Using Technology to Enhance Your Classroom - Summer 2018
Micro-credential participants will learn best practices (called core skills) for designing Canvas or other (i.e. Summit) information that is accessible to all students. Within this micro-credential, you will learn about best practices for on-line material and basic ADA compliance for students with a variety of learning styles and support needs (i.e. limited vision, reading challenges, and other disabilities that may affect access to materials presented in the Canvas, Summit or other on-line Learning Management System (LMS).
Building Sensitivity for an Inclusive Community - Spring 2018
Building Inclusive Classrooms & Schools Effective educators for all children are honest about the perspectives they bring to the table and use data and culturally responsive practices to intentionally target issues of educational equity in their classrooms and school communities. Key Methods Educators learn to plan, facilitate, and assess learning through an equity lens by (1) engaging in deep self-reflection on one’s own culturally bound perspectives and (2) analyzing equity data to peel back the wallpaper to really “SEE” (through multiple data points) the students, families and communities that are both served and Under-Served. Method Components Who am I? Upon honest self-refleXtion (reflexivity vs reflection), participants will analyze (1) their beliefs, assumptions and biases as well as (2) the role of power and privilege. Who do I serve? Using inquiry as a route to equity, participants will (1) gain a data based understanding of district demographics and (2) who is served and underserved by examining district and school level data. What do I do now? Synthesizing results from (1) the personal refleXtion of beliefs and assumptions/biases and (2) a data based understanding of who is underserved, participants will produce evidence demonstrating growth.
Building Awareness for an Inclusive Community - Spring 2018
Building Inclusive Classrooms & Schools Effective educators for all children are honest about the perspectives they bring to the table and use data and culturally responsive practices to intentionally target issues of educational equity in their classrooms and school communities. Key Methods Educators learn to plan, facilitate, and assess learning through an equity lens by (1) engaging in deep self-reflection on one’s own culturally bound perspectives and (2) analyzing equity data to peel back the wallpaper to really “SEE” (through multiple data points) the students, families and communities that are both served and Under-Served. Method Components Who am I? Upon honest self-refleXtion (reflexivity vs reflection), participants will analyze (1) their beliefs, assumptions and biases as well as (2) the role of power and privilege. Who do I serve? Using inquiry as a route to equity, participants will (1) gain a data based understanding of district demographics and (2) who is served and underserved by examining district and school level data. What do I do now? Synthesizing results from (1) the personal refleXtion of beliefs and assumptions/biases and (2) a data based understanding of who is underserved, participants will produce evidence demonstrating growth. Show Less
##Micro-Credential Experience Context - Flipping your classroom to meet the needs of diverse learners - 1 Micro-Credential - June 3, 2019 – August 4, 2019 - Classroom teachers - SRA 570B Flipping your Classroom ###Description: Participants will learn the benefits of using different flip teaching models in their classroom to meet the needs of their diverse learners and engage every student in learning. Participants will plan, create and record an instructional video that can be used immediately in the classroom. ##Key Methods ###Engage: Participants will read and view various resources to develop an understanding of “What is Flipped Learning?” They will also learn how to create a digital lesson plan and explore best practices in recording instructional videos Numerous resources are used within this micro-credential, including the following: - Bergmann, Jonathan, and Aaron Sams. Flip Your Classroom: Reach Every Student in Class Every Day. Eugene, Or.: International Society for Technology in Education, 2012. Print. - Bergmann, Jonathan, and Aaron Sams. Flipped Learning: Gateway to Student Engagement. Eugene, Or.: International Society for Technology in Education. 2014. Print. - Fulton, Kathleen. Time for Learning Top 10 Reasons Why Flipping the Classroom Can Change Education. Crowin. 2014. Print. - Wilson, Dawn. The Flipped Classroom: The Pedagogy and the Tools. Dr. Dawn Wilson and her HBU Graduate Students. Web. 24 Aug. 2012. Other Materials or Helpful Links: - [Your role WILL CHANGE!!](https://www.youtube.com/watch?v=Lqc1jV_x83A) - [Flip Teaching Models](https://docs.google.com/document/d/1up4VXrxsbKrMLZesAE_G8s0QMjIBp2OkRHLshLBczs0/edit) - [What NOT to do VIDEO!](https://www.youtube.com/watch?v=MjPHBsibul4) ###Participate: Participant learning is intended to be sequential self-paced based upon the order of the online modules. The facilitator will check-in at designated times within the time frame of the micro-credential to respond to questions and provide guidance or feedback. ###Apply: Participants will plan, create and record an instructional video lesson that can be used immediately in the classroom. ##Evidence of Learning ###Description of Evidence: Create and record a digital lesson. Here are some suggestions, however, feel free to experiment with your own technology and software to create a digital lesson for recording: 1. Create a Google Slides presentation of your lesson. If you have a gmail (and drive) account, are familiar with Google Slides you might want to consider using Screencastify. Please watch this video to help you decide if [Screencastify](https://www.screencastify.com/products/screen-recorder/) is the right choice for you and your instructional video. Your video is housed right in your google drive so you can share with your students and parents. You will have a 10 minutes max recording time with the lite/free version of Screencastify. 2. Create a PowerPoint presentation, Google Slide presentation or other software that you are familiar with. With Screencast-O-Matic you can record over any application or software. This will allow you more options than Screencasify. You can publish to youtube or Screencast-O-Matic to share with students and parent. There is a 15 minute max recording time. Please click [HERE](https://screencast-o-matic.com/education) to decide if Screencast-O-Matic is the right choice for you and your instructional video. 3. If you have another recording option or idea, please explore it and try it out. Be sure that your recording option will allow you to upload your instructional video to the internet for sharing with your students and parents (and for grading purposes in this Micro-Credential). **PLEASE CONSIDER WHICH RECORDING OPTIONS ARE BEST FOR YOU AND YOUR TECHNOLOGY NEEDS. YOU MIGHT WANT TO EXPLORE MAKING A SHORT VIDEO ON EACH PLATFORM BEFORE COMMITTING TO AN INSTRUCTIONAL VIDEO TO BE SURE YOU MAKE THE BEST SELECTION FOR YOUR NEEDS.** **Evaluation Criteria** **Creates a lesson plan that incorporates a Flip Teaching Model** - Meets Expectations - Approaches Expectations - Incomplete **Creates a digital lesson that is used in an Instructional Video** - Meets Expectations - Approaches Expectations - Incomplete **Creates a professional and classroom-ready Instructional Video** - Meets Expectations - Approaches Expectations - Incomplete Participant must meet expectations in each category in order to earn the micro-credential
Mindfulness Practices for the Classroom - Summer 2019
###Micro-Credential Experience Context • Mindfulness Practices for the Classroom • 1 Micro-Credential • June 3, 2019 – August 4, 2019 • Educators • CEDUC 652 Mindfulness Practices for the Classroom **Description:** This micro-credential introduces participants to the science and practices of mindfulness. Participants will learn the what, why, and how of mindfulness. Participants will learn and apply practices that will enhance student wellness in the classroom. ###Key Methods **Engage:** Participants will read and view various resources to develop an understanding of Mindfulness Practices. They will read, view, and explore an orientation to mindfulness and the science behind it. Then, they will personally practice foundations of mindfulness and participate in self-selected experiential practices. Numerous resources are used within this micro-credential, including the following: • Lawlor, M.S. (2016). Mindfulness and social emotional learning (SEL): A conceptual framework. In K.A.Schonert-Reichl & R.W. Roeser (Eds.), Handbook of mindfulness in education: Integrating theory and research into practice. (pp 65-80). Springer Press. • Smalley, S. & Winston, D. (2010). Fully present: the science, art, and practice of mindfulness. Phildalephia: Da Capo Press. • Young. S. (2016). What is mindfulness? A contemplative perspective. In K.A.Schonert-Reichl & R.W. Roeser (Eds.), Handbook of mindfulness in education: Integrating theory and research into practice. (pp 29-45). Springer Press. • Young S. (2018, Reprint). The science of enlightenment: How meditation works. Sounds True, Incorporated. **Participate:** Participant learning is intended