This course consist of 30 hours of online assignments and activities. Educators will receive 3.0 CEUs after the completion of this course. CEUs are issued by North Mississippi Education Consortium. We can deliver this course online or onsite**. The cost for the online delivery is $65.
Workshop Description: Welcome to The Effective K-12 Hybrid Classroom – Part 1, an online professional development course geared primarily for educators. This course requires educators to implement new or improve current strategies for hybrid classrooms. Online or virtual learning is inevitable in education. Many LEAs have implemented a hybrid environment for students and teachers. The majority of educational resources are online. LEAs have invested much in the area of academic preparation resources. Many teachers may not be aware of the many resources afforded to them. So much information resides online. In the event that schools are not accessible for students due to student illnesses, natural disasters, building infrastructure or unforeseen issues, approved contingency plans are necessary for instruction to continue. LEAs are putting more professional development time in educating instructional leaders in using these resources.
Some aspects of the traditional classroom content should be available online. This extends the reach of the classroom. There is a large percentage of schools that allow this from middle school and above. Elementary schools are far less capable for this type of integration for many reasons. It is a more complex student/teacher/parent model to implement but is very doable. This course is suited for all K-12 teachers. This course will help you begin the process of creating or enhancing hybrid classroom settings. Do you know what online resources are available by your LEA or school? Do you know where to begin to setup a hybrid classroom environment? How do you create the enthusiasm in the hybrid settings? What is classroom management like in hybrid settings? This course will help you explore these questions and spark ideas to share with your school leaders and peers. You can’t do this implementation on your own. It requires the support from the LEA and school leaders for successful implementation. When implemented correctly, it will produce academic gains. Each workshop has teacher workload information and activity. This discusses the need for balance of teacher workload. It is meant for teacher encouragement and accountability. The workloads of teachers is something that can be addressed through consistent team collaboration. Team collaboration is strongly encouraged in all workshops.
The coursework involves reading assignments that aides in thoroughly understanding the learning objective. Teachers are required to submit an implementation snippet of the learning objective. This is for the implementing the learning objective in real time. The workshop provides a peer or self observation activity to further ensure the learning objective is being used. It is the intent that all the activities, discussion and assessments help the educator achieve the needed outcome(s).
This workshop will focus on the following areas:
UNIT/WEEK1
Learning Objective: Knowing Available Online Resources | LEAs have invested much in the area of academic preparation resources. Many teachers may not be aware of the many resources afforded to them. So much information resides online. Hybrid instruction combines face-2-face and online instruction. They form a robust process for student active learning. The classroom is extended beyond the four walls. (1) Do you know what online resources are available at your school? (2) After reading and reviewing, does your school system or district use similar resources? (3) If so, is there good training? (4) Discuss some additional needs that exist to make your hybrid classroom better.UNIT/WEEK2
Learning Objective: Setting Up Structure | Having the resources for an online environment is one of the most important parts to foundational success. The second is having good logical structure. How you are presenting these resources are critical for student success. Collaborating among school leaders and peers will be most rewarding. As some of the best academic teachers in a traditional classroom may suffer greatly with online organization. The technology cannot overwhelm the instruction or the teacher! (1) Do you collaborate with grade or disciple level peers with using online resources? (2) If not, why? (3) What are some successes or learning lessons that you have experienced?UNIT/WEEK3
Learning Objective: Creating Enthusiasm In Your Online Classroom | Creating engagement in the physical classroom may not be equal in the online area. Finding the balance in your hybrid classroom is important for long-term success! Some educators find it difficult with the online part of their instruction. Since online instruction gives you more opportunities to interact with students, you able to give more supportive feedback. You can academically correct students online with pinpoint accuracy that can give the face-face 2 teaching the support it needs. The student-teacher interaction is greatly improved. (1) After reading, what are some ideas that may work for you? (2) Share some struggles? (3) How are you including parents?UNIT/WEEK4
Learning Objective: Online Classroom Management | This present opportunities for teachers to reach students academically at home. With the advanced tools that automate so many useful reoccurring tasks, academic gain increases. Teachers are using these technology advances to increase more interaction with students. Online classroom management may seem to be less complex than in the physical settings on the surface. However, some aspects of Online classroom management are very challenging! You will learning about some of those challenges. After Reading, (1) Please share your classroom management ideas. (2) Share some struggles? (3) Share some strategies that work for you.Examples:
o New to teaching online
o Poor student interaction
o Student technologies issues
o Student time management
o Distractions at home
Extended Activities
Create Plan of Action using the following:
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)
Components of Action Plan:
- Identify task
- Gather data
- Develop strategies
- Implement plan
Partial List References:
- (2010). Teaching as Leadership. Retrieved from http://teachingasleadership.org/sites/default/files/How_To/PP/P-5/p5_rules.pdf
- Wood, Chip (2017). Everyday Rules That Really Work! Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/everyday-rules-really-work/
- Davies, Leah (2017). Elementary Classroom Rules and Management. Retrieved from http://www.kellybear.com/TeacherArticles/TeacherTip72.html
- Linsin, Michael (2009, August 17). The Only Classroom Rules You’ll Ever Need. Retrieved from http://www.smartclassroommanagement.com/2009/08/17/the-only-classroom-rules-youll-ever-need/
- Allen, I. E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. Retrieved from http://sloanconsortium.org/publications/survey/learning_on_demand_sr2010.
