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Products are filtered by different dates, depending on the combination of live and on-demand components that they contain, and on whether any live components are over or not.
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  • Contains 3 Component(s), Includes Credits Includes a Live Web Event on 07/07/2022 at 6:00 PM (EDT)

    Student teachers can become leaders in the school, helping to inspire educators to use many different applications in the classroom.

    More than ever before, student teachers can both learn from their cooperating teachers and be outstanding resources for technology integration. Student teachers now navigate through their experiences as students, adopting online education pedagogy established through their own online learning. With many schools using one-to-one technology initiatives, student teachers can become “reverse mentors” by using their specialized knowledge of learning through online technology to become leaders in the school and inspire teachers to use different applications in their classrooms. 

    In this webinar, hear more about how to harness information from the cooperating teacher and apply it to develop online education practices that facilitate better learning outcomes for students. In addition, the frameworks of SAMR and TPACK will be mentioned as possible integration evaluation methods. Attendees will explore different online applications and how they can be used in daily classroom instruction. 
    Join this webinar to:
    • Learn about roles of reverse mentoring.
    • Explore different categories of online technology that can be used in the classroom.
    • Learn how to analyze practices of cooperating teachers and apply appropriate technologies to facilitate learning.

    Dr. Stephanie Schaefer

    Adjunct Faculty at American College of Education

    American College of Education

    Dr. Steph Schaefer is a current Adjunct Instructor at the American College of Education, where she teaches STEM education classes, along with digital learning technologies. As a previous student teacher, Schaefer was able to help her cooperating teacher with newly installed technology, and she navigated that role of learning about teaching while helping to facilitate learning through technology. She went on to teach courses using blended learning strategies for a decade and now focuses on preparing educators for technology integration in classroom settings.

  • Contains 3 Component(s), Includes Credits Includes a Live Web Event on 06/02/2022 at 6:00 PM (EDT)

    As a new teacher, how will you reach your students in classrooms and online, and, more importantly, how will you develop relationships with them in all settings?

    What a roller coaster teachers have been on for the past 3 years! From having to move to a completely virtual learning environment to navigating hybrid settings and the need to engage students both in the classroom and at home—not to mention working with quarantined students—teachers have had to learn how to reach and teach our students in a multitude of different settings. As a new teacher, how will you reach your students in such environments and, more importantly, how will you develop relationships with them? Our students need us more than ever, and we need to help them with their social–emotional needs first so that we can help them adjust and be able to learn. 

    In this session, new teachers will learn:
    • How to make the most of a 1:1 environment setting
    • Strategies that reach students and support social–emotional needs in any setting
    • Resources that can be used in both virtual and face-to-face settings

    Debbie Huffine

    Debbie Huffine has taught for more than 30 years at the elementary and middle school levels, was a district instructional coach for Grades K–12, and is now an Engineering teacher for Grades 7–8 and Chair of the Science Department. In 2018 Huffine earned an EdS from the American College of Education, where she is now the Core Professor for STEM Education.

  • Contains 3 Component(s), Includes Credits Includes a Live Web Event on 05/26/2022 at 6:00 PM (EDT)

    Learn about the positive student behaviors most commonly identified for promoting a culture of caring.

    Learning in a classroom setting is one common experience that most children have in our society, and teachers have a tremendous opportunity to model caring behaviors for students to emulate. Our presenter Dr. Qvarnstrom conducted a survey of more than 100 teachers, and she will discuss the positive student behaviors most commonly identified by those teachers for promoting a culture of caring. 

    Participants in this webinar will learn
    • The top positive student behaviors identified by teachers in the survey
    • Strategies for promoting positive behaviors in the classroom
    • Integration of literature to promote positive behaviors
    • Integration of simulations to promote positive behaviors
    • References for building a culture of caring in the classroom

    Dr. Jeanne Qvarnstrom

    Assistant VP for Institutional Effectiveness

    Dr. Jeanne Qvarnstrom became a faculty member in the Education Department at Sul Ross State University in 2012, and she is currently an Associate Professor. In 2015, she was selected to be the Assistant Vice President for Institutional Effectiveness. Prior to Sul Ross State University, Dr. Qvarnstrom served as a public school teacher, school principal, and director of curriculum and assessment in school districts in Oregon, California, and Delaware , as well as curriculum coordinator in the San Diego County Office of Education. She earned her BS from Iowa State University, her MA from California State University, and her EdD from the University of the Pacific. Dr. Qvarnstrom’s scholarship interests are in school climate, student teacher preparation, and assessment.

  • Contains 3 Component(s), Includes Credits

    Students need learning activities that connect content and social-emotional learning skills.

    Social–emotional learning (SEL) continues to be a critical need for our students. Whether students are attending school in person or virtually or are following a hybrid model, SEL skills are important for all students. As teachers try to ensure their curriculum is inclusive of all components, we can utilize an integrated model for SEL. Students need learning activities that connect content and social–emotional learning skills, as SEL does not occur in the isolation of a morning meeting. 

