id: https://api.badgr.io/public/badges/aWjncYXjRGynjoDSIRYDBw
name: Accessibility: Online Learning
description: Using Technology to Enhance Your Classroom - Summer 2018
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  id: https://www.stritch.edu/MicroCredential/Using-Technology-to-Enhance-Your-Classroom
  narrative: 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).
type: BadgeClass

id: https://api.badgr.io/public/badges/x02PaFyQR1OX7o8aYqbPpw
name: Accessibility: Instructional Design
description: Using Technology to Enhance Your Classroom - Summer 2018
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  id: https://www.stritch.edu/MicroCredential/Using-Technology-to-Enhance-Your-Classroom
  narrative: 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).
type: BadgeClass

id: https://api.badgr.io/public/badges/9mm7F3oeQt-k4-mIgyy9yg
name: Building Sensitivity
description: Building Sensitivity for an Inclusive Community - Spring 2018
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  id: http://www.stritch.edu/MicroCredential/Building-Sensitivity-and-Awareness
  narrative: 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.
type: BadgeClass

id: https://api.badgr.io/public/badges/gHknVBMPQy6cgWsfdqLYiA
name: Building Awareness
description: Building Awareness for an Inclusive Community - Spring 2018
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  id: https://www.stritch.edu/MicroCredential/Building-Sensitivity-and-Awareness
  narrative: 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
type: BadgeClass

id: https://api.badgr.io/public/badges/JYAn7cC6Qe2DdfUmDmP6Vw
name: Flip Classroom
image:
  id: https://api.badgr.io/public/badges/JYAn7cC6Qe2DdfUmDmP6Vw/image
description: Flip Classroom - Summer 2019
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ##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 o…
type: BadgeClass

id: https://api.badgr.io/public/badges/ZVhPciabQAOk0V2cVHSa1w
name: Mindfulness Practices for the Classroom
image:
  id: https://api.badgr.io/public/badges/ZVhPciabQAOk0V2cVHSa1w/image
description: Mindfulness Practices for the Classroom - Summer 2019
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  id: http://www.stritch.edu/MicroCredential/Mindfulness-Practices-for-the-Classroom
  narrative: ###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 learn…
type: BadgeClass

id: https://api.badgr.io/public/badges/E5OSe7yNRimYt5mOyRFW-g
name: Trauma-Informed Teaching Practices
image:
  id: https://api.badgr.io/public/badges/E5OSe7yNRimYt5mOyRFW-g/image
description: Trauma-Informed Teaching Practices - Summer 2019
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ###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 Augu…
type: BadgeClass

id: https://api.badgr.io/public/badges/Nxi6Nd8xT-OALlf7cyOWNg
name: Google Classroom
image:
  id: https://api.badgr.io/public/badges/Nxi6Nd8xT-OALlf7cyOWNg/image
description: Google Classroom - Summer 2019
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: #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-…
type: BadgeClass

id: https://api.badgr.io/public/badges/Mj3yYnpdTH-M6SoEjbeTVg
name: Google Classroom - Spring 2020
image:
  id: https://api.badgr.io/public/badges/Mj3yYnpdTH-M6SoEjbeTVg/image
description: Google Classroom - Spring 2020
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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-gui…
type: BadgeClass

id: https://api.badgr.io/public/badges/DCI6FsU-SlGVt5NU-wq1cA
name: Coaching and Mentoring for Educators 2: Mentoring Teachers Through the Coaching Cycle
image:
  id: https://api.badgr.io/public/badges/DCI6FsU-SlGVt5NU-wq1cA/image
description: Coaching and Mentoring for Educators 2: Mentoring Teachers Through the Coaching Cycle - Spring 2020
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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 deve…
type: BadgeClass

id: https://api.badgr.io/public/badges/FYO-jjm-TVWqkh6CVcLJmw
name: Google Classroom - Summer 2020
image:
  id: https://api.badgr.io/public/badges/FYO-jjm-TVWqkh6CVcLJmw/image
description: Google Classroom - Summer 2020
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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-gui…
type: BadgeClass

id: https://api.badgr.io/public/badges/L0LoU90WRZa3rg8mv7hOyA
name: Flipped Classroom - Summer 2020
image:
  id: https://api.badgr.io/public/badges/L0LoU90WRZa3rg8mv7hOyA/image
description: Flipped Classroom - Summer 2020
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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 q…
type: BadgeClass

id: https://api.badgr.io/public/badges/8ByxgWT3R1i8xHWeF0agCQ
name: Cultural Competency - Summer 2020
image:
  id: https://api.badgr.io/public/badges/8ByxgWT3R1i8xHWeF0agCQ/image
description: Cultural Competency - Summer 2020
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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,…
type: BadgeClass

id: https://api.badgr.io/public/badges/7XYKWyFVTVG8t1LTGZF_6Q
name: Digital Accessibility - Summer 2020
image:
  id: https://api.badgr.io/public/badges/7XYKWyFVTVG8t1LTGZF_6Q/image
description: Digital Accessibility - Summer 2020
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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 …
type: BadgeClass

id: https://api.badgr.io/public/badges/T-noaV8PSpa6l2LQm3h-CQ
name: Flipped Classroom - Fall 2020
image:
  id: https://api.badgr.io/public/badges/T-noaV8PSpa6l2LQm3h-CQ/image
description: Flipped Classroom - Fall 2020
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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 …
type: BadgeClass

id: https://api.badgr.io/public/badges/246_aWpOQlCWfR4il8cbgw
name: Trauma-Informed Practices - Spring 2021
image:
  id: https://api.badgr.io/public/badges/246_aWpOQlCWfR4il8cbgw/image
description: Trauma-Informed Teaching Practices - Spring 2021
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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 o…
type: BadgeClass

id: https://api.badgr.io/public/badges/B3aST8R7QBCNWP51lnfLHQ
name: Cultural Competency - Spring 2021
image:
  id: https://api.badgr.io/public/badges/B3aST8R7QBCNWP51lnfLHQ/image
description: Cultural Competency - Spring 2021
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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, coll…
type: BadgeClass

id: https://api.badgr.io/public/badges/0txW-b9iS82NMltcWoVHBA
name: Online Peer Collaboration - Spring 2021
image:
  id: https://api.badgr.io/public/badges/0txW-b9iS82NMltcWoVHBA/image
description: Online Discussions and Collaboration - Spring 2021
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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-discuss…
type: BadgeClass

id: https://api.badgr.io/public/badges/GTv8uUBTTW6QTIZ5_uZgpw
name: Google Classroom - Spring 2021
image:
  id: https://api.badgr.io/public/badges/GTv8uUBTTW6QTIZ5_uZgpw/image
description: Google Classroom - Spring 2021
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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-t…
type: BadgeClass

id: https://api.badgr.io/public/badges/uC7iplmcQcmJonZzS6L0aA
name: Mindfulness Practices for the Classroom - Summer 2021
image:
  id: https://api.badgr.io/public/badges/uC7iplmcQcmJonZzS6L0aA/image
description: Mindfulness Practices for the Classroom - Summer 2021
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ### 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 …
type: BadgeClass

id: https://api.badgr.io/public/badges/zJU-76zhS8aObzTbDXJC4A
name: Accessible Materials - Summer 2021
image:
  id: https://api.badgr.io/public/badges/zJU-76zhS8aObzTbDXJC4A/image
description: Accessible Materials - Summer 2021
issuer: https://api.badgr.io/public/issuers/5ie1EdpLR8eisHFyFJIzog
criteria:
  narrative: ## 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 …
type: BadgeClass