to be sequential and self-paced based upon the order of the online modules. As participants move through the content, there are self-assessments or formative checks embedded into the micro-credential. At each formative check, the facilitator may monitor progress and provide feedback on progress. **Apply:** Participants will apply their learning by creating a toolbox/portfolio for implementing mindfulness practices within the classroom. ###Evidence of Learning **Description of Evidence:** Participants will create a tool box/portfolio for implementing mindfulness practices in their classroom. The toolbox/portfolio should include the following: • Your proposal to school administration for integrating mindfulness into your classroom. • Your letter to parents with rationale for integrating mindfulness into your classroom. • Your script to students on integrating mindfulness into their class. • A sample lesson plan on what mindfulness practices you will be integrating into your classroom. • A scan/drawing or visual of your classroom. • A video, audio or script of a guided meditation you will use with your students. **Evaluation Criteria** **Proposal to School Administration** • Meets Expectations: Proposal clearly articulates rationale for mindfulness practices within the classroom • Does not Meet Expectations: Proposal to administration requires some additional work. See feedback provided. **Letter to Parents** • Meets Expectations: Letter to parents clearly articulates your rationale for including mindfulness practices in the classroom. • Does not Meet Expectations: Letter to parents requires some additional work. See feedback provided. **Script to Students** • Meets Expectations: Script for students appropriately introduces mindfulness practices in the classroom. • Does not Meet Expectations: Script for students requires some additional work. See feedback provided. **Sample Lesson Plan** • Meets Expectations: Script for students requires some additional work. See feedback provided. • Does not Meet Expectations: Lesson plan requires some revision in order to reflect best practice in mindfulness strategies. See feedback provided. **Visual of the Classroom** • Meets Expectations: Visual of Classroom is included • Does not Meet Expectations: Visual of classroom is not included **Guided Meditation to Use with Students** • Meets Expectations: Guided meditation script reflects best practice in mindfulness strategies. • Does not Meet Expectations: Guided meditation script requires some revision in order to reflect best practice in mindfulness strategies. See feedback provided. - Participant must meet expectations in each category in order to earn the micro-credential*
Trauma-Informed Teaching Practices - Summer 2019
###Micro-Credential Experience Context • Trauma-Informed Teaching Practices • 1 Micro-Credential • June 3 – August 4, 2019 • Educators, Administrators, School Personnel • EDUC 601 Trauma-Informed Teaching Practices **Description:** In this micro-credential, participants will explore how trauma impacts the brain and body, as well as how the effects of trauma impact students’ learning. Strategies for effectively supporting students who have experienced trauma will be investigated. ###Key Methods **Engage:** Participants will read and view various resources on how trauma impacts the brain and the body, how trauma affects students’ learning, and how to approach planning, instruction, classroom environment and management, and/or relationships with students and families based upon this knowledge of trauma. Numerous resources are used within this micro-credential, including the following: • Craig, S. E. (2008). Reaching and teaching children who hurt: Strategies for your classroom. Baltimore: Brookes. • Harris, Nadine Burke. (2015, Feb. 17). How childhood trauma affects health across time [Video file]. Retrieved from [https://www.youtube.com/watch?v=95ovIJ3dsNk](https://www.youtube.com/watch?v=95ovIJ3dsNk). • Levine, P. A., & Kline, M. (2006). Trauma through a child’s eyes: Awakening the ordinary miracle of healing: Infancy through adolescence. Berkeley, CA: North Atlantic Books. • Kolk, B. A. (2015). The body keeps the score: Mind, brain and body in the transformation of trauma. London: Penguin Books. • Levine, P. A., & Kline, M. (2006). Trauma through a child’s eyes: Awakening the ordinary miracle of healing: Infancy through adolescence. Berkeley, CA: North Atlantic Books. • Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: And other stories from a child psychiatrists notebook: What traumatized children can teach us about loss, love, and healing. New York: Basic Books. • Trauma & resilience: An adolescent provider toolkit. (2013, May). Retrieved August 9, 2018, from [http://ahwg.net/wp-content/uploads/2017/07/Trauma-and-Resilience.pdf](http://ahwg.net/wp-content/uploads/2017/07/Trauma-and-Resilience.pdf). **Participate:** Participants will complete a pre-assessment on trauma. After they explore resources on trauma’s impact upon the brain and body, participants will revisit the pre-assessment questions and reflect upon their learning. Then, participants will review materials to support trauma-informed practices within schools and individual classrooms. **Apply:** As participants move through the content, there are self-assessments or formative checks embedded into the micro-credential. At each formative check, the facilitator may monitor progress and provide feedback on progress. Participants will apply their learning to intentionally plan to support students in their educational setting who have experienced trauma ###Evidence of Learning **Description of Evidence: A reflection that addresses the following prompts:** - Overall learning: What were the 2 biggest ah-ha’s you encountered and how will they impact your practice? - Then, using the DPI framework (see below in “Additional Information”) select any 2 areas and answer the following questions about that area: 1. What are some of the ways trauma impacts this specific area/students in ways that impact this area? 2. Given this, what are 2-3 specific things you can/will do as a teacher to support student who has experienced/is experiencing trauma? - The reflection can be written narrative, video recording, Prezi, power point, glogster, infographic, or another form of the participant’s choice. **Evaluation Criteria** **Evidence of your understanding of trauma: what it is and how it impacts students in multiple aspects of development and daily functioning.** - Meets Expectations - Approaches Expectations - Incomplete **Specific evidence of what this means for you in your day-to-day life as an educator - how it will change your approach to planning, instruction, classroom environment and management, and/or relationships with students and families.** - Meets Expectations - Approaches Expectations - Incomplete **Specific evidence of learning/growth/change in understanding and/or skills, tools, and practices.** - Meets Expectations - Approaches Expectations - Incomplete Participant must meet expectations in each category in order to earn the micro-credential ###Additional Information (Optional) Wisconsin Department of Public Instruction (DPI) Framework on Trauma- Informed Schools **Healing happens in relationships** - Understand the prevalence and impact of trauma - Promote safety - Earn trust - Embrace diversity - Provide holistic care - Respect human rights - Pursue the person's strengths, choice, and autonomy - Share power - Communicate with compassion
#Micro-Credential Experience Context - Maximizing the Capacity of Google Classroom - 1 Micro-Credential - June 3, 2019 – August 4, 2019 - Classroom teachers - SRA 520 Maximizing the Capacity of Google Classroom **Description:** Google Classroom is a management tool that can better connect teachers to students and parents as the need for technology integration is becoming more prevalent in schools today. Google Classroom can help foster communication and collaboration and provide a management tool for supporting classroom resources and student work. Participants will learn how to effectively use the tools in Google Classroom as they create their own classroom-ready Google Classroom. #Key Methods **Engage:** Participants will read and view various resources to develop an understanding of why educators use Google Classroom. They will also learn how to create their own Google Classroom and embed announcements, discussions, assignments and quizzes within it. Numerous resources are used within this micro-credential, including the following: - Cains, J. T. (n.d). How to create a class in Google Classroom. Dummies: A Wiley Brand. Retrieved at [https://www.dummies.com/education/internet-basics/how-to-create-a-class-in-google-classroom/](https://www.dummies.com/education/internet-basics/how-to-create-a-class-in-google-classroom/) - Google for Education. (2019, Jan. 8). Classroom 101 [video file]. Retrieved at [https://www.youtube.com/watch?v=DeOVe2YV2Io&feature=youtu.be](https://www.youtube.com/watch?v=DeOVe2YV2Io&feature=youtu.be) - Lynch, M. (2018, Sept. 4). 