    Through this webinar, teachers will gain: 

    an understanding of the benefits of integrating social–emotional learning skills 

    ready-to-use integrated SEL activities that can be easily implemented 

    an understanding of the positive effects that integrated SEL has on students 

    Sharon Smith Braden

    Dr. Sharon Smith Braden has served as a public school educator and administrator for more than 28 years in the Nashville, Tennessee, public schools. As an educator, she desires to equip teachers with effective strategies and resources necessary to provide quality instruction for every student in every classroom every day. Sharon’s doctoral research focused on Project-Based Learning. She is an adjunct professor for the American College of Education and enjoys writing curriculum and completing research. She is a trained Quality Matters peer course reviewer and strives to provide excellence in curriculum content.

  • Contains 1 Component(s)

    Learn how to plan and film your video to show your skill with lesson planning, abilities to deliver the lesson, awareness of students’ understanding, use of formative assessments, and reflection upon what you planned and taught.

    If a picture is worth a thousand words, then what is a video worth? Don’t leave employers guessing how you will perform in the classroom; set yourself apart from other job candidates who present themselves solely on paper! Learn how to plan and film your video to show your skill with lesson planning, abilities to deliver the lesson, awareness of students’ understanding, use of formative assessments, and reflection upon what you planned and taught.

    Anna Quinzio-Zafran

    Anna Quinzio-Zafran, a National Board Certified Teacher, recently retired after 36 years with Coal City Community Unit #1 Schools from her roles as teacher and K–5 Language Arts Coordinator. She received her Doctorate from Northern Illinois University, and her Master’s degree in Curriculum and Instruction and Bachelor’s degree in Elementary Education from Illinois State University.

  • Contains 3 Component(s), Includes Credits

    Explore the Smithsonian Science for Global Goals "Environmental Justice! How can we create environments that are healthy for everyone?" community response guide.

    Join the Smithsonian Science Education Center in exploring the Smithsonian Science for Global Goals “Environmental Justice! How can we create environments that are healthy for everyone?” community response guide. We will take a deeper dive into the ways you can engage young people in transdisciplinary learning and action-taking in their own local communities.

    The Smithsonian Science for Global Goals project provides youth around the world, ages 8–17, with the knowledge and skills to understand the world’s most pressing issues and to become agents for change in their own communities. 
    Attendees of this Smithsonian Science Education Center webinar will gain support in the following: 
    • Utilizing the Smithsonian Science for Global Goals project learning framework 
    • Using investigations to explore environmental problems from scientific and justice-oriented lenses 
    • Envisioning ways the “Environmental Justice!” content can be used with young people in their specific contexts

    Katherine Blanchard

    Smithsonian Science Education Center

    Katherine Blanchard is the Program Manager for Leadership Development and International Programs in the Professional Services division of the SSEC, where she has managed and supported a variety of programs across the United States, including STC professional development workshops, leadership institutes, and the Smithsonian Science Education Academies for Teachers. The focus of her work has been supporting teachers, schools, and districts in building support and awareness for science education in their communities. She has a BA in both Theatre Arts and Political Science from Coe College and an MA in International Education from The George Washington University.

    Alexa Mogck

    Smithsonian Science Education Center

    Alexa Mogck is a Program Assistant in the Professional Services division of the SSEC, where she supports a variety of domestic and international programs. Prior to joining the SSEC, Alexa worked and volunteered with many youth-facing science organizations in the Santa Barbara and Minneapolis areas and completed a Fulbright Grant teaching English in Terengganu, Malaysia. Alexa graduated from Westmont College with a BS in Biology: Ecology, Evolution, and Natural History, and a minor in Anthropology. 

    Heidi Gibson

    Smithsonian Science Education Center

    Heidi Gibson is a curriculum developer for the Smithsonian Science for Global Goals community research guides at the Smithsonian Science Education Center (SSEC). This follows her prior work as an SSEC research fellow helping to develop the structure of the guides and aligning them to ideas from socio-scientific, place-based, participatory action, and civic and global learning research. She is passionate about engaging young people to realize their own power to transform the world. She has a Master of Arts degree in International Education from George Washington University and a bachelor’s degree in Biology from the College of William and Mary. Heidi authored the book From Ideas to Actions: Transforming Learning Using Critical Global Issues, and her past work includes researching and directing global education programs, serving in the U.S. diplomatic corps, and teaching civics using an experiential approach.

  • Contains 3 Component(s), Includes Credits

    Learn about the benefits that come from PLCs and find learning communities you can connect with right away.

    Get an introduction to the concept of Professional Learning Communities (PLCs)! PLCs were first developed and used by K-12 teachers; however, Dr. Harmon highlights how they are helpful to use in any area and at any level of education. Through this presentation, audience members will learn how PLCs are beneficial tools to build a community of learners, both in person and online, and how they encourage a sense of belonging. Get tips for joining and engaging with PLCs in both formats. Dr. Harmon provides real-life examples of how to build, manage, and utilize PLCs for continued professional development. Furthermore, audience members will learn about PLC resources and online learning communities they can connect with right away.

