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

2019-02-22T19:55:10-05:00

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

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

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

2019-02-22T20:24:19-05:00

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

2019-02-22T20:30:38-05:00

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

2019-02-22T20:33:37-05:00

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

2019-02-22T20:47:55-05:00

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

Jan
21
Tue
2020
10 Mindsets for Transformational Leadership
Jan 21 – May 18 all-day

Description

In this course, participants will engage with the “Ten Mindsets for Transformational Leadership” from Students Taking Charge: Implementation Guide for Leaders by Dr. Nancy Sulla, Julie Marks, and Tanya Bosco. Participants will gain insights, tools, and strategies for leading schools and districts in ways that transform practice and mindsets. They will design action plans to inspire the adaptive change at the core of schools focused on improving student achievement and experience through engagement, empowerment, and efficacy. They will engage in a variety of virtual settings over the course of each month and will engage in collaborative learning with other school and district leaders seeking the same transformational outcomes.

Syllabus

  1. Engage with Ten Mindsets across 5 months with new activity lists being released monthly
  2. Gain insights, tools and resources for use in faculty meetings, observation conferencing, PLCs, learning walks, book clubs and more…
  3. View the Mindsets through a systems-based approach, making connections to key components of school and district goals, mission and vision
  4. Collaborate and engage with the authors and other school leaders across schools and districts
  5. Explore scenarios and develop actionable steps to take each month to move from engagement to empowerment to efficacy

Participants in this course will use Students Taking Charge: Implementation Guide for Leaders by Dr. Nancy Sulla, Julie Marks and Tanya Bosco 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.

Feb
25
Tue
2020
Designing Problem-Based Authentic Learning Units
Feb 25 – Mar 30 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.

Facilitation Strategies for Standards-Based Learning
Feb 25 – Mar 30 all-day

Description

“Students don’t know what they don’t know.” (Sulla 2015) How do you get a clear sense that all students are learning? In this course, you will explore strategies to become a masterful facilitator of learning, becoming a guide in the learning process. While the standards drive the “what” of classroom instruction, teachers have power of the “how”. Keeping the end goal in mind helps to select and design appropriate instructional activities for student mastery. Become a facilitator of instruction to meet the demands of standards-based curriculum and actively engage with students during their thinking process.

Course 015

Syllabus

  1. Explore the role of a facilitator in an active learning environment
  2. Empower students to become active participants in the learning process
  3. Leverage differentiated learning opportunities to achieve mastery of the standards
  4. Develop strategies for getting to know your students
  5. Explore the facets of facilitation
  6. Develop tools and strategies for purposeful and active facilitation
  7. Create facilitation questions to promote higher-order thinking

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.

Getting Started with Executive Function in Your Classroom
Feb 25 – Mar 30 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.

Increasing Student Voice and Choice Through Differentiation
Feb 25 – Mar 30 all-day

Description

In this course, participants will learn research-based strategies to develop differentiated learning environments that address levels of cognitive readiness, as well as learning modalities. Participants will explore the difference between “learning” activities and “practice” activities, discover the need for authentic instruction, create a differentiated scaffold of activities to ensure all students experience “flow”, and create purposeful activity lists that take all learners into consideration.

Syllabus

  1. Understanding the difference between learning and practice activities
  2. Building a scaffold for learning that will help in the creation of differentiated lessons
  3. Providing students with “just in time” instruction based on formative assessment data
  4. Creation of an activity list that will give students choice and allow them to schedule their time in the class
  5. Exploration of teacher cloning tools that will enhance learning and practices activities

Course 008

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

Problem Solving through the Design Process
Feb 25 – Mar 30 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.

Mar
31
Tue
2020
Creating a Culture of Executive Function in Your Classroom
Mar 31 – May 4 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.

Designing Equity-Driven Learning Environments
Mar 31 – May 4 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.

Designing Problem-Based Authentic Learning Units
Mar 31 – May 4 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.

Fostering Student Empowerment Through Structures
Mar 31 – May 4 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.

Social and Emotional Learning in the Student-Driven Classroom
Mar 31 – May 4 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.