10 benefits of Google Classroom integration. The Tech Edvocate. Retrieved at [https://www.thetechedvocate.org/10-benefits-of-google-classroom-integration/](https://www.thetechedvocate.org/10-benefits-of-google-classroom-integration/) - Miller, M. (2018, August). The Google Classroom quick-start guide + tips and tricks! Retrieved at [http://ditchthattextbook.com/2014/10/16/the-google-classroom-quick-start-guide-tips-and-tricks/](http://ditchthattextbook.com/2014/10/16/the-google-classroom-quick-start-guide-tips-and-tricks/) **Participate:** Participant learning is intended to be sequential self-paced based upon the order of the online modules. The facilitator will check-in at designated times within the time frame of the micro-credential to respond to questions and provide guidance or feedback. **Apply:** Participants will create their own Google Classroom and embed announcements, discussions, assignments and quizzes within it. #Evidence of Learning **Description of Evidence:** Create your own Google Classroom. Directions are provided online via video clips and articles containing written directions. Decide what works best for you in your creation of Google Classroom; however, your final submission of evidence must include at least one assignment, discussion, announcement and quiz. ###Evaluation Criteria Creates a professional and classroom-ready Google Classroom Criteria - Meets Expectations - Approaches Expectations - Incomplete Creates an assignment in Google Classroom - Meets Expectations - Approaches Expectations - Incomplete Creates a quiz in Google Classroom - Meets Expectations - Approaches Expectations - Incomplete Creates a discussion in Google Classroom - Meets Expectations - Approaches Expectations - Incomplete Creates an announcement in Google Classroom - Meets Expectations - Approaches Expectations - Incomplete Participant must meet expectations in each category in order to earn the micro-credential
## Micro-Credential Experience Context - Maximizing the Capacity of Google Classroom - 1 Micro-Credential - Spring 2020 (April 20 - May 17, 2020) - Classroom teachers - SRA 520 Maximizing the Capacity of Google Classroom **Description:** Google Classroom is a management tool that can better connect teachers to students and parents as the need for technology integration is becoming more prevalent in schools today. Google Classroom can help foster communication and collaboration and provide a management tool for supporting classroom resources and student work. Participants will learn how to effectively use the tools in Google Classroom as they create their own classroom-ready Google Classroom. ## Key Methods **Engage:** Participants will read and view various resources to develop an understanding of why educators use Google Classroom. They will also learn how to create their own Google Classroom and embed announcements, discussions, assignments and quizzes within it. Numerous resources are used within this micro-credential, including the following: - Cains, J. T. (n.d). How to create a class in Google Classroom. Dummies: A Wiley Brand. Retrieved at [https://www.dummies.com/education/internet-basics/how-to-create-a-class-in-google-classroom/](https://www.dummies.com/education/internet-basics/how-to-create-a-class-in-google-classroom/) - Google for Education. (2019, Jan. 8). Classroom 101 [video file]. Retrieved at [https://www.youtube.com/watch?v=DeOVe2YV2Io&feature=youtu.be](https://www.youtube.com/watch?v=DeOVe2YV2Io&feature=youtu.be) - Lynch, M. (2018, Sept. 4). 10 benefits of Google Classroom integration. The Tech Edvocate. Retrieved at [https://www.thetechedvocate.org/10-benefits-of-google-classroom-integration/](https://www.thetechedvocate.org/10-benefits-of-google-classroom-integration/) - Miller, M. (2018, August). The Google Classroom quick-start guide + tips and tricks! Retrieved at [http://ditchthattextbook.com/2014/10/16/the-google-classroom-quick-start-guide-tips-and-tricks/](http://ditchthattextbook.com/2014/10/16/the-google-classroom-quick-start-guide-tips-and-tricks/) **Participate:** Participant learning is intended to be sequential self-paced based upon the order of the online modules. The facilitator will check-in at designated times within the time frame of the micro-credential to respond to questions and provide guidance or feedback. **Apply:** - Participants will create their own Google Classroom and embed announcements, discussions, assignments and quizzes within it. ## Evidence of Learning **Description of Evidence:** Create your own Google Classroom. Directions are provided online via video clips and articles containing written directions. Decide what works best for you in your creation of Google Classroom; however, your final submission of evidence must include at least one assignment, discussion, announcement and quiz. ### Evaluation Criteria **Criteria:** Creates a professional and classroom-ready Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates an assignment in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a quiz in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a discussion in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates an announcement in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete - **Participant must meet expectations in each category in order to earn the micro-credential**
Coaching and Mentoring for Educators 2: Mentoring Teachers Through the Coaching Cycle
Coaching and Mentoring for Educators 2: Mentoring Teachers Through the Coaching Cycle - Spring 2020
## Micro-Credential Experience Context - Coaching and Mentoring for Educators 2: Mentoring Teachers through the Coaching Cycle - 1 Micro-Credential - Winter/Spring 2020 (Available January 27-April 19, 2020) - New mentors and coaches - ED 643 Supporting Teachers through Goal-Minded Instruction / Mentoring Teachers through the Coaching Cycle **Description:** Micro-credential participants will build upon their learning from the _Coaching and Mentoring for Educators 2: Mentoring Teachers through the Coaching Cycle_. Participants will continue to explore additional resources for supporting the needs of teachers, reflect upon and analyze additional resources regarding coaching/mentoring strategies, and utilize the coaching cycle with a current educator. ## Key Methods **Engage:** Read and view various resources on building trust, using coaching and mentoring language, and choosing an instructional, collaborative, or facilitative stance Most of the learning is based upon content found in these three sources: - Aguilar, E. (2013). _The art of coaching: Effective strategies for school transformation_. San Francisco: Jossey-Bass. - Blair, N. & Brown, S (2011). _Coaching for leaders_. Milwaukee: Cardinal Stritch University - Bloom, G. Castagna, C., Moir, E., Warren, B. (2005). _Blended coaching: Skills and strategies to support principal development_. Thousand Oaks, CA, Corwin Press. Other Materials: Coaching Conversation Guide, Blended Coaching Stances, Mentoring Language Stems, Classroom Visit/Observation Tool, Pre/Post Classroom Visit Steps from the workshop & the Canvas Learning Management System **Participate:** Discuss with peer coaches/mentors and the micro facilitator how the resources posted online can enhance your work as mentor/coach of educators. Confidentiality within the conversation is an expectation within the online discussion. **Apply:** - Utilize the coaching cycle tools and steps to support a current educator - Generate an action plan for next steps to develop your effectiveness as a coach/mentor ## Evidence of Learning **Description of Evidence:** Through online discussion posts, reflect upon how the additional micro-credential resources enhance your ability to support a new teacher/current educator. Then, submit artifacts from your coaching cycle work with a current educator (Coaching Conversation Guide, Classroom Visit/Observation Tool, Pre/Post Conversation Steps). Finally, generate an action plan for next steps to develop your effectiveness as a coach/mentor. ### Evaluation Criteria **Criteria:** Discussion posts demonstrate evidence of reflection upon how resources enhance mentor/coach’s ability to support a new teacher / current educator - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Artifacts from coaching cycle work with a current educator document effective coaching/mentoring preparations and conversations - _Coaching Conversation Guide_ - _Classroom Visit /Observation Tool_ - _Pre/Post Conversation Steps_ - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Action plan to develop personal effectiveness as a mentor/coach articulate logical, do-able, effective next steps for a coach/mentor - Meets Expectations - Approaches Expectations _or_ - Incomplete - **Participant must meet expectations in each category in order to earn the micro-credential** ## Additional Information (Optional) Kee, K, et al. (2010). _RESULTS coaching: The new essential for school leaders_. Thousand Oaks, CA: Corwin Press. Moir, E. (1990). _Phases of first-year teaching_. Santa Cruz New Teacher Project. Retrieved August 8, 2018 from [http://weac.org/articles/new-teacher-handbook/phases/](http://weac.org/articles/new-teacher-handbook/phases/) Speck, M. & Knipe, C. (2001) _Why can’t we get it right?: Professional development in our schools_. Thousand Oaks, CA: Corwin Press. Stone, D. & Heen, S. (2015). _Thanks for the feedback: The science and art of receiving feedback well_. Penguin Publishing. Sweeney, D. (2011). _Student centered coaching: A guide for K-8 coaches and principals_. Thousand Oaks, CA: Corwin Press. Wiggins, G. (2012, Sept.). _Seven keys to effective feedback_. Educational Leadership, 70 (1), p 10-16.