    Audience members will learn:
    • the history of PLCs, 
    • the benefits of having PLCs, and
    • best practices for creating and maintaining PLCs throughout professional careers. 

    Dr. Renée Harmon

    Dr. Renée Harmon (she/her/hers) earned a PhD in Education and Human Resource Studies from Colorado State University (CSU), an MA in Communication from the University of Missouri-St. Louis, a BA in Journalism from Western Illinois University, and an AA from Southeastern Community College. She also holds a graduate certificate in Nonprofit Administration from CSU. Dr. Harmon's research and interests include sustainability education, assessment, and literacy; online instructional design; nontraditional teaching and learning methods, including case-based instruction and service learning; higher education leadership; and community education. She began her work with professional learning communities (networks) as an Assistant Professor at Minnesota State University-Moorhead (MSUM), where PLCs were discussed and practiced in the educational leadership program. Dr. Harmon focuses on using PLCs for educators, graduate students, and sustainability/nonprofit professionals. While at MSUM, she received funding to develop The Leadership Lab (an example of a PLC), a collaborative project focused on connecting graduate students, faculty, and college staff to promote community, learning, and a sense of belonging. The group hosted monthly virtual coffee socials, participated in a campus open house event, and offered educational webinars that addressed topics such as navigating higher education and mastering graduate research and writing.

  • Contains 3 Component(s), Includes Credits

    The arts tap into the child's natural ways of learning about the world and allow them to experience hands-on lessons in the class.

    Need some help engaging your students with lessons? The easiest way to do it is with the arts! The arts tap into the child's natural ways of learning about the world and allow them to experience hands-on lessons in the class. Sing a song to remember the butterfly cycle, act out a book, or just dance your way around the room to show what joy looks like. The arts become a way to make every lesson come alive and stay with the students. Integrating the arts allows all differentiation for any student needing a new way to approach new ideas. Come and enjoy!

    Attendees will learn how:
    • Using the integrated arts of music, dance, art, and drama enhances the early childhood curriculum.
    • Using art such as drawing, sculpture, painting, and ceramics encourages learning with small children.
    • Using music along with lessons benefits the child's learning of new knowledge.
    • Using dance and movement to enhance lessons allows young children to fully experience learning.
    • Using drama to enact and experience new knowledge and internalize the material benefits young children's learning.

    Dr. Kevin Dartt

    American College of Education

    Dr. Kevin Dartt earned bachelor’s and master’s degrees in music, including vocal music K–12 and vocal performance. After marrying an artist, the arts became a part of her whole life. She has raised children and watched grandchildren use the arts, take lessons, and learn using the arts. She has worked with young children and taught student teachers to use the arts in the classroom to reach every child and encourage increased learning and memory. Dr. Dartt is a Professor in student preparation at various universities and has been working with teachers for the last 21 years.

  • Contains 2 Component(s)

    Slide presentation for KDP's National Virtual Initiation Ceremony.

    If your chapter cannot host a local or virtual initiation ceremony, initiates can attend a National Virtual Initiation Ceremony. This presentation guides your chapter through the ceremony.

  • Contains 3 Component(s), Includes Credits

    This webinar explores using digital storytelling to build diversity concepts by developing an understanding of self and others.

    Appreciating diversity in the classroom is critical, but it must first begin with understanding oneself, which requires much introspection and reflection. Providing students opportunities to think critically about who they are, their culture (both surface and deep), and how they fit into the world opens doors for understanding and acceptance of others. One way to do this is through a digital story. Such stories have the power to promote engagement and challenge student understanding of diversity concepts and social justice issues by allowing storytellers to share their perspectives through multimedia (Grant & Bolin, 2016).
    Key takeaways from this webinar will be:
    1. Rationale for using digital storytelling to give voice to individual and others’ perspectives 
    2. Exploration of how to use digital storytelling to bring together groups of people with similar stories regardless of geographical closeness (Polk, 2010)
    3. Overview of the seven elements of digital storytelling
    4. Discussion of various technological tools beneficial for digital storytelling
    5. Examples of digital stories
    6. Assignment ideas involving the use of digital storytelling

    Melissa Comer

    Professor, Department of Curriculum & Instruction

    Tennessee Technological University

    Dr. Melissa Comer serves as Professor in the Department of Curriculum & Instruction at Tennessee Technological University, where she teaches literacy and technology-related courses. Professional scholarly experience includes numerous presentations as well as the publication of conference proceedings and scholarly articles in various reputable journals. Developing and maintaining several course websites, Dr. Comer also served as the webmaster and president of the Tennessee Council for Teachers of English (TCTE) as well as the co-editor for Visions & Revisions, TCTE’s online newsletter.