Virtual Learning Communities

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

At EdQuiddity, 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.

Only $595 per seat or $4,995 for a 10-pack of seats.

Available VLC’s

“…so different from the other ‘virtual’ courses…”

"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

2019-02-22T19:55:10-04:00

Danielle Crenny, Kindergarten Teacher

"This course is so different from the other 'virtual' courses I've taken because I can implement the ideas right away."

“…a wonderful job of providing teachers great resources”

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. 

Bryan Horn, HS English Teacher

2019-02-22T20:05:14-04:00

Bryan Horn, HS English 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. 

“…extremely informative…”

"This course has been extremely informative in the methods of increasing executive function in students."

Victoria Barthel, 8th Grade Mathematics Teacher

2019-02-22T20:24:19-04:00

Victoria Barthel, 8th Grade Mathematics Teacher

"This course has been extremely informative in the methods of increasing executive function in students."

“…many takeaways from this course…”

"There are many takeaways from this course that I plan to use in my classroom in the fall."

Kristina Pace, 7th Grade Math Teacher

2019-02-22T20:30:38-04:00

Kristina Pace, 7th Grade Math Teacher

"There are many takeaways from this course that I plan to use in my classroom in the fall."

“…numerous resources, strategies, videos, and articles that I will use…”

"I think there have been numerous resources, strategies, videos, and articles that I will use in the fall. I think, overall, I have become better aware that I am doing things in my classroom that promote executive functioning skills in my students."

Sarah Collins, Teacher

2019-02-22T20:33:37-04:00

Sarah Collins, Teacher

"I think there have been numerous resources, strategies, videos, and articles that I will use in the fall. I think, overall, I have become better aware that I am doing things in my classroom that promote executive functioning skills in my students."

“…so excited to implement many of the strategies and techniques…”

"I learned that there was so much more I could be doing with my students to foster their executive functioning skills. I am so excited to implement many of the strategies and techniques I learned from the course and through chatting with the consultant on a weekly basis."

Leslie Thompson, Resource Teacher

2019-02-22T20:47:55-04:00

Leslie Thompson, Resource Teacher

"I learned that there was so much more I could be doing with my students to foster their executive functioning skills. I am so excited to implement many of the strategies and techniques I learned from the course and through chatting with the consultant on a weekly basis."

VLC Schedule

Sep
17
Tue
2019
Designing Problem-Based Authentic Learning Units
Sep 17 – Oct 21 all-day

Description

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

Course 001

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 MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Getting Started with Executive Function in Your Classroom: Designing Lesson Plans to Build Students’ EF
Sep 17 – Oct 21 all-day

Description

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 MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

New Teacher Seminar – Key Topics in Creating a Student Driven Classroom
Sep 17 – Oct 21 all-day

Description

Creating a learner-centered classroom requires teachers to design opportunities for students to actively engage in their learning and maximize their potential. Designing differentiated learning activities, facilitating those learning activities with meaningful questioning, using a variety of formative assessment strategies and student reflections, and leveraging strategies to build students’ executive function skills all lead to putting students at the center of their educational process. Craft a plan for positioning your students to be active participants in the learning process as you design a classroom learning environment that engages and empowers students, building a greater sense of efficacy for them and for you as their teacher.

Syllabus

  1. Exploring opportunities to know and understand your students
  2. Designing differentiated learning activities for engaging different types of learners
  3. Developing meaningful questions to promote learning through teacher facilitation
  4. Designing formative assessments for teacher use and for student self-assessment
  5. Exploring basic strategies for building executive function in your students

Course 010

Participants in this course will use Dr. Nancy Sulla’s book, It’s Not What You Teach But How 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. 25 contact hours.

Social and Emotional Learning in the Student-Driven Classroom
Sep 17 – Oct 21 all-day

Description

Social and emotional learning (SEL) plays a major role in one’s success in 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.

Course 014

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 MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Technology Infusion for a Blended Learning Environment
Sep 17 – Oct 21 all-day

Description

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 collaborative mindset
  4. Infusing transformational technology to enhance formative and summative assessment
  5. Becoming a reflective practitioner related to technology use in the classroom
  6. Using technology to differentiate the learning process

Course 009

Access to the MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Oct
8
Tue
2019
Building Student Responsibility for Learning
Oct 8 – Nov 11 all-day

Description

Explore a variety of classroom structures and strategies you can employ to help students take greater responsibility for their own learning, including self-assessment, goal-setting, self-regulation, learning choices, and reporting. Design a student responsibility plan that will work in your classroom.

Syllabus

  1. Understanding how student responsibility impacts student achievement
  2. Designing structures and strategies to build student responsibility in the classroom
  3. Using a Great Student Rubric
  4. Teaching students to self assess, set goals, and monitor progress
  5. Building executive function skills that promote responsibility
  6. Exploring the Learner-Active, Technology-Infused Classroom

Course 005

Access to the MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Creating a STEM/STEAM Culture in Your Classroom
Oct 8 – Nov 11 all-day

Description

We’re all familiar with STE(A)M courses and STE(A)M hours; but what about a classroom or school that exudes a culture of STE(A)M thinking? How can we position students to use design thinking, exemplify the use of math practice standards, and experience the cross-cutting concepts of the Next Generation Science Standards throughout the day? This course will focus on designing instruction to reflect a STE(A)M culture across all activities of the day. Participants will design lesson plans and structures to use with their students.

Syllabus

  1. Develop activities and visual resources for creating a STE(A)M Culture
  2. Understand the engineering design process
  3. Design authentic problems to build STE(A)M mindsets
  4. Infuse transformational technology
  5. Integrate the arts through design

Course 006

Access to the MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Designing Equity-Driven Learning Environments
Oct 8 – Nov 11 all-day

Description

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.

Course 007

Access to the MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Getting Started with Executive Function in Your Classroom: Designing Lesson Plans to Build Students’ EF
Oct 8 – Nov 11 all-day

Description

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 MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

PBL Implementation – Next Steps in Student-Centered Authentic Learning Unit Design
Oct 8 – Nov 11 all-day

Description

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

Course 002

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 MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

Nov
5
Tue
2019
6 Weeks Designing Problem-Based Authentic Learning Units
Nov 5 – Dec 16 all-day

Description

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

Course 001

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 MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

6 Weeks Problem Solving through the Design Process
Nov 5 – Dec 16 all-day

Description

The engineering design process is a set of steps for creating that which does not yet exist. Help your students develop thoughtful solutions to open-ended problems, no matter what the subject area. Design authentic, open-ended problems for your students to solve using IDE Corp.’s Design Process.

Syllabus

  1. Understanding the “place” of design process as creating that which does not exist (referencing the STEM science/engineering juxtaposition but realizing that the IDE Design Process can be used in all subjects)
  2. Exploring the difference between convergent and divergent thinking
  3. Understanding the six steps to the IDE Design Process (formulate, explore, ideate, sift, simulate, advocate)
  4. Understanding the importance of empathy in the IDE Design Process
  5. Engaging students in activities that require them to use the design process
  6. Understanding the importance of efficacy in the classroom
  7. Exploring the importance of consensus in decision-making and the tools students can use to achieve consensus

Course 011

Access to the MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

6 Weeks Social and Emotional Learning in the Student-Driven Classroom
Nov 5 – Dec 16 all-day

Description

Social and emotional learning (SEL) plays a major role in one’s success in 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.

Course 014

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 MyQPortal is included for all participants while enrolled in the VLC. 25 contact hours.

6 Weeks Taking Executive Function to the Next Level: Creating a Culture of EF in Your Classroom
Nov 5 – Dec 16 all-day

Description

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

Course 004

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. 25 contact hours.