## Micro-Credential Experience Context - Maximizing the Capacity of Google Classroom - 1 Micro-Credential - Summer 2020 (June 1 - August 2, 2020) - Classroom teachers - SRA 520 Maximizing the Capacity of Google Classroom **Description:** Google Classroom is a management tool that can better connect teachers to students and parents as the need for technology integration is becoming more prevalent in schools today. Google Classroom can help foster communication and collaboration and provide a management tool for supporting classroom resources and student work. Participants will learn how to effectively use the tools in Google Classroom as they create their own classroom-ready Google Classroom. ## Key Methods **Engage:** Participants will read and view various resources to develop an understanding of why educators use Google Classroom. They will also learn how to create their own Google Classroom and embed announcements, discussions, assignments and quizzes within it. Numerous resources are used within this micro-credential, including the following: - Cains, J. T. (n.d). How to create a class in Google Classroom. Dummies: A Wiley Brand. Retrieved at [https://www.dummies.com/education/internet-basics/how-to-create-a-class-in-google-classroom/](https://www.dummies.com/education/internet-basics/how-to-create-a-class-in-google-classroom/) - Google for Education. (2019, Jan. 8). Classroom 101 [video file]. Retrieved at [https://www.youtube.com/watch?v=DeOVe2YV2Io&feature=youtu.be](https://www.youtube.com/watch?v=DeOVe2YV2Io&feature=youtu.be) - Lynch, M. (2018, Sept. 4). 10 benefits of Google Classroom integration. The Tech Edvocate. Retrieved at [https://www.thetechedvocate.org/10-benefits-of-google-classroom-integration/](https://www.thetechedvocate.org/10-benefits-of-google-classroom-integration/) - Miller, M. (2018, August). The Google Classroom quick-start guide + tips and tricks! Retrieved at [http://ditchthattextbook.com/2014/10/16/the-google-classroom-quick-start-guide-tips-and-tricks/](http://ditchthattextbook.com/2014/10/16/the-google-classroom-quick-start-guide-tips-and-tricks/) **Participate:** Participant learning is intended to be sequential self-paced based upon the order of the online modules. The facilitator will check-in at designated times within the time frame of the micro-credential to respond to questions and provide guidance or feedback. **Apply:** - Participants will create their own Google Classroom and embed announcements, discussions, assignments and quizzes within it. ## Evidence of Learning **Description of Evidence:** Create your own Google Classroom. Directions are provided online via video clips and articles containing written directions. Decide what works best for you in your creation of Google Classroom; however, your final submission of evidence must include at least one assignment, discussion, announcement and quiz. ### Evaluation Criteria **Criteria:** Creates a professional and classroom-ready Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates an assignment in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a quiz in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a discussion in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates an announcement in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete - **Participant must meet expectations in each category in order to earn the micro-credential**
## Micro-Credential Experience Context - Flipping your classroom to meet the needs of diverse learners - 1 Micro-Credential - Content Available June 1, 2020 – August 2, 2020 - Classroom teachers - SRA 570B Flipping your Classroom **Description:** Participants will learn the benefits of using different flip teaching models in their classroom to meet the needs of their diverse learners and engage every student in learning. Participants will plan, create and record an instructional video that can be used immediately in the classroom. ## Key Methods **Engage:** Participants will read and view various resources to develop an understanding of “What is Flipped Learning?” They will also learn how to create a digital lesson plan and explore best practices in recording instructional videos Numerous resources are used within this micro-credential, including the following: - Bergmann, Jonathan, and Aaron Sams. _Flip Your Classroom: Reach Every Student in Class Every Day_. Eugene, Or.: International Society for Technology in Education, 2012. Print. - Bergmann, Jonathan, and Aaron Sams. _Flipped Learning: Gateway to Student Engagement_. Eugene, Or.: International Society for Technology in Education. 2014. Print. - Fulton, Kathleen. _Time for Learning Top 10 Reasons Why Flipping the Classroom Can Change Education_. Crowin. 2014. Print. - Wilson, Dawn. _The Flipped Classroom: The Pedagogy and the Tools_. Dr. Dawn Wilson and her HBU Graduate Students. Web. 24 Aug. 2012. Other Materials or Helpful Links: - [Your role WILL CHANGE!!](https://www.youtube.com/watch?v=Lqc1jV_x83A) - [Flip Teaching Models](https://docs.google.com/document/d/1up4VXrxsbKrMLZesAE_G8s0QMjIBp2OkRHLshLBczs0/edit) - [What NOT to do VIDEO!](https://www.youtube.com/watch?v=MjPHBsibul4) **Participate:** Participant learning is intended to be sequential self-paced based upon the order of the online modules. The facilitator will check-in at designated times within the time frame of the micro-credential to respond to questions and provide guidance or feedback. **Apply:** Participants will plan, create and record an instructional video lesson that can be used immediately in the classroom. ## Evidence of Learning **Description of Evidence:** Create and record a digital lesson. Here are some suggestions, however, feel free to experiment with your own technology and software to create a digital lesson for recording: 1. Create a Google Slides presentation of your lesson. If you have a gmail (and drive) account, are familiar with Google Slides you might want to consider using Screencastify. Please watch this video to help you decide if [Screencastify](https://www.screencastify.com/products/screen-recorder/) is the right choice for you and your instructional video. Your video is housed right in your google drive so you can share with your students and parents. You will have a 10 minutes max recording time with the lite/free version of Screencastify. 2. Create a PowerPoint presentation, Google Slide presentation or other software that you are familiar with. With Screencast-O-Matic you can record over any application or software. This will allow you more options than Screencasify. You can publish to youtube or Screencast-O-Matic to share with students and parents. There is a 15 minute max recording time. Please click [HERE](https://screencast-o-matic.com/education) to decide if Screencast-O-Matic is the right choice for you and your instructional video. 3. If you have another recording option or idea, please explore it and try it out. Be sure that your recording option will allow you to upload your instructional video to the internet for sharing with your students and parents (and for grading purposes in this Micro-Credential). **PLEASE CONSIDER WHICH RECORDING OPTIONS ARE BEST FOR YOU AND YOUR TECHNOLOGY NEEDS. YOU MIGHT WANT TO EXPLORE MAKING A SHORT VIDEO ON EACH PLATFORM BEFORE COMMITTING TO AN INSTRUCTIONAL VIDEO TO BE SURE YOU MAKE THE BEST SELECTION FOR YOUR NEEDS.** ### Evaluation Criteria **Criteria:** Creates a lesson plan that incorporates a Flip Teaching Model - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a digital lesson that is used in an Instructional Video - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a professional and classroom-ready Instructional Video - Meets Expectations - Approaches Expectations _or_ - Incomplete **Participant must meet expectations in each category in order to earn the micro-credential**
## Micro-Credential Experience Context - _Building Cultural Competency for Creating an Inclusive Community_ - 1 Micro-Credential - Content Available June 1 - August 2, 2020 - Educators - SRA 570 Cultural Competency **Description:** Micro-credential participants will explore two questions: 1) Who am I? 2) How does that impact who and how I serve? Participants will engage in self-reflective activities to help better create ways of creating a culturally competent and inclusive environment. ## Key Methods **Engage:** Read and view various resources on what is cultural competency, what are culturally competent teaching practices, and how do I develop an action plan for moving forward. Most of the learning is based upon content found in these three sources: - Hallie, S. (2016). _Six ways to know if you are culturally competent_. Video Presentation to Edina Public Schools. [https://www.youtube.com/watch?v=2rYfp9A7uAQ](https://www.youtube.com/watch?v=2rYfp9A7uAQ) - Krasnoff, B. (2016, March). Culturally responsive teaching: _A guide to evidence-based practices for teaching all students equitably_. Region X Equity Assistant Center - National Education Association. (2019). _Why cultural competence?