What if you could bring back more than just good intentions from professional development experiences?

At IDE Corp., we believe professional development should:
  •  Model innovative practices
  •  Provide new learning
  •  Have participants design materials to use in school immediately

We now offer an option beyond our in-person PD!

Online engagement, 5 weeks, 25 content-hours, continual feedback and assistance, and videoconference sessions. Work at times convenient for you and have fun challenging your pedagogical thinking!

Prices are $795 per participant and $6950 for a 10-pack.

IDE Corp. is an Approved Continuing Teacher and Leader Education (CTLE) Sponsor in New York State.


"This course is so different from the other 'virtual' courses I've taken because I can implement the ideas right away." - Danielle Crenny, Kindergarten Teacher

"Over two years, 7 different classes and 6 different instructors, I can assert that IDE does a wonderful job of providing teachers great resources and fresh ideas to improve instruction, and therefore, the student experience. The instructors are enthusiastic, polite, attentive and resourceful. I am entering my 18th year in the classroom and these courses have helped me remain passionate about teaching and more importantly, they've helped me remain current and up to date in my practices." - Bryan Horn, HS English Teacher

Apr
2
Tue
2019
CLOSED Designing Equity-Driven Learning Environments
Apr 2 – May 13 all-day

Providing all students with access and opportunity is key to maximizing potential. By designing equitable classroom environments you can influence issues of equity beyond the classroom. Explore and brainstorm problems focused on instructional equity and develop resources and structures you can use immediately in the classroom. Additionally, create an equitable learning environment that accepts and appreciates all cultural differences. What would that look like?

Syllabus:

  1. Establishing a working definition of equity in the classroom
  2. Developing a plan for needs-identification, resource-access, and tuned-facilitation for all students
  3. Developing strategies and structures for promoting a culture of equity in the classroom
  4. Developing learning activities to match cognitive levels, learning styles, and culture
  5. Designing opportunities for students to learn in an environment that promotes executive function through structures and facilitation
  6. Brainstorming problems to solve issues that can advance equity within the students’ neighborhood.

Access to the MyQPortal is included for all participants while enrolled in the VLC. There will be one week off for Spring Break.

Designing Problem-Based Authentic Learning Units
Apr 2 – May 13 all-day

Explore the power of problem-based learning in the classroom. Design a problem-based task, a rubric to drive instruction, and a scaffold of rich and diverse learning activities to implement with your students.

Syllabus:

  1. Understanding how “Raising Academic Rigor,” “Engaging Students in Learning,” and “Building Student Responsibility for Learning” go hand-in-hand
  2. Developing authentic, open-ended, problem-based tasks that create a felt-need to learn (expectations adjusted if the participant has taken the introductory course)
  3. Designing analytic rubrics to offer clearly articulated expectations, a roadmap for all learners, and challenges for gifted learners
  4. Designing a scaffold for learning to develop differentiated learning and practice activities
  5. Developing one or more other structures to support the unit, e.g.:
    • Formative Assessments to drive instructional planning
    • Facilitation Questions to probe students’ thinking at higher cognitive levels
    • Facilitation Grid to manage your ongoing student facilitation

Watch IDE Corp.’s YouTube video “What’s the difference between project-based learning and problem-based learning?“.

This course will use your choice of Dr. Nancy Sulla’s books, Students Taking Charge In Grades K-5 or Students Taking Charge In Grades 6-12 as a resource. Only one is required. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. There will be one week off for Spring Break.

Getting Started with Executive Function in Your Classroom: Designing Lesson Plans to Build Students’ EF
Apr 2 – May 13 all-day

Executive function is critical to all students’ academic achievement; and we now know it can be developed and accelerated. Enhance your academic lesson plans by fostering the six key aspects of executive function, intentionally building critical achievement prerequisites in students.

Syllabus:

  1. Understanding how executive function is inextricably linked to the academic achievement of students at all developmental levels through the lens of six levels of increasingly complex life skills
  2. Understanding how executive function develops and how growth can be accelerated
  3. Understanding the difference between learning and practice activities, and the importance of purposeful “grappling” with content
  4. Developing learning and practice activities aimed at building executive function across the seven key components: working memory, cognitive flexibility, planning, reasoning, problem-solving, and self-regulation
  5. Creating a plan to implement structures that build executive function in the learning environment
  6. Learning to facilitate instruction by asking questions that lead to the development of greater executive function

Watch Dr. Nancy Sulla’s YouTube videos “Executive Function: The Missing Link to Student Achievement” and “All Students Can Learn with Executive Function“.

