strategies is a comprehensive professional development course designed to help educators build, enhance, and sustain effective hybrid learning environments. With the growing presence of technology and the increasing demand for instructional flexibility, this course supports teachers in mastering the skills needed to deliver high-quality instruction across both physical and virtual classrooms.
Through four carefully designed modules, participants will explore a range of strategies to ensure students remain engaged, supported, and academically successful regardless of their learning environment. The course begins with a strong foundation in hybrid learning theory and models, helping educators identify what a successful hybrid classroom looks like and how it functions.
Educators will then dive into instructional design, learning how to use backward planning, Universal Design for Learning (UDL), and both synchronous and asynchronous methods to meet the needs of diverse learners. The course further emphasizes the importance of building classroom community, incorporating social-emotional learning, and using collaborative tools to foster meaningful student interaction.
In the final module, participants will gain practical tools for assessing student learning, delivering impactful feedback, and establishing consistent expectations in a blended setting. By the end of the course, educators will have created a toolkit of hybrid teaching practices they can implement immediately in their own classrooms, and the confidence to lead others in adopting a more flexible, student-centered approach to teaching.
This course is ideal for teachers of all grade levels who are looking to integrate online tools and instructional strategies into a cohesive hybrid teaching model that meets 21st-century learning demands.
This course will focus on the following modules:
• Define and identify effective hybrid learning models.
• Design flexible, engaging hybrid lessons using backward design and UDL principles.
• Create inclusive learning communities that foster student interaction and emotional well-being.
• Implement assessment and feedback practices suitable for hybrid formats.
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Team Teaching:
Meaning: Well-organized, co-teachers lessons show a seamless flow of instruction without a lead teacher. Using a Co-pair strategy, both teachers are enthusiastically involved in the lesson. Both teachers share the teaching responsibilities, freely add information, help students, and answer questions.
For instance:Both teachers share the reading of a story/text so that students are hearing two voices.
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Improvement of student learning and professional development can start with Professional Learning Communities. There are planned and scheduled processes that allow teachers and others to work together in a collaborative setting. Depending on the school district structure, the early release of students allow time to conduct such planning and development. A PLC plan has to be ready before any meeting time takes place. Professional Learning Communities is a never ending process that is meant to not only help students improve academically but improve the quality of instruction through analyzing data effectively. Often times teachers put together "best strategies" cook book in their implementation that is shared. Teachers are empowered by Professional Learning Communities to stop working in isolation and to promote collaboration on a basic, meaningful and productive level. It does take time to building trust among educators.
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How well does the special education and subject area teacher work together? Is it painful with contention or well planned with equal input. Is the focus really on the students? Making sure all students get the opportunity to access the very best of a school system is imperative to the success of the relationship of both parties. Most students with learning disabilities share the same learning environment with all students. It takes collaboration with special education and subject area teachers to plan out an effective strategy for students. A part of the planning includes the general education teachers understanding of Adaptations, Accommodations and Modifications. Bringing clarity to these areas puts instruction and the curriculum into perspective for general education teachers.
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Welcome to Cooperative Learning K–12, an engaging and practical onlineprofessional development course designed specifically for educators. Throughoutthis course, you’ll explore ways to implement or enhance cooperativelearning—often referred to as small-group learning—within your classroom environment.
Cooperative learning transforms the traditional dynamics of teaching. Rather than placingthe full burden of instruction and assessment on the teacher, this approachdistributes responsibility among students, encouraging them to take ownershipof their learning and support one another in the process. Whether it’scollaboratively solving a multi-step math problem or designing a prototype foran innovative school, cooperative tasks offer students a meaningful context todeepen both their academic understanding and social development.
In cooperative learning settings, roles evolve:
Teachers become facilitators, guiding and scaffolding rather than delivering knowledge from the front of the room.Students become co-owners of the learning process, actively engaging with peers through dialogue, critical thinking, and collaborative problem-solving.Not only does cooperative learning support academic achievement, but it also promotes essential life skills. Students build self-esteem, improve motivation, and develop empathy by interacting withpeers in supportive, goal-driven teams. Through group dialogue and shared experiences, they learn to appreciate diverse perspectives and refine their communication and collaboration skills.
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Classroom management on all grade levels aim to achieve at the same end results which can be (1) effective management of students and (2) to improve academics. Management in different grade levels vary because of age and experience. There are many ways to look at classroom management and many strategies to implement it. No one classroom is the same. So why should classroom management be the same in each classroom? Creativity in this area should be explored with proven concepts.
