Asynchronous Virtual PD
Our asynchronous, virtual inquiry courses do not require educators or TCC coaches to be online or in person at the same time for instruction. This technology allows instructional designers to create courses so educators can learn at their own pace. We can also customize our self-paced courses so teams of educators can learn together.
Get Credit for your Learning
It's easy to get graduate-level professional development credit for our online courses through Brandman University! These credits are not part of a degree program, but can be used for professional advancement like salary increment steps and recertification. Download the Brandman PDF for more information, or contact TCC.
Are You Ready To Go Grade-less?
Every time I had to do report cards I felt frustration bordering on anger. How was I supposed to communicate learning with one grade without making every student‘s learning seem the same? Averaged scores say very little about actual learning: Any number of students can earn a B for many different combinations of reasons. A gifted student who does little work may receive the same grade as a struggling student who has improved steadily throughout the course or a student who started off strongly but performed poorly in the last quarter. Unfortunately, in high school a single number or letter grade on a report card is supposed to communicate a great deal of important information.
Explore their current beliefs around grading and assessment
Consider alternatives to traditional methods to communicate learning
Learn ways to rebrand their assignments
Develop a means to increase student partnerships
Learn how reflection and self-assessment can improve instruction and
Develop a portfolio system that will aid in showing student progress
Three-Dimensional Learning In The Science Classroom
Careers in sciences are among the fastest growing in the nation. Empower students to take ownership of learning and build science literacy while transforming the science classroom into a three-dimensional experience through the use of phenomena driven storylines. Cultivate communication, collaboration and problem solving so students can make sense of how science works in the real world.
Identify and assess the 3 Dimensions (DCIs, SEPs, & CCCs).
Discern what makes phenomena effective that leads to student learning
Describe the key aspects of an effective storyline
Collaborating & Creating NGSS Storylines
Building coherence around phenomena that exist in our world is critical to implementing a three-dimensional classroom. When students see how and why science ideas are relevant, they are more apt to be engaged and make sense of the world. Participants in this course will see how to plan their curricula by looking at the big picture and create lessons that build on one another. By developing storyline units, participants will help their students to connect traditionally isolated ideas, to make coherent connections.
Module 1: Introduction to Storylining/Pedagogical Shifts – Immersion as a Student
Module 2: Using Phenomena to Drive Learning in the Science Classroom
Module 3: Unpacking and Bundling the Standards
Module 4: Creating Coherent Student-Centered Materials
Module 5: Review and Reflection of Storyline
Who is this for?
Our virtual professional learning is designed for individual teachers or teacher teams. Professional learning experiences can be taught individually, for teacher teams, or blended with video conferences. We can design your professional learning based on your specific needs.
Why learn virtually?
Without the location or time limitations of a traditional setting, educators have the freedom to absorb content and engage with peers, at a time and location that they will learn best. The professional world is realizing that not every learner is the same and sitting in a workshop to learn about a topic is not effective for everyone. A virtual space allows learners to comprehend topics on their own terms, on their own device and anywhere there is internet.
The ease of accessibility of an online learning platform gives educators the opportunity to take a break at certain times of the day. This allows educators to learn at various times of the day, such as during a lunch break or on the bus or train to and from work. This type of flexibility is not possible with physical classrooms.
For many, virtual learning delivers a more effective learning experience because of the ability to have short, interactive modules that can be repeated if needed. These short modules also referred to as microlearning, help learners find what they need quickly, and help break up learning to make it more manageable and memorable.
If the virtual classroom is being used for knowledge retention with the aim of quality implementation, learners can get evidence-based feedback on how well they comprehended the information based on the success criteria. They can also get feedback from their peers and the TCC coach on practical tasks that they develop to deepen instructional outcomes in the classroom.
Increased Participation & Engagement
It may seem like there would be more opportunities for participation and engagement in traditional PD settings, but this is not necessarily true. There are many ways to interact in virtual spaces through chat, video conferencing, discussion boards and collaborative learning. The interactive comment and share features help learners engage and connect. It also allows learners who may not be as comfortable with interacting in-person an opportunity to contribute.