This course will use Dr. Nancy Sulla’s book, Building Executive Function: The Missing Link to Student Achievement as a resource. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. There will be one week off for Spring Break.

Social and Emotional Learning in the Student-Driven Classroom
Apr 2 – May 13 all-day

Social and emotional learning (SEL) plays a major role in one’s success if life and career. Being in touch with emotions, controlling them, setting and achieving goals, engaging with others in socially appropriate ways, demonstrating empathy toward others, establishing positive relationships, and taking responsibility in life are critical skills that are not necessarily included in school curricula. They are skills that are fostered every day in student-driven learning environments like the Learner-Active, Technology-Infused Classroom. Develop structures and strategies you can employ to build SEL in your classroom or school.

Syllabus:

  1. Developing an understanding of the core competencies of SEL as defined by CASEL.
  2. Developing an understanding of the interplay among problem-based learning, structures, and teacher facilitation in a student-driven classroom.
  3. Exploring how each of the core competencies of SEL are addressed through the goals of engagement, empowerment, and efficacy in a student-driven classroom.
  4. Developing a set of structures for building SEL in a student-driven classroom.
  5. Developing a repertoire of teacher facilitation strategies for building SEL in a student-driven classroom.
  6. Developing learning activities that promote SEL in a student-driven classroom.

This course will use your choice of Dr. Nancy Sulla’s books, Students Taking Charge In Grades K-5 or Students Taking Charge In Grades 6-12 as a resource. Only one is required. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. There will be one week off for Spring Break.

Taking Executive Function to the Next Level: Creating a Culture of EF in Your Classroom
Apr 2 – May 13 all-day

Explore how executive function supports the critical life skills of conscious control, engagement, collaboration, empowerment, efficacy, and leadership. Develop activities and strategies for classroom use, as well as targeted facilitation to improve students’ executive function.

Syllabus:

  1. Understanding the six levels of increasingly complex life skills that depend upon executive function
  2. Identifying activities and structures that build executive function focused around the critical six levels of life skills
  3. Understanding how teacher facilitation builds the executive function skills around the critical six levels of life skills
  4. Designing structures for the classroom to create a culture of executive function
  5. Developing tools for teacher facilitation to create a culture of executive function

This course will use Dr. Nancy Sulla’s book, Building Executive Function: The Missing Link to Student Achievement as a resource. The assigned book must be purchased in advance. Access to the MyQPortal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.

Jul
9
Tue
2019
2 Weeks Designing Problem-Based Authentic Learning Units
Jul 9 – Jul 23 all-day

Explore the power of problem-based learning in the classroom. Design a problem-based task, a rubric to drive instruction, and a scaffold of rich and diverse learning activities to implement with your students.

Syllabus:

  1. Understanding how “Raising Academic Rigor,” “Engaging Students in Learning,” and “Building Student Responsibility for Learning” go hand-in-hand
  2. Developing authentic, open-ended, problem-based tasks that create a felt-need to learn (expectations adjusted if the participant has taken the introductory course)
  3. Designing analytic rubrics to offer clearly articulated expectations, a roadmap for all learners, and challenges for gifted learners
  4. Designing a scaffold for learning to develop differentiated learning and practice activities
  5. Developing one or more other structures to support the unit, e.g.:
    • Formative Assessments to drive instructional planning
    • Facilitation Questions to probe students’ thinking at higher cognitive levels
    • Facilitation Grid to manage your ongoing student facilitation

Watch IDE Corp.’s YouTube video “What’s the difference between project-based learning and problem-based learning?“.

This course will use your choice of Dr. Nancy Sulla’s books, Students Taking Charge In Grades K-5 or Students Taking Charge In Grades 6-12 as a resource. Only one is required. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.

2 Weeks Getting Started with Executive Function in Your Classroom: Designing Lesson Plans to Build Students’ EF
Jul 9 – Jul 23 all-day

Executive function is critical to all students’ academic achievement; and we now know it can be developed and accelerated. Enhance your academic lesson plans by fostering the six key aspects of executive function, intentionally building critical achievement prerequisites in students.