_ [http://www.nea.org/home/39783.htm](http://www.nea.org/home/39783.htm) **Participate:** Discuss with peers and the micro facilitator, your reflection upon resources posted on cultural competency, your own cultural autobiography, and a potential action plan for your educational situation. Confidentiality within the conversation is an expectation within the online discussion. **Apply:** - reflect upon your own cultural competence - describe your own cultural autobiography - generate an action plan for next steps for your educational situation ## Evidence of Learning **Description of Evidence:** _Who am I?_ It's time to create your cultural autobiography! This is a time where you get to tell your story from birth to present day! You may use the components from the cultural continuum, cultural autobiographical template, and/or your own creativity to help retell your story. You may create Google Slides, PowerPoint, collage, Word Document or any other medium to showcase your story. Each part of your story must include both a narrative and picture (clip art or actual photographs) explaining who you are based on how you grew up. _How do I serve?_ Who you are, helps explain _who_ and _how_ you serve. Please include images and explanations that discuss the populations you serve and the organizations, projects or initiatives of which you have joined or created. ### Evaluation Criteria **Criteria:** Created Cultural Autobiography depicting life story - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete **Criteria:** Cultural Autobiography included images and text explanations - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete **Criteria:** Thoroughly explained the connection between self-identity and service to the educational group/classroom/environment (action plan) - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete - **Participant must meet expectations in each category in order to earn the micro-credential**
## Micro-Credential Experience Context - _Creating Digital Materials Accessible for All Learners_ - 1 Micro-Credential - Content Available June 1 - August 2, 2020 - Educators - SRA 520 Creating Digital Materials Accessible for All Learners **Description:** Within this micro-credential, participants will learn about and apply best practices for designing accessible on-line material and basic ADA compliance for students with a variety of learning styles and support needs (i.e. limited vision, reading challenges, and other disabilities that may affect access to materials presented within on-line learning environments and other digital material). 1. Gain the knowledge to enable them to be advocates for equitable access to educational technology and digital content that meets the diverse needs of all students (ISTE 2b). 2. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs (ISTE 5a) ## Key Methods **Engage:** Read and view varies resources available on disabilities, accessibility, UDL, creating accessible materials, etc. Most of the learning is based upon content found in these sources: - Accessible U. (2020). _Accessibility and inclusion_. University of Minnesota Disability Resources Center. [https://accessibility.umn.edu/advocacy/accessibility-inclusion](https://accessibility.umn.edu/advocacy/accessibility-inclusion) - Accessible U. (2020). _Start small, start now_. University of Minnesota Disability Resources Center. [https://accessibility.umn.edu/advocacy/accessibility-inclusion](https://accessibility.umn.edu/advocacy/accessibility-inclusion) - ISTE Standards for Educators (Website) [https://www.iste.org/standards/for-educators](https://www.iste.org/standards/for-educators) - Web Accessibility in Mind. (Website) [https://webaim.org](https://webaim.org) **Participate:** Discuss with peers and the micro facilitator, your reflection upon resources posted on the what and why of accessibility and three cores skills (Choice of 7) in terms of making digital materials accessible for all. Confidentiality within the conversation is an expectation within the online discussion. **Apply:** Apply learning of cores skills of accessibility to online learning platform material by documenting pre / post materials and reflecting upon the core skills that were implemented. ## Evidence of Learning **Description of Evidence:** Participants will apply their learning of cores skills of accessibility to online learning platform material by doing the following: - Utilize an accessibility checker within the Canvas Rich Content Editor on your revised content (If using Canvas LMS) - Take and share Pre & post Photos of original and revised Canvas, summit or Other On-line Learning Platform Material- embed them within your ms-doc or pdf reflection OR upload separately. - Write a short narrative reflecting on and showing evidence of applying the 3 core skills you chose to focus on/complete and rationale for changes made. Please include a minimum of 1 paragraph per core skill. ### Evaluation Criteria **Criteria:** Pre/Post Screen Shots of Revised Material - Take and share Pre & post Photos of original and revised Canvas, summit or Other On-line Learning Platform Material - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete **Criteria:** Narrative Reflection (written) - Write a short narrative reflecting on and showing evidence of applying the 3 core skills you chose to focus on/complete and rationale for changes made. Please include a minimum of 1 paragraph per core skill. - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete - **Participant must meet expectations in each category in order to earn the micro-credential**
## Micro-Credential Experience Context - Flipping your classroom to meet the needs of diverse learners - 1 Micro-Credential - Content Available October 26 - December 20, 2020 - Classroom teachers - SRA 570B Flipping your Classroom **Description:** Participants will learn the benefits of using different flip teaching models in their classroom to meet the needs of their diverse learners and engage every student in learning. Participants will plan, create and record an instructional video that can be used immediately in the classroom. ## Key Methods **Engage:** Participants will read and view various resources to develop an understanding of “What is Flipped Learning?” They will also learn how to create a digital lesson plan and explore best practices in recording instructional videos Numerous resources are used within this micro-credential, including the following: - Bergmann, Jonathan, and Aaron Sams. _Flip Your Classroom: Reach Every Student in Class Every Day_. Eugene, Or.: International Society for Technology in Education, 2012. Print. - Bergmann, Jonathan, and Aaron Sams. _Flipped Learning: Gateway to Student Engagement_. Eugene, Or.: International Society for Technology in Education. 2014. Print. - Fulton, Kathleen. _Time for Learning Top 10 Reasons Why Flipping the Classroom Can Change Education_. Crowin. 2014. Print. - Wilson, Dawn. _The Flipped Classroom: The Pedagogy and the Tools_. Dr. Dawn Wilson and her HBU Graduate Students. Web. 24 Aug. 2012. Other Materials or Helpful Links: - [Your role WILL CHANGE!!](https://www.youtube.com/watch?v=Lqc1jV_x83A) - [Flip Teaching Models](https://docs.google.com/document/d/1up4VXrxsbKrMLZesAE_G8s0QMjIBp2OkRHLshLBczs0/edit) - [What NOT to do VIDEO!](https://www.youtube.com/watch?v=MjPHBsibul4) **Participate:** Participant learning is intended to be sequential self-paced based upon the order of the online modules. The facilitator will check-in at designated times within the time frame of the micro-credential to respond to questions and provide guidance or feedback. **Apply:** Participants will plan, create and record an instructional video lesson that can be used immediately in the classroom. ## Evidence of Learning **Description of Evidence:** Create and record a digital lesson. Here are some suggestions, however, feel free to experiment with your own technology and software to create a digital lesson for recording: 1. Create a Google Slides presentation of your lesson. If you have a gmail (and drive) account, are familiar with Google Slides you might want to consider using Screencastify. Please watch this video to help you decide if [Screencastify](https://www.screencastify.com/products/screen-recorder/) is the right choice for you and your instructional video. Your video is housed right in your google drive so you can share with your students and parents. You will have a 10 minutes max recording time with the lite/free version of Screencastify. 2. Create a PowerPoint presentation, Google Slide presentation or other software that you are familiar with. With Screencast-O-Matic you can record over any application or software. This will allow you more options than Screencasify. You can publish to youtube or Screencast-O-Matic to share with students and parents. There is a 15 minute max recording time. Please click [HERE](https://screencast-o-matic.com/education) to decide if Screencast-O-Matic is the right choice for you and your instructional video. 3. If you have another recording option or idea, please explore it and try it out. Be sure that your recording option will allow you to upload your instructional video to the internet for sharing with your students and parents (and for grading purposes in this Micro-Credential). **PLEASE CONSIDER WHICH RECORDING OPTIONS ARE BEST FOR YOU AND YOUR TECHNOLOGY NEEDS. YOU MIGHT WANT TO EXPLORE MAKING A SHORT VIDEO ON EACH PLATFORM BEFORE COMMITTING TO AN INSTRUCTIONAL VIDEO TO BE SURE YOU MAKE THE BEST SELECTION FOR YOUR NEEDS.** ### Evaluation Criteria **Criteria:** Creates a lesson plan that incorporates a Flip Teaching Model - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a digital lesson that is used in an Instructional Video - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a professional and classroom-ready Instructional Video - Meets Expectations - Approaches Expectations _or_ - Incomplete **Participant must meet expectations in each category in order to earn the micro-credential**
Trauma-Informed Teaching Practices - Spring 2021
## Micro-Credential Experience Context • _Trauma-Informed Teaching Practices_ • 1 Micro-Credential • Content Available February 22, 2021 – May 16, 2021 • Educators, Administrators, School Personnel • EDUC 601 Trauma-Informed Teaching Practices **Description:** In this micro-credential, participants will explore how trauma impacts the brain and body, as well as how the effects of trauma impact students’ learning. Strategies for effectively supporting students who have experienced trauma will be investigated. ## Key Methods **Engage:** Participants will read and view various resources on how trauma impacts the brain and the body, how trauma affects students’ learning, and how to approach planning, instruction, classroom environment and management, and/or relationships with students and families based upon this knowledge of trauma. Numerous resources are used within this micro-credential, including the following: • Craig, S. E. (2008). _Reaching and teaching children who hurt: Strategies for your classroom._ Baltimore: Brookes. • Harris, Nadine Burke. (2015, Feb. 17). How childhood trauma affects health across time [Video file]. Retrieved from [https://www.youtube.com/watch?v=95ovIJ3dsNk](https://www.youtube.com/watch?v=95ovIJ3dsNk). • Levine, P. A., & Kline, M. (2006). _Trauma through a child’s eyes: Awakening the ordinary miracle of healing: Infancy through adolescence._ Berkeley, CA: North Atlantic Books. • Kolk, B. A. (2015). _The body keeps the score: Mind, brain and body in the transformation of trauma._ London: Penguin Books. • Levine, P. A., & Kline, M. (2006). _Trauma through a child’s eyes: Awakening the ordinary miracle of healing: Infancy through adolescence._ Berkeley, CA: North Atlantic Books. • Trauma & resilience: An adolescent provider toolkit. (2013, May). Retrieved July 11, 2020, [https://ahwg.org/download/trauma-and-resilience-2013/](https://ahwg.org/download/trauma-and-resilience-2013/) **Participate:** Participants will complete a pre-assessment on trauma. After they explore resources on trauma’s impact upon the brain and body, participants will revisit the pre-assessment questions and reflect upon their learning. Then, participants will review materials to support trauma-informed practices within schools and individual classrooms. **Apply:** As participants move through the content, there are self-assessments or formative checks embedded into the micro-credential. At each formative check, the facilitator may monitor progress and provide feedback on progress. Participants will apply their learning to intentionally plan to support students in their educational setting who have experienced trauma ## Evidence of Learning **Description of Evidence: A reflection that addresses the following prompts:** - Overall learning: What were the 3 biggest insights you encountered? Why are they important for you as an educator? How will they impact your practice? - Then, using the DPI framework (see below in “Additional Information”) select any 2 areas and answer the following questions about that area: 1. What are some of the ways trauma impacts this specific area/students in ways that impact this area? 2. Given this, what are 2-3 specific things you can/will do as a teacher to support student who has experienced/is experiencing trauma? 3. IF you have had the opportunity to implement these supports/strategies during the duration of this micro-credential, share the impact they had on the student and his/her learning. - The reflection can be written narrative, video recording, Prezi, power point, infographic, or another form of the participant’s choice. **Evaluation Criteria** **Criteria:** Evidence of your understanding of trauma: what it is and how it impacts students in multiple aspects of development and daily functioning. - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Specific evidence of what this means for you in your day-to-day life as an educator - how it will change your approach to planning, instruction, classroom environment and management, and/or relationships with students and families. - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Specific evidence of learning/growth/change in understanding and/or skills, tools, and practices. - Meets Expectations - Approaches Expectations _or_ - Incomplete Participant must meet expectations in each category in order to earn the micro-credential ## Additional Information (Optional) Wisconsin Department of Public Instruction (DPI) Framework on Trauma- Informed Schools **Healing happens in relationships** - Understand the prevalence and impact of trauma - Promote safety - Earn trust - Embrace diversity - Provide holistic care - Respect human rights - Pursue the person's strengths, choice, and autonomy - Share power - Communicate with compassion
## Micro-Credential Experience Context - _Building Cultural Competency for Creating an Inclusive Community_ - 1 Micro-Credential - Content Available February 22, 2021 - May 16, 2021 - Educators - SRA 570 Cultural Competency **Description:** Micro-credential participants will explore two questions: 1) Who am I? 2) How does that impact who and how I serve? Participants will engage in self-reflective activities to help better create ways of creating a culturally competent and inclusive environment. ## Key Methods **Engage:** Read and view various resources on what is cultural competency, what are culturally competent teaching practices, and how do I develop an action plan for moving forward. Most of the learning is based upon content found in these sources: - Hallie, S. (2016). _Six ways to know if you are culturally competent_. Video Presentation to Edina Public Schools. [https://www.youtube.com/watch?v=2rYfp9A7uAQ](https://www.youtube.com/watch?v=2rYfp9A7uAQ) - Krasnoff, B. (2016, March). _Culturally responsive teaching: A guide to evidence-based practices for teaching all students equitably_. Region X Equity Assistant Center **Participate:** Discuss with peers and the micro facilitator, your reflection upon resources posted on cultural competency, your own cultural autobiography, and a potential action plan for your educational situation. Confidentiality within the conversation is an expectation within the online discussion. **Apply:** - reflect upon your own cultural competence - describe your own cultural autobiography - generate an action plan for next steps for your educational situation ## Evidence of Learning **Description of Evidence:** _Who am I?_ It's time to create your cultural autobiography! This is a time where you get to tell your story from birth to present day! You may use the components from the cultural continuum, cultural autobiographical template, and/or your own creativity to help retell your story. You may create Google Slides, PowerPoint, collage, Word Document or any other medium to showcase your story. Each part of your story must include both a narrative and picture (clip art or actual photographs) explaining who you are based on how you grew up. _How do I serve?_ Who you are, helps explain _who_ and _how_ you serve. Please include images and explanations that discuss the populations you serve and the organizations, projects or initiatives of which you have joined or created. ### Evaluation Criteria **Criteria:** Created Cultural Autobiography depicting life story - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete **Criteria:** Cultural Autobiography included images and text explanations - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete **Criteria:** Thoroughly explained the connection between self-identity and service to the educational group/classroom/environment (action plan) - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete **Participant must meet expectations in each category in order to earn the micro-credential**
Online Discussions and Collaboration - Spring 2021