- (2017). 20 Teaching Tips: High-Energy Students Retrieved from http://teachtrainlove.com/20-teaching-tips-high-energy-students/
- Lee, Andrew (2017). 3 Ways to Make Meaningful Connections With Your Students. Retrieved from https://www.understood.org.
- Allen, I. E., Seaman, J. (2014) Grade change: Tracking online education in the United States, Newburyport, MA: Sloan Consortium.
- Almala, A. H. (2005) A constructivist conceptual framework for a quality e-learning environment. Distance Learning 2: 9–12.
- Tbondclegg (2015, November 19). Connecting with Students. Retrieved from https://makinggoodhumans.wordpress.com/2015/11/19/connecting-with-students/.
- Anderson, D., Imdieke, S., Standerford, N. S. (2011) Feedback please: Studying self in the online classroom. International Journal of Instruction 4: 3–15.
- Aragon, S. R., Johnson, S. D., Shaik, N. (2002) The influence of learning style preferences on student success in online versus face-to-face environments. American Journal of Distance Education 16: 227.
- Scherer, Marge (2008, November). Giving Students Ownership of Learning. Retrieved from http://www.ascd.org/publications/educational-leadership/nov08/vol66/num03/abstract.aspx
- Capra, T. (2011) Online education: Promise and problems. Merlot Journal of Online Learning and Teaching 7: 288–293.
- Chametzky, B. (2014) Andragogy and engagement in online learning: Tenets and solutions. Creative Education 5: 813–821A.
- Barrett, B. (2010) Virtual teaching and strategies: Transitioning from teaching traditional classes to online classes. Contemporary Issues in Education Research 3: 17–20.
- Baran, E., Correia, A., Thompson, A. (2011) Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education 32: 421–439.
- Evrim, B., Correia, A., Thompson, A. (2011) Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education 32: 421–439.
- Limperos, A. M., Buckner, M. M., Kaufmann, R., Frisby, B. N. (2015) Online teaching and technological affordances: An experimental investigation into the impact of modality and clarity on perceived and actual learning. Computers & Education 83: 1–9.
- First, you must Register on our online course system. Click the Register button below.
- After you created an account, login and select the course and pay ($65 per course).
This course consist of 30 hours of online assignments and activities. Educators will receive 3.0 CEUs after the completion of this course. CEUs are issued by The North Mississippi Education Consortium. We can deliver this course online or onsite**. The cost for the online delivery is $65.
Workshop Description:
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.
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.
This workshop includes activities for creating your own S.M.A.R.T. goals. Teachers are strongly encouraged to participate in this activity as part of workshop. Discussions and chats are available for all educators to further engage in this activity. We also provide a PLC tool for teachers to use in their school. The PLC and the S.M.A.R.T goal tool is available for use after the completion of this workshop.
Each workshop has teacher workload information and activity. This discusses the need for balance of teacher workload. It is meant for teacher encouragement and accountability. The workloads of teachers is something that can be addressed through consistent team collaboration. Team collaboration is strongly encouraged in all workshops.
The coursework involves reading assignments that aides in thoroughly understanding the learning objective. Teachers are required to submit a lesson snippet of the learning objective. This is for the implementing the learning objective in real time. The workshop provides a peer observation activity to further ensure the learning objective is being used. It is the intent that all the activities, discussion and assessments help the educator achieve the needed outcome(s).
This workshop will focus on the following areas:
UNIT/WEEK 1
Learning Objective:
What do you know about Curricula Adaptations? Adapting to an environment is a normal part of life in general. How do you adapt to a new job or a new person in your life? Adapting does not look the same for each person. No cookie cutter pattern works the same for everyone. A good foundation is required but where it leads is different for each individual. (1) As a general or special education teacher, please give your opinion on Adaptations from the readings. (2) As a general education teacher, what kind of input did you have a student IEP or 504 plan? (3) As a special education teachers, what input do you require of general education teachers? (4) Is Co-Teaching implemented in your school.
