21st-Century Teaching Courses - Online and On-Site Based Courses for Continuing Education and Professional Development for Teachers | The Connecting Link

 

Courses by category: 21st-Century Teaching

Filter Courses
This course is designed to explore the essential elements needed for the acquisition of knowledge and competencies to promote 21st century learning skills. Participants in this course will learn about the need for collaboration, communication, and critical and creative thinking. The effective use of technology and media literacy will be investigated. This course prepares teachers by engaging them in thoughtful dialogue and activities that promote 21st century ideas and understanding of students’ diverse, digital, and global learning needs.
This course is designed to give educators at all levels (K–12) an overview of research related to harassment, bullying and cyberbullying. Influences within and outside of the school will be explored. Educators will develop effective tools for the identification and prevention of bullying behaviors. Interventions, including home/school connections, will be presented to address opportunities for change, which can positively influence student achievement.  
The purpose of this course is for participants to learn the history of coding, particularly in education, coding formats and how coding fits into the K-12 curricula, and how coding can help prepare future-ready students.
Participants in the course will receive a comprehensive overview of how smartphones can be used to collaborate, create, and assess in the classroom. Teachers will examine current trends, beliefs, and applications of the smartphone and how to effectively manage these devices with students in their classroom. Completion of the course will provide you with a wealth of ideas and skills to create your dynamic classroom using your smartphone.
This course provides participants with a solid framework for planning, implementing and maintaining successful co-teaching relationships that improve the learning instruction of all students. Participants will reflect on the definition of co-teaching, components of the co-teaching relationship, examine a variety of co-teaching models and how they support student learning, and evaluate their current co-teaching programs. Participants will leave the course knowing several co-teaching practices between general and special education teachers, as well as, between two general education teachers in the same classroom, and how to effectively work as a co-teaching partner to create opportunities for success for all learners.
This course is designed to provide K–8 educators, paraprofessionals and/or administrators with a widespread knowledge of Autism Spectrum Disorders.  Participants will explore historical data and diagnosis statistics, characteristics of Autism Spectrum Disorders and co-morbid diagnoses.  Additionally, course content will focus on implementation of classroom strategies to meet the diverse learning needs of students on the Autism Spectrum.  Participants will research, analyze and effectively select evidence based strategies appropriate for students with Autism.
This course is designed to teach participants the importance of metacognition, provide background knowledge of the core executive function processes, and help apply their knowledge of executive function processes to help students better understand themselves as learners. Participants will learn how executive functioning skills are the cognitive powers that help develop good habits which leads to effective school and life management. The course will also look at the process of how to create effective assessments. Assessments are essential to the learning process, as evidenced in that assessments inform the instructor on the effectiveness of their instruction, as well as they provide a way to measure students' mastery of the course's educational learning targets. The course will explore how to identify course goals for assessment, determine test structure and design, write effective questions, and apply a variety of testing methods to differentiate testing methods.
Participants will learn to develop, create, implement, and assess a STEAM (science, technology, engineering, arts, and math) program, lessons and units. A variety of frameworks will be reviewed and discussed to allow for easy replication of STEAM units and activities. Inquiry-based lessons for instruction and assessment will be explored to help gain a better understanding of possible classroom applications and projects. Educators will leave the course with a roadmap to better implement STEAM into their classroom, promote STEAM questioning, and develop STEAM PBL (Project-Based Learning) units.
Participants will learn to develop, create, implement, and assess a STEM/STEAM (Science, Technology, Engineering, Arts, and Mathematics) program, lessons and units. A variety of frameworks will be reviewed and discussed to allow for easy replication of /STEAM units and activities. A variety of STEM/STEAM careers will be explored and highlighted in resources. Educators will leave the course with a roadmap to better implement STEM/STEAM into their classroom, promote STEM/STEAM questioning, and develop STEM/STEAM PBL (Project Based Learning) units.
Participants in this course will learn the history of the LGBTQ movement, key terminology, how preconception and discrimination impact the LGBTQ community and review strategies for fostering LGBTQ-inclusivity in schools. Participants will examine myths and perceptions, as well as curriculum and best practices associated with LGBTQ students. Participants will be provided multiple opportunities to engage in discussions and activities that refine and define strategies and practices focusing on meeting the comprehensive needs of LGBTQ students. 
This course is designed to give educators at all levels an overview of recent research on mindfulness practices and to provide step by step guidance on how to integrate these practices into the classroom. Participants in this course will learn what mindfulness is, why it is important, and how to creatively apply research-based mindfulness techniques in meeting the diverse learning needs of students. Attention will also be given to ways educators can use mindfulness to enhance their own professional and personal experience as teachers.