## Micro-Credential Experience Context - Synchronous/Asynchronous Group Collaboration and Peer Feedback Using Technology Tools - 1 Micro-Credential - Content Available February 22, 2021 – May 16, 2021 - Educators, Administrators, School Personnel - SRA 520 **Description:** Participants will develop synchronous and asynchronous group collaborations and peer feedback learning experiences utilizing Canvas and Jamboard. Participants will investigate the effective design of discussion boards, rubrics for assessment, peer feedback opportunities, assigning groups in Canvas, and developing sentence stems to drive purposeful discussion posts. Participants will also utilize Jamboard by Google to effectively create synchronous group collaborative learning experiences and strategies for assessing student work. ## Key Methods **Engage:** Participants will complete asynchronous learning opportunities on how to use the approved technology tools, learn about setting up online collaborations and best practices (we will utilize information from ISTE) in online collaborations. Participants will also post their projects and receive feedback from their peers utilizing the discussion board feature of Canvas along with one or two video conferencing support sessions as needed. Numerous resources are used within this micro-credential, including the following: - Lindsay, J. (2016, July 19). 5 levels for taking your classroom global. ISTE.org. Retrieved at [https://www.iste.org/explore/In-the-classroom/5-levels-for-taking-your-classroom-global](https://www.iste.org/explore/In-the-classroom/5-levels-for-taking-your-classroom-global) - Morrison, D. (2013, October 1). How to promote critical thinking with online discussion forums. Online Learning Insights. Retrieved at [https://onlinelearninginsights.wordpress.com/2013/10/01/how-to-promote-critical-thinking-with-online-discussion-forums/](https://onlinelearninginsights.wordpress.com/2013/10/01/how-to-promote-critical-thinking-with-online-discussion-forums/) - Morrison, D. (2012, June 28). The methods and means to grading student participation in online discussions. Online Learning Insights. Retrieved at [https://onlinelearninginsights.wordpress.com/2012/06/28/the-methods-and-means-to-grading-student-participation-in-online-discussions/](https://onlinelearninginsights.wordpress.com/2012/06/28/the-methods-and-means-to-grading-student-participation-in-online-discussions/) **Participate:** Participants will utilize the Canvas Discussion board for two different postings and provide feedback/collaborate with other participants to actively engage in extending their learning. Participants will also self-reflect/assess themselves and utilize student/peer feedback in identifying additional improvements to the learning experience. **Apply:** As participants move through the content, there are self-assessments or formative checks embedded into the micro-credential. At each formative check, the facilitator may monitor progress and provide feedback on progress. Participants will apply their learning to intentionally create meaningful online discussions and collaborative experiences. ## Evidence of Learning **Description of Evidence:** Participants will develop an online discussion board that incorporates best practices in online discussion, feedback, and assessment. Participants will also develop a synchronous learning experience through Jamboard that demonstrates best practices in active learning, feedback, and assessment. Finally, participants will reflect upon the successes and the challenges of the implementation of the online discussion board and synchronous learning experience as well as changes they will make to similar future student experiences. **Evaluation Criteria** **Criteria:** Participant has developed an online discussion board learning experience that incorporates peer feedback, along with an evaluation rubric to provide formative or summative feedback. - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Participant actively engaged in providing meaningful peer feedback to other participants on their discussion board learning experience. - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Participant has developed a synchronous learning experience utilizing Jamboard that incorporates all students actively, peer feedback and has an evaluation rubric to provide formative or summative feedback. - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Participant actively engaged in providing meaningful peer feedback to other participants on their Jamboard Learning experience. - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Participants completed an in-depth reflection on both learning activities, analyzed peer feedback, student feedback, discuss positives and negatives of the deployment of the learning experience along with suggested changes to the activity. - Meets Expectations - Approaches Expectations _or_ - Incomplete Participant must meet expectations in each category in order to earn the micro-credential
## Micro-Credential Experience Context - Maximizing the Capacity of Google Classroom - 1 Micro-Credential - Content Available February 22, 2021 - May 16, 2021 - SRA 520 Maximizing the Capacity of Google Classroom **Description:** Google Classroom is a management tool that can better connect teachers to students and parents as the need for technology integration is becoming more prevalent in schools today. Google Classroom can help foster communication and collaboration and provide a management tool for supporting classroom resources and student work. Participants will learn how to effectively use the tools in Google Classroom as they create their own classroom-ready Google Classroom. ## Key Methods **Engage:** Participants will read and view various resources to develop an understanding of why educators use Google Classroom. They will also learn how to create their own Google Classroom and embed announcements, discussions, assignments and quizzes within it. Numerous resources are used within this micro-credential, including the following: - Cains, J. T. (n.d). _How to create a class in Google Classroom._ Dummies: A Wiley Brand. Retrieved at [https://www.dummies.com/education/internet-basics/how-to-create-a-class-in-google-classroom/](https://www.dummies.com/education/internet-basics/how-to-create-a-class-in-google-classroom/) - Google for Education. (2019, Jan. 8). Classroom 101 [video file]. Retrieved at [https://www.youtube.com/watch?v=DeOVe2YV2Io&feature=youtu.be](https://www.youtube.com/watch?v=DeOVe2YV2Io&feature=youtu.be) - Lynch, M. (2018, Sept. 4). 10 benefits of Google Classroom integration. The Tech Edvocate. Retrieved at [https://www.thetechedvocate.org/10-benefits-of-google-classroom-integration/](https://www.thetechedvocate.org/10-benefits-of-google-classroom-integration/) - Miller, M. (2018, August). _The Google Classroom quick-start guide + tips and tricks!_ Retrieved at [http://ditchthattextbook.com/2014/10/16/the-google-classroom-quick-start-guide-tips-and-tricks/](http://ditchthattextbook.com/2014/10/16/the-google-classroom-quick-start-guide-tips-and-tricks/) **Participate:** Participant learning is intended to be sequential self-paced based upon the order of the online modules. The facilitator will check-in at designated times within the time frame of the micro-credential to respond to questions and provide guidance or feedback. **Apply:** - Participants will create their own Google Classroom and embed announcements, discussions, assignments and quizzes within it. ## Evidence of Learning **Description of Evidence:** Create your own Google Classroom. Directions are provided online via video clips and articles containing written directions. Decide what works best for you in your creation of Google Classroom; however, your final submission of evidence must include at least one assignment, discussion, announcement and quiz. ### Evaluation Criteria **Criteria:** Creates a professional and classroom-ready Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates an assignment in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a quiz in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates a discussion in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Criteria:** Creates an announcement in Google Classroom - Meets Expectations - Approaches Expectations _or_ - Incomplete **Participant must meet expectations in each category in order to earn the micro-credential**
Mindfulness Practices for the Classroom - Summer 2021
