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What are Micro-credentials?

Micro-credentials are just in time, asynchronous, small chunks of professional learning experiences that will demonstrate proficiency in a specific skill. Our vision is to promote learning so educators can apply their learnings in their practice, collect evidence, and demonstrate their competence.

Optional Credit

Registration is required only for participants wishing to obtain credit. Dates are noted below for the four courses in 2021-22 (for credit).

Summer 2021
Cohort dates: 7/12-9/17/21
Registration opens: 6/22/21
Registration ends: 8/6/21

Fall 2021
Cohort dates: 10/11-12/3/21
Registration opens: 9/20/21
Registration ends: 10/25/21
 
 

winter 21-22
Cohort dates: 12/13/21-2/4/22
Registration opens: 12/6/21
Registration ends: 12/27/21

spring 2022  
Cohort dates: 3/7-4/29/22
Registration opens: 2/7/22
Registration ends: 3/21/22

Micro-credentials infographic

 

Explore Micro-credential Offerings

Filter by Grade Level

accelerating learning: ela

Description: Participants unfamiliar with the Accelerating Learning process should consider exploring the Accelerating Learning Foundations micro-credential for additional information.

Intended Audience: K-12 English Language Arts Teachers

Approximate Completion Time: 2 hours

 

accelerating learning: math

Description:  This micro-credential extends the learning done as part of the “Accelerating Learning Foundations” micro-credential, specifically looking at resources and procedures to help with “Step 4: Identify, Assess and Scaffold Unfinished Learning” in regards to math standards. Participants will examine the considerations for this step that are specific to math and develop a plan for how to identify, assess and plan for potential unfinished learning in an upcoming math unit. *This micro-credential assumes you are comfortable with/have completed the objectives outlined in both the “K-12 Key Math Shifts” micro-credential and the “Accelerating Learning Foundations” micro-credential.

Intended Audience: K-12 Mathematics Teachers

Approximate Completion Time: 2 hours

 

Accelerating learning: science

Description:  This micro-credential extends the learning done as part of the “Accelerating Learning Foundations” micro-credential, specifically looking at resources and procedures to help with “Step 4: Identify, Assess and Scaffold Unfinished Learning” in regards to science standards. Participants will examine the considerations for this step that are specific to science and develop a plan for how to identify, assess and plan for potential unfinished learning in a science unit.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

accelerating learning: social studies

Description:  This micro-credential extends the learning done as part of the “Accelerating Learning Foundations” micro-credential, specifically looking at resources and procedures to help with “Step 4: Identify, Assess and Scaffold Unfinished Learning” in regards to social studies  standards.  Participants will examine the considerations for this step as applied to social studies and develop a plan for how to identify, assess and plan for potential unfinished learning in a social studies unit.  This micro-credential assumes you are comfortable with/have completed the objectives outlined in Explore the Social Studies Standards micro-credential.

Intended Audience: K-12 Teachers

Approximate Completion Time: 2 hours

 

accelerating student learning

Description: This micro-credential is intended to provide Professional Learning for school personnel in accelerating learning concepts (with application) using ready-made resources in a way that is simple, digestible, and relevant to teachers and administrators.  

Intended Audience:  PK-12 Educators, Administrators, Teacher Leaders

Approximate Completion Time: 3 hours

 

Advanced Syllable Division

Description: Now that you have learned about the basics of syllable types (CLOVER) and how words are built, this advanced micro-credential will show ways for putting this knowledge into practice with students in the classroom.  You will learn how to explicitly teach syllables in the classroom through modeling of division strategies for decoding multi-syllable words for understanding. There will also be guidance for ways to intentionally incorporate cross-content passages for authentic learning within science, social studies, and ELA text. The strategies presented in this learning plan contain high-leverage tools for equipping students with skills for decoding and understanding multi-syllable words.


Intended Audience: Grades 3-12 Educators, Interventionists

Approximate Completion Time: 3 hours

 

Anatomy of Trust

Description:  Relationship skills are one of the five domains of the Iowa social-emotional competencies. An essential component of healthy relationships is trust.  Trust of self and others is essential to personal as well as professional relationships. Through this one-hour micro-credential, you will learn about the anatomy of trust and explore trust through the lens of a professional relationship to deepen your awareness of the characteristics of trust. This work is best completed in a dedicated one-hour block of time. 

Intended Audience: K-12 Educators, School Counselors, SEBH Facilitators, Administrators

Approximate Completion Time: 2 hours

 

Assessing student learning

Description:  Assessing Student Learning is one of the seven Project-Based Learning (PBL) Teaching Practices. Traditionally, we view student feedback as the role of the teacher, but in a PBL environment, we recognize the power of peer feedback throughout the learning process. In this learning opportunity, you will explore the purpose of rubrics in a student-centered project and how to use protocols to give valuable feedback to students.

Intended Audience: K-12 Educators and Instructional Coaches

Approximate Completion Time: 3 hours

 

assessment in the pe classroom

Description:  Participants will investigate assessment types and their application in the classroom. Feedback will also be a focus throughout the assessment cycle. A variety of assessment tools will be explored.

Intended Audience:  K-12 Physical Education Teachers

Approximate Completion Time: 2 hours

 

Authentic Learning Overview

Description:  Authentic learning emphasizes collaboration between students and their community through learning tasks that result in authentic learning. After seeing examples of authentic learning happening in Northeast Iowa, you will brainstorm ideas to engage your students in authentic learning by interacting with the community. Learn about a free statewide project board called the Clearinghouse for Work-Based learning that you will be able to use to generate ideas for projects and connect with business partners. You will find a project that fits well with your context that you can implement with students!

Intended Audience: 3-12 Educators, Instructional Coaches, Administrators

Approximate Completion Time: 2 hours

 

Building Classroom Culture

Description: Building Classroom Culture is one of the seven Project-Based Learning Teaching Practices. Establishing a positive classroom culture helps students reach their full potential and it has a positive effect on learning. Learners thrive in environments where they feel safