We are practitioners for practitioners
Our teacher learning track is designed to enhance educators' repertoire of strategies and tactics for ensuring students develop a foundation of core content knowledge, facility and command of their learning process, and the ability to solve complex problems.
The Developing Expert Learner program focuses on developing student progress towards high levels of rigor by ensuring students can take ownership over their own learning.
This work broadens the discussion from a specific instructional method or approach to various approaches that can substantially move all learners to high levels of learning and develop their confidence in taking control of their learning process.
This program walks teachers through the unit and lesson design process, targeted instructional approaches at varying levels of content complexity, and the culture and climate strategies that effectively and efficiently move learning forward for all.
The Developing Expert Learner program consists of a two-day Foundation Series. Educators that are interested in additional professional learning opportunities beyond the Foundation Series should consider the Teaching for Transfer program.
DAY 1 focuses on strategies that enable students to develop ownership over their learning. These strategies include developing routines for inspecting performance, developing dispositions for handling setbacks, and tactics for giving and receiving effective feedback.
DAY 2 focuses on unit and lesson design to establish routines that build student ownership over their learning and develop and apply core academic content knowledge and skills.
The Teaching for Transfer program focuses on developing students’ abilities to apply core academic content to real world problems. This professional learning experience is focused on going beyond meeting standards and shifts to going through the application and integration of standards across classrooms to understand and engage in authentic experiences.
This work focuses on core knowledge and skills of teaching students how to engage in transfer level tasks and situations. The Teaching for Transfer program consists of a two-day Foundation Series. Educators that are interested in additional professional learning opportunities should consider Coaching for Impact.
DAY 1 explores the foundational building blocks for ensuring students learn core content knowledge and skills to be prepared to transfer learning. Moreover, teachers learn how to co-construct learning intentions, success criteria, and questions within and across academic disciplines. Teachers also learn how to develop strategies for creating perplexity of tasks, establishing meaningful problems for students to solve, and ensuring multiple perspectives are considered and weighed when designing a solution.
DAY 2 focuses on teaching students transfer level skills that prepares students for managing complex tasks and the environment, for applying content from one situation to another, and engaging with people, places, and processes in problem-based contexts. During day 2, teachers also design transfer level units of study and work collaboratively to refine and improve their work.
RIGOROUS PBL BY DESIGN
Using the latest research and practical experience, Rigorous PBL by Design Professional Development equips teachers with high-impact strategies that ensure students develop content knowledge, enhances the PBL strategies that are known to develop deeper learning capacities, and cultivates a series of strategies that promote student ownership over learning.
The Rigorous PBL by Design Professional Development Program paves the way for educators to ensure their students have a balance of surface, deep, and transfer understanding of core academic and 21st Century content knowledge and skills and that they have a command over their own learning. The program emphasizes three key shifts to project design and implementation: (1) Clarity of learning outcomes and success criteria, (2) Challenging students at their level of learning, and (3) Creating a culture that focuses on students taking ownership over their own learning.
DAY 1 explores the rationale for utilizing Rigorous PBL by Design in the classroom and engages teachers in the steps required to establish clarity in the project-based environment.
DAY 2 focuses on designing targeted instructional, feedback, and learning strategies that will support learners in developing a rigorous level of understanding of core content.
DAY 3 focuses on developing a learning culture in the class and offers time for teachers to give and receive feedback on initial project sketches.
DEEP DIVE SERIES
DAY 1 focuses on tools strategies that enable teachers to teach students how to transfer within and across contexts.
DAY 2 focuses on designing effective sequencing of lessons to ensure students develop surface, deep, and transfer knowledge and skills.
This two day hands-on workshop walks teachers through five key habits for differentiating the classroom for students. Teachers will learn key strategies and acquire knowledge for the use of a set of tools that will empower students to develop ownership over their own learning and expand and apply their core academic content knowledge and skills. Over the two days teachers will learn new practices in the following five areas: (1) Creating routines for clarity in student learning, (2) Making feedback mutual, (3) Ensuring students engage in complex work, (4) Establishing student ownership over their own learning, and (5) Creating individual and collective efficacy.
The Busy Teacher program consists of a two-day Foundation Series. Educators that are interested in additional professional learning opportunities beyond the Foundation Series should consider the Developing Expert Learners or Teaching for Transfer programs.
DAY 1 focuses on key teaching strategies that provide students with clarity of expectations of learning. Moreover, day 1 walks teachers through approaches for building student’s’ ability to give, receive and use accurate feedback with one another.
DAY 2 focuses on designing targeted instructional, feedback, and learning strategies that will support learners in developing a rigorous level of understanding of core content. In addition, teachers learn strategies for designing rigorous learning experiences for students. Finally, teachers learn strategies for individually and collectively inspecting and responding to data on student achievement, metacognition, and perspectives on teacher credibility.