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How much more can we ask teachers to do! It never ceases to end…but that’s the nature of teaching. Ideas come and go. Some ideas stay the same but restated in different names. But writing and reading are stable cores to learning. Why limit writing in ways to one subject area? This workshop will explore writing that expands across subject areas. While the topic is not new, it does helps to fresh and have educators retool themselves. Reflecting on current instructional and planning practices are a necessary part of the teaching.
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What does co-teaching look like in practice? Providing professional development on collaboration, inclusion and co-teaching can not be under emphasized. How are both teachers planning together? What is being planned? Co-teaching enables teachers to work together within the same classroom. Both will share the instructional duties or responsibilities within the curriculum. The ultimate goal to improve academic progress of all students while maintaining proper compliance's for students with learning disabilities. Co-teaching comes with the task of developing a working relationship among educators that fuels the power of teaching with the excitement of learning.
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How much does the behavior of teachers assist or limit students’ academics in diverse classrooms? Should understanding culture of diverse classrooms be a priority for teachers? Educators can receive students from many different nationalities and backgrounds. How a teacher embraces the diversity from the students and parents or guardians can have a profound impact on academics. You will need a mentor or administrator to complete some parts of this workshop.There are many school factors that affect the success of culturally diverse students – the school's atmosphere and overall attitudes toward diversity, involvement of the community, and culturally responsive curriculum, to name a few. Of all of these factors, the personal and academic relationships between teachers and their students may be the most influential. This relationship has been referred to as the "core relationship" of learning – the roles of teachers and students, the subject matter, and their interaction in the classroom. (ERIC EC Digest #E584, Author: Jane Burnette, 1999).
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Some instructional strategies allow educators to form a stronger teaching and learning connection with their culturally diverse students. Some strategies demonstrate standard practices of excellent teaching. While other are catered to assisting with students from diverse cultures. How an educator embraces the diversity from the students and parents or guardians can have a profound impact on academics. Great teachers find ways to reach students and provide the environment that allow learning to thrive.
This workshop requires educators to implement new or improve current strategies in their education setting. All teachers will participant in peer classroom observations for learning and improving current practices. A district, school and teachers have to find the right balance for their environment. You will need a mentor or administrator to complete some parts of this workshop. -
Teachers incorporate writing in math class to help students reflect on their learning, deepen their understanding of important concepts by explaining and providing examples of those concepts, and make important connections to real-life applications of the math they are learning. Teachers use the writing assignments to assess student understanding of important concepts, student proficiency in explaining and using those concepts and each student's attitude toward learning mathematics. Writing in mathematics is a win-win for both teacher and student. Although it may be difficult to introduce this practice, it is well worth the effort. Look for simple ways to incorporate short writings throughout daily lessons and longer writings over the course of weeks or math units. - mathwire.com
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Reading comprehension is the ability to read text, process it and understand its meaning. An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. In today’s world of academia, students are expected to perform at even higher levels. Understanding the reading material provides students with the ability to process the information to make better decisions. This workshop will provide K-2 educators with strategies to incorporate into their current teaching practices.
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Introduction
Welcome to Improving Reading Comprehension: Middle School, an online professional development course geared primarily for educators serving students in middle school. Reading comprehension is the ability to read text, process it and understand its meaning. Reading comprehension can always be improved and enhanced as students prepare to advance. An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. In today’s world of academia, students are expected to perform at even higher levels. Understanding the reading material provides students with the ability to process the information to make better decisions. This course will provide educators with strategies to incorporate into their current teaching practices.
This course will focus on the following areas:
• Developed ways for Strategic reading for students
• Infuse and promote constant comprehension with your students
• Building a strong vocabulary for your students
• Implement ways of increasing the fluency of student reading: Speed, Accuracy, Expression
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Bullying! An issue that has far been overlooked even when guidelines are in place! What good are bullying prevention plans when not implemented correctly? Teachers, administrators, staff, students and family must be involved! How many incidents could have been avoided if the situation was handled better? Reflection on all practices always help to retool and refocus!
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Some of the most academically successful educators understand how to correctly use the energy of students to propel learning. The learning process is amazing if you find time to see it. Are you so stressed/focused with students reaching benchmarks, milestones and reaching objectives that you can’t enjoy the learning process? After all the preparation, assessments, new strategies, training and professional development what’s left? What do you have left in the tank? Take time to enjoy your students even the most challenging behaviors. If not, you may become unhappy, irritated, unmotivated and not productive.
- Visa fler