### Micro-Credential Experience Context • Mindfulness Practices for the Classroom • 1 Micro-Credential • Content Available May 31 - August 1, 2021 • Educators • CEDUC 652 Mindfulness Practices for the Classroom **Description:** This micro-credential introduces participants to the science and practices of mindfulness. Participants will learn the what, why, and how of mindfulness. Participants will learn and apply practices that will enhance student wellness in the classroom. ### Key Methods **Engage:** Participants will read and view various resources to develop an understanding of Mindfulness Practices. They will read, view, and explore an orientation to mindfulness and the science behind it. Then, they will personally practice foundations of mindfulness and participate in self-selected experiential practices. Numerous resources are used within this micro-credential, including the following: • Lawlor, M.S. (2016). Mindfulness and social emotional learning (SEL): A conceptual framework. In K.A.Schonert-Reichl & R.W. Roeser (Eds.), _Handbook of mindfulness in education: Integrating theory and research into practice._ (pp 65-80). Springer Press. • Smalley, S. & Winston, D. (2010). _Fully present: the science, art, and practice of mindfulness_. Philadelphia: Da Capo Press. • Young. S. (2016). What is mindfulness? A contemplative perspective. In K.A.Schonert-Reichl & R.W. Roeser (Eds.), _Handbook of mindfulness in education: Integrating theory and research into practice_. (pp 29-45). Springer Press. • Young S. (2018, Reprint). _The science of enlightenment: How meditation works_. Sounds True, Incorporated. **Participate:** Participant learning is intended to be sequential and self-paced based upon the order of the online modules. As participants move through the content, there are self-assessments or formative checks embedded into the micro-credential. At each formative check, the facilitator may monitor progress and provide feedback on progress. **Apply:** Participants will apply their learning by creating a toolbox/portfolio for implementing mindfulness practices within the classroom. ### Evidence of Learning **Description of Evidence:** Participants will create a tool box/portfolio for implementing mindfulness practices in their classroom. The toolbox/portfolio should include the following: • Your proposal to school administration for integrating mindfulness into your classroom. • Your letter to parents with rationale for integrating mindfulness into your classroom. • Your script to students on integrating mindfulness into their class. • A sample lesson plan on what mindfulness practices you will be integrating into your classroom. • A scan/drawing or visual of your classroom. • A video, audio or script of a guided meditation you will use with your students. **Evaluation Criteria** **Proposal to School Administration** • Meets Expectations: Proposal clearly articulates rationale for mindfulness practices within the classroom • Does not Meet Expectations: Proposal to administration requires some additional work. See feedback provided. **Letter to Parents** • Meets Expectations: Letter to parents clearly articulates your rationale for including mindfulness practices in the classroom. • Does not Meet Expectations: Letter to parents requires some additional work. See feedback provided. **Script to Students** • Meets Expectations: Script for students appropriately introduces mindfulness practices in the classroom. • Does not Meet Expectations: Script for students requires some additional work. See feedback provided. **Sample Lesson Plan** • Meets Expectations: Lesson plan for students appropriately facilitates best practice in mindfulness strategies. • Does not Meet Expectations: Lesson plan requires some revision in order to reflect best practice in mindfulness strategies. See feedback provided. **Visual of the Classroom** • Meets Expectations: Visual of Classroom is included • Does not Meet Expectations: Visual of classroom is not included **Guided Meditation to Use with Students** • Meets Expectations: Guided meditation script reflects best practice in mindfulness strategies. • Does not Meet Expectations: Guided meditation script requires some revision in order to reflect best practice in mindfulness strategies. See feedback provided. - Participant must meet expectations in each category in order to earn the micro-credential*
## Micro-Credential Experience Context - _Creating Digital Materials Accessible for All Learners_ - 1 Micro-Credential - Content Available May 31 - August 1, 2021 - Educators - SRA 520 Creating Digital Materials Accessible for All Learners **Description:** Within this micro-credential, participants will learn about and apply best practices for designing accessible on-line material and basic ADA compliance for students with a variety of learning styles and support needs (i.e. limited vision, reading challenges, and other disabilities that may affect access to materials presented within on-line learning environments and other digital material). 1. Gain the knowledge to enable them to be advocates for equitable access to educational technology and digital content that meets the diverse needs of all students (ISTE 2b). 2. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs (ISTE 5a) ## Key Methods **Engage:** Read and view varies resources available on disabilities, accessibility, UDL, creating accessible materials, etc. Most of the learning is based upon content found in these sources: - Accessible U. (2020). _Accessibility and inclusion_. University of Minnesota Disability Resources Center. [https://accessibility.umn.edu/advocacy/accessibility-inclusion](https://accessibility.umn.edu/advocacy/accessibility-inclusion) - Accessible U. (2020). _Start small, start now_. University of Minnesota Disability Resources Center. [https://accessibility.umn.edu/advocacy/accessibility-inclusion](https://accessibility.umn.edu/advocacy/accessibility-inclusion) - ISTE Standards for Educators (Website) [https://www.iste.org/standards/for-educators](https://www.iste.org/standards/for-educators) - Web Accessibility in Mind. (Website) [https://webaim.org](https://webaim.org) **Participate:** Discuss with peers and the micro facilitator, your reflection upon resources posted on the what and why of accessibility and three cores skills (Choice of 7) in terms of making digital materials accessible for all. Confidentiality within the conversation is an expectation within the online discussion. **Apply:** Apply learning of cores skills of accessibility to online learning platform material by documenting pre / post materials and reflecting upon the core skills that were implemented. ## Evidence of Learning **Description of Evidence:** Participants will apply their learning of cores skills of accessibility to online learning platform material by doing the following: - Utilize an accessibility checker within the Canvas Rich Content Editor on your revised content (If using Canvas LMS) - Take and share Pre & post Photos of original and revised Canvas, summit or Other On-line Learning Platform Material- embed them within your ms-doc or pdf reflection OR upload separately. - Write a short narrative reflecting on and showing evidence of applying the 3 core skills you chose to focus on/complete and rationale for changes made. Please include a minimum of 1 paragraph per core skill. ### Evaluation Criteria **Criteria:** Pre/Post Screen Shots of Revised Material - Take and share Pre & post Photos of original and revised Canvas, summit or Other On-line Learning Platform Material - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete **Criteria:** Narrative Reflection (written) - Write a short narrative reflecting on and showing evidence of applying the 3 core skills you chose to focus on/complete and rationale for changes made. Please include a minimum of 1 paragraph per core skill. - Fully Meets Expectations - Approaching Expectations _or_ - Incomplete - **Participant must meet expectations in each category in order to earn the micro-credential**