UNIT/WEEK2
Learning Objective:
How do you make Accommodations work? Let us get personal! How would you want your child accommodations structured? As a teacher, reflect on this (like a parent) as you work with other general or special education educators. Put yourself in a parent role. Looking outside of yourself will provide a wealth of appreciation and understanding to your role. Reflect back on your experiences and actually use them. (1) As a general education teacher, how to you plan for accommodations? (2) As a special education teacher, how do you help general education teachers with planning? (3) Would your school benefit from a Co-Teaching environment?
UNIT/WEEK3
Learning Objective:
Modifications changes things. What is the goal in academic modifications for students? How much modification is enough or not? The expectations set by state or local education boards determine mastery requirements. What autonomy do you have in your local school? How do educators come to the absolute classroom decisions? Do your local school district or system provide you with enough guidance? Is there a wide gap of understanding between special or general education teachers? (1) As a general education teacher, do you modify assignments and activities with planning with special education specialist? (2) How much input do you have? (3) As as special education teacher or specialist, how do you interact with general education teachers?
UNIT/WEEK4
Learning Objective:
Accommodations vs Modifications. Giving the ruling for each individual student, the expectations are set. The more educators share their experiences with implementing accommodations and modifications the better. These experiences must be shared throughout the school system.(1) If you are a special education specialist, how difficult is it to coordinate with general education teachers on accommodations? (2) If you are a general education teachers, do you feel that more training is needed within your discipline for accommodations and modifications? (3) Please share some of your experiences on this topic.
Extended Activities
Create Plan of Action using the following:
- S.M.A.R.T. Goals
- 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)
To make sure your goals are clear and reachable, each one should be:
Extended Activities
Components of Action Plan:
Identify task
Gather data
Develop strategies
Implement plan
Some References:
- First, you must Register on our online course system. Click the Register button below.
- After you created an account, login and select the course and pay ($65 per course).
This course consist of 30 hours of online assignments and activities. Educators will receive 3.0 CEUs after the completion of this course. CEUs are issued by The North Mississippi Education Consortium. We can deliver this course online or onsite**. The cost for the online delivery is $65.
Workshop Description: Some of the most effective educators know how to harness student energy to enhance learning. The learning process is incredible when you take a moment to truly observe it. Are you so stressed or hyper-focused on benchmarks, milestones, and objectives that you forget to enjoy the process itself? After all the preparation, assessments, strategies, training, and professional development, what remains? What do you have left in the tank? It's important to take time to enjoy your students, even those with the most challenging behaviors. Without doing so, you may find yourself feeling unhappy, irritated, unmotivated, and less productive.
This workshop challenges educators to implement new strategies or enhance existing ones within their own classrooms. All participants will engage in peer observations or discussions aimed at improving current practices. During the summer, the classroom observation component may be replaced by an observation discussion forum. Finding the right balance for your environment—whether at the district, school, or classroom level—is essential. You may also need the support of a mentor or administrator to successfully complete parts of this workshop.
The workshop includes activities designed to help you create your own S.M.A.R.T. goals. Teachers are strongly encouraged to participate in this exercise as part of the workshop. To further engage with the material, discussions and chat sessions will be available to all participants. Additionally, we offer a PLC tool that teachers can use within their schools, which will remain accessible even after the workshop concludes.
Each workshop addresses teacher workload, with a focus on the importance of balancing responsibilities. This is intended to encourage and hold teachers accountable. Consistent team collaboration is highlighted as a key way to manage workloads effectively, and is strongly encouraged throughout all workshops.
Coursework will include reading assignments that deepen understanding of the learning objectives. Teachers will be required to submit a lesson snippet demonstrating the implementation of these objectives in real time. To further reinforce the application of learning, peer observation activities are incorporated into the workshop. The overall goal is for all activities, discussions, and assessments to support educators in achieving the desired outcomes.
This workshop will focus on the following areas:
UNIT/WEEK 1 Learning Objective: Flow of Energy (1) Do you know the flow of energy in your classroom? (2) Is all the energy coming from you? (3) How do or would you get students to inject their energy (thoughts, ideas or focus) in class? (4) What are some strategies you have used or would use?