This course is designed to enhance a participant’s knowledge of brain research. The following themes will be explored throughout the course: brain development, information processing, memory and retention, transferring learning, and critical thinking. Participants in this course will explore ways to design brain-friendly and effective lesson plans using the latest scientific findings and discoveries. This course prepares teachers by providing them with the essential elements needed to translate the biology of brain-based learning from theory into classroom practice.
With the soaring concerns of mental health issues, students need to be supported more than ever with their social and emotional development. Social and Emotional Learning (SEL) involves teaching and modeling five lifelong skills: self-awareness, self-management, responsible decision-making, social awareness, and relationship skills. In this course, participants will learn how to weave SEL into the curriculum, which has been shown to increase academic outcomes and promote overall positive mental health among students. Participants will also explore strategies to support and enhance their own mental health and well-being.
Participants in this course will examine how social media is an integral part of the school community. The positive and negative impact of social media on the school community will be discussed and explored. Participants will learn strategies to navigate social media concerns and issues. The course will help educators learn about norms in digital citizenship and how to plan and integrate social media tools in their classroom and school community. Social media frameworks for projects, lesson plans, and school functions will be reviewed. Participants will leave the course with social media tools to engage their students in new learning mediums and improve the classroom and school community environment.
Participants in this course will examine student-centered classrooms with a constructivist approach - a significant shift away from the typical teacher-centered classroom. In a student-centered classroom, much of the direction and leadership is passed onto the students and the teacher becomes the classroom facilitator. This course provides participants with an in-depth exploration of how student-centered classrooms can engage and enhance the learning of all students. Effective student-centered teaching strategies, lesson planning, classroom management methods, and differentiated assessments will be explored. Participants will learn how having a constructivist approach to the student-centered classroom can have students take charge of their learning at any grade level and become independent learners who can create, discover, and problem solve on their own.
Participants will explore useful techniques to create more effective technology lessons, software packages, web resources, graphing calculators, and instructional materials used to integrate technology into algebra instruction.  Course topics include technology use with number operations, ratios and proportions, functions, systems of equations, graphing, data analysis, and probabilities. Participants will develop lesson plans, activities, quizzes, and tests on each topic that adheres to local, state and national standards; evaluate instructional technologies for use in the classroom; and developing a technology project for students to complete. The course is aligned with NCTM standards and ISTE standards which promote the principle that students must learn mathematics with understanding and teachers must help students see the importance and relevance of mathematics in everyday life. This course is intended for experienced 6-12 educators seeking ways to expand their teaching expertise by applying increased technology skills as a means to greater and improved student learning.
According to the International Association for K-12 Online Learning, “the pace of growth of online and blended learning has grown at an average of over 30% each year for the past 10 years across the United States” (2011).  This course provides educators with the skills for effective online teaching. It is intended for experienced educators and will include types of online teaching, concepts and structures of effective lesson creation and online instruction, technologies and strategies that support student engagement and increased learning, how to create and facilitate online communities, meeting content standards within an online classroom (e.g., Common Core Standards), and implementing formative assessments as a means to enhance online instruction.
Technology can be used to empower students and create a 21st century learning environment where mathematics can be presented in exciting and engaging ways. This course is designed for mathematics educators and possibly district mathematics curriculum directors interested in integrating technology into mathematics instruction in order to maximize student achievement. Participants will examine software packages and tools, Web resources, and other instructional materials used to integrate technology into mathematics instruction. Participants will learn how to evaluate instructional technologies for use in the classroom to meet the needs of diverse learners and how to create truly meaningful learning experiences that enhance the development of mathematical concepts. Additionally, the management and assessment of online learning environments and the Flipped Class model will be discussed.
This course is designed to provide teachers with relevant teaching strategies to make teaching and learning mathematics effective. By the time students reach high school, many have been unsuccessful in learning math or find math to be tedious. Learning math can be effective when students can connect mathematics to their experiences. Students can be given the tools for discovering and constructing knowledge and for deriving meaning for themselves. In turn, they can develop life-long skills and transform into successful, confident problem-solvers. In this course, teachers will learn methods and skills to facilitate this development process. This curriculum is designed to address current math standards, particularly the emerging Common Core State Standards and will include the incorporation of technology in the mathematics classroom.