Syllabus:

  1. Understanding how executive function is inextricably linked to the academic achievement of students at all developmental levels through the lens of six levels of increasingly complex life skills
  2. Understanding how executive function develops and how growth can be accelerated
  3. Understanding the difference between learning and practice activities, and the importance of purposeful “grappling” with content
  4. Developing learning and practice activities aimed at building executive function across the seven key components: working memory, cognitive flexibility, planning, reasoning, problem-solving, and self-regulation
  5. Creating a plan to implement structures that build executive function in the learning environment
  6. Learning to facilitate instruction by asking questions that lead to the development of greater executive function

Watch Dr. Nancy Sulla’s YouTube videos “Executive Function: The Missing Link to Student Achievement” and “All Students Can Learn with Executive Function“.

This course will use Dr. Nancy Sulla’s book, Building Executive Function: The Missing Link to Student Achievement as a resource. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.

2 Weeks Infusing Transformational Technology
Jul 9 – Jul 23 all-day

Explore various themes of transformational technology, including collaboration, differentiation, and assessment. Design specific activities to foster technology infusion in the classroom. (Appropriate for all, from beginners to advanced technology users.)

Syllabus:

  1. Using technology in transformational ways
  2. Using technology to build responsibility in students towards becoming digital citizens and digitally literate
  3. Designing instructional materials that allow students to build a collaboration mindset
  4. Infusing transformational technology to enhance formative and summative assessment
  5. Becoming a reflective practitioner related to to technology use in the classroom
  6. Using technology to differentiate learning and practice activities in the classroom

Access to the IDEportal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.

Jul
23
Tue
2019
2 Weeks Designing Problem-Based Authentic Learning Units
Jul 23 – Aug 6 all-day

Explore the power of problem-based learning in the classroom. Design a problem-based task, a rubric to drive instruction, and a scaffold of rich and diverse learning activities to implement with your students.

Syllabus:

  1. Understanding how “Raising Academic Rigor,” “Engaging Students in Learning,” and “Building Student Responsibility for Learning” go hand-in-hand
  2. Developing authentic, open-ended, problem-based tasks that create a felt-need to learn (expectations adjusted if the participant has taken the introductory course)
  3. Designing analytic rubrics to offer clearly articulated expectations, a roadmap for all learners, and challenges for gifted learners
  4. Designing a scaffold for learning to develop differentiated learning and practice activities
  5. Developing one or more other structures to support the unit, e.g.:
    • Formative Assessments to drive instructional planning
    • Facilitation Questions to probe students’ thinking at higher cognitive levels
    • Facilitation Grid to manage your ongoing student facilitation

Watch IDE Corp.’s YouTube video “What’s the difference between project-based learning and problem-based learning?“.

This course will use your choice of Dr. Nancy Sulla’s books, Students Taking Charge In Grades K-5 or Students Taking Charge In Grades 6-12 as a resource. Only one is required. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.

2 Weeks Social and Emotional Learning in the Student-Driven Classroom
Jul 23 – Aug 6 all-day

Social and emotional learning (SEL) plays a major role in one’s success if life and career. Being in touch with emotions, controlling them, setting and achieving goals, engaging with others in socially appropriate ways, demonstrating empathy toward others, establishing positive relationships, and taking responsibility in life are critical skills that are not necessarily included in school curricula. They are skills that are fostered every day in student-driven learning environments like the Learner-Active, Technology-Infused Classroom. Develop structures and strategies you can employ to build SEL in your classroom or school.

Syllabus:

  1. Developing an understanding of the core competencies of SEL as defined by CASEL.
  2. Developing an understanding of the interplay among problem-based learning, structures, and teacher facilitation in a student-driven classroom.
  3. Exploring how each of the core competencies of SEL are addressed through the goals of engagement, empowerment, and efficacy in a student-driven classroom.
  4. Developing a set of structures for building SEL in a student-driven classroom.
  5. Developing a repertoire of teacher facilitation strategies for building SEL in a student-driven classroom.
  6. Developing learning activities that promote SEL in a student-driven classroom.

This course will use your choice of Dr. Nancy Sulla’s books, Students Taking Charge In Grades K-5 or Students Taking Charge In Grades 6-12 as a resource. Only one is required. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.

2 Weeks Taking Executive Function to the Next Level: Creating a Culture of EF in Your Classroom
Jul 23 – Aug 6 all-day

Explore how executive function supports the critical life skills of conscious control, engagement, collaboration, empowerment, efficacy, and leadership. Develop activities and strategies for classroom use, as well as targeted facilitation to improve students’ executive function.