- Where is your energy going
- Kids absorb or deflect
- Students are constant recipients
- Teachers are expending too much energy
UNIT/WEEK2
Learning Objective: Multiplicative Inverse Energy Flow (1) How would you intentionally connect with and enjoy your students? (2) How do you take time to enjoy your students? [These students have their own personalities whether you like them or not] (3) How do you or would you--feed on their energy?- Stop giving your energy to students
- Feed off their energy
- Intentionally connecting and enjoying your students
- Take time to have fun with kids
UNIT/WEEK3
Learning Objective: Students Take ownership of learning (1) How do you or would you have students to take ownership of their learning? (2) How would you formulate questions and initiate discussions? (3) How do or would you utilize feedback to enhance the quality of their work? (4) How do you get students to set their own educational goals?- They are not interested in learning
- Feed off their energy
- Make the learning matter relevant
- Do their work mean anything outside the 4 walls
- Publish students work on school website and class blog
UNIT/WEEK4
Learning Objective: Create an action plan for creating energy in your class. The action plan tool is located in the course. This tool use the S.M.A.R.T strategies for completing goals.Extended Activities Create Plan of Action using the following:
-
- S.M.A.R.T. Goals
-
- 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)
Extended Activities Components of Action Plan: Identify task Gather data Develop strategies Implement plan
Some References:
- McGory, Liz (2017, August 23). How to Stop Your Kids From Draining Your Energy at the End of the Day. Retrieved from http://lizzymc.com/2016/08/23/stop-kids-draining-energy/
- (2017). 20 Teaching Tips: High-Energy Students Retrieved from http://teachtrainlove.com/20-teaching-tips-high-energy-students/
- Lee, Andrew (2017). 3 Ways to Make Meaningful Connections With Your Students. Retrieved from https://www.understood.org
- Provenzano, Nicholas (2014, February 24). Common Modifications and Accommodations. Retrieved from https://www.edutopia.org/blog/make-meaningful-connections-with-students-nick-provenzano
- Teachhub (2017). Intentional Teaching: Enjoying Teachable Moments. Retrieved from http://www.teachhub.com/intentional-teaching-enjoying-teachable-moments
- Tbondclegg (2015, November 19). Connecting with Students. Retrieved from https://makinggoodhumans.wordpress.com/2015/11/19/connecting-with-students/
- Haynes, Kim (2017). Empowering Students to Take Ownership of Learning. Retrieved from http://www.teachhub.com/empower-student-to-take-ownership-of-learning
- Carpenter, Jeffrey (2013, June 13). How to Help Students Take Ownership of the Learning Process. Retrieved from http://pdkintl.org/blogs/classroom-tips/help-students-take-ownership-of-the-learning-process/
- Scherer, Marge (2008, November). Giving Students Ownership of Learning. Retrieved from http://www.ascd.org/publications/educational-leadership/nov08/vol66/num03/abstract.aspx
- Fletcher, Adam (2017, April 19). Student Ownership and Meaningful. Retrieved from https://soundout.org/student-ownership/
- First, you must Register on our online course system. Click the Register button below.
- After you created an account, login and select the course and pay ($65 per course).
If you are a teacher and can’t afford to pay for your professional development, please contact us. You can pay at the end of the course. We support our educators in PK-12+. Because of your dedication and commitment to serving students everywhere, we say thank you! We are advocates for pay increases for educators that are comparable to other states. Please spread the news about EarnYourPD.org.
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Announcement
You can register at anytime and begin working right away to EARN your CEUs while getting great professional development! Our courses START from $65 per enrollment. You can earn 3 CEUs with each course. We have served thousands of teachers across Mississippi and beyond. Join our course and workshop development community! You will have a facilitator throughout the course. See our course page for details.When do classes start? Course Start Date: At the time of enrollment. Course End Date: 4 weeks from date of enrollment.
How do we get our CEUs? After successful completion of EYPD Education courses, you will be awarded CEUs through mail. In efforts to ensure that CEUs are processed as quick as possible, we collaborate with approved and trusted CEUs providers in Mississippi. There are instructions within all courses on this easy process. We use the following CEU provider (CEU providers charge a fee to issue CEU Certificates):
| North Mississippi Education Consortium: $16.50 per CEU Certificate
Dear Educators, We are thankful for your support and over the past few years. We are truly here to support you! We build courses that work toward using skills learned or renewed. These skills must reach the classroom faster. We have a mission of providing quality and affordable professional development for educators, schools and districts.
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Follow the instructions to register and pay in two simple steps! Thank you again for supporting us!
- First, you must Register on our online course system. Click the Register button below.
- After you created an account, login and select the course and pay ($65 per course).
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