Synchronous Virtual PD

We use video conferencing for PLC-Impact Team coaching. Our coaching experts do grade level or course-alike coaching sessions aligned to your school wide goals. Our sessions are interacftive, practical and meet educators at their point of need with a goal of quality implementation.

Clarity for Virtual

Teaching and Learning

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Belonging Through a Culture of Dignity

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EngagED

Questioning

Clarity for Virtual Teaching and Learning

 

The TCC Clarity for Virtual Teaching & Learning Framework leverages the research around teacher clarity, learner agency and evidence based feedback to create a practical approach for remote teaching and learning. Our framework infuses a social and emotional learning component to ensure learners have the skills to build quality relationships with a mission of teaching our students how to practice self-care.

Clarity for Virtual Teaching and Learning includes:

  • Session 1: Launching our Framework

  • Session 2: Digging Deeper 

  • Session 3: Deep Dive into SEL 

  • Daily Mood Tracker 

  • Formative Assessment

  • Weekly Student Reflection

 

Belonging Through a Culture of Dignity Series

 
Authors: Dr. Floyd Cobb & John Krownapple
Time: 2.5 Virtual, Interactive Sessions
Audience: Teachers, Teacher Leaders, School Leaders, Instructional Coaches, Department Leaders, District Leaders

IncludED Series

 
Authors: Marisol Rerucha, Lisa Cebelek (she/her/hers)
 
 

EngagED Series

 
Author: Connie Hamilton
Time: 2.5 hour virtual, interactive experience
Audience: Teachers, Leaders, Instructional Coaches
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.​

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.

Learners will:

  • 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
    deeper learning

  • 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.

Learners will:

  • 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

 

FAQ

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?

Increased Convenience

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.

Schedule Flexibility

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.

Knowledge Retention

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.

Evidence-Based Feedback

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.

Can I get college credit?  

All courses will be eligible for college credit from Brandman University or CTLE credit if you teach in NYC. Please reach out to Brian Roy or Sarah Stevens for more information about TCC Self-Paced Inquiry Courses.

Contact Us

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The Core Collaborative

Tel: 619-432-CORE (2673)