Syllabus:

  1. Understanding the six levels of increasingly complex life skills that depend upon executive function
  2. Identifying activities and structures that build executive function focused around the critical six levels of life skills
  3. Understanding how teacher facilitation builds the executive function skills around the critical six levels of life skills
  4. Designing structures for the classroom to create a culture of executive function
  5. Developing tools for teacher facilitation to create a culture of executive function

This course will use Dr. Nancy Sulla’s book, Building Executive Function: The Missing Link to Student Achievement as a resource. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.

Aug
6
Tue
2019
2 Weeks Designing Equity-Driven Learning Environments
Aug 6 – Aug 20 all-day

Providing all students with access and opportunity is key to maximizing potential. By designing equitable classroom environments you can influence issues of equity beyond the classroom. Explore and brainstorm problems focused on instructional equity and develop resources and structures you can use immediately in the classroom. Additionally, create an equitable learning environment that accepts and appreciates all cultural differences. What would that look like?

Syllabus:

  1. Establishing a working definition of equity in the classroom
  2. Developing a plan for needs-identification, resource-access, and tuned-facilitation for all students
  3. Developing strategies and structures for promoting a culture of equity in the classroom
  4. Developing learning activities to match cognitive levels, learning styles, and culture
  5. Designing opportunities for students to learn in an environment that promotes executive function through structures and facilitation
  6. Brainstorming problems to solve issues that can advance equity within the students’ neighborhood.

Access to the IDEportal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.

2 Weeks Getting Started with Executive Function in Your Classroom: Designing Lesson Plans to Build Students’ EF
Aug 6 – Aug 20 all-day

Executive function is critical to all students’ academic achievement; and we now know it can be developed and accelerated. Enhance your academic lesson plans by fostering the six key aspects of executive function, intentionally building critical achievement prerequisites in students.

Syllabus:

  1. Understanding how executive function is inextricably linked to the academic achievement of students at all developmental levels through the lens of six levels of increasingly complex life skills
  2. Understanding how executive function develops and how growth can be accelerated
  3. Understanding the difference between learning and practice activities, and the importance of purposeful “grappling” with content
  4. Developing learning and practice activities aimed at building executive function across the seven key components: working memory, cognitive flexibility, planning, reasoning, problem-solving, and self-regulation
  5. Creating a plan to implement structures that build executive function in the learning environment
  6. Learning to facilitate instruction by asking questions that lead to the development of greater executive function

Watch Dr. Nancy Sulla’s YouTube videos “Executive Function: The Missing Link to Student Achievement” and “All Students Can Learn with Executive Function“.

This course will use Dr. Nancy Sulla’s book, Building Executive Function: The Missing Link to Student Achievement as a resource. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.

2 Weeks PBL Implementation – Next Steps in Student-Centered Authentic Learning Unit Design
Aug 6 – Aug 20 all-day

Deepen your knowledge of the power of problem-based learning in the classroom with a focus on implementation strategies. Design differentiated activity lists with multiple ways for students to learn, develop content facilitation grids and questions to support student-driven learning, and implement four types of formative assessments throughout the PBL unit. Note: Participants will apply course content to a previously created Problem-Based task and rubric.

Syllabus:

  1. Designing activity lists that offer students required activities, choice activities (offering more than one way to build a concept or skill), and optional activities (offering extension opportunities to those who are advanced) from a brainstormed scaffold for learning
  2. Developing facilitation grids, laying out skills and concepts to assess student learning as the teacher facilitates instruction.
  3. Designing facilitation questions to move students to higher-order thinking.
  4. Understanding the role of the Four Types of Formative Assessment to support progress monitoring and growth.
  5. Creating a transfer task as a venue for students to apply, or “transfer,” their learning from an authentic PBL unit to a new real-world context

Watch IDE Corp.’s YouTube video “What’s the difference between project-based learning and problem-based learning?“.

This course will use your choice of Dr. Nancy Sulla’s books, Students Taking Charge In Grades K-5 or Students Taking Charge In Grades 6-12 as a resource. Only one is required. The assigned book must be purchased in advance. Access to the IDEportal is included for all participants while enrolled in the VLC. This is a 25 contact hour, 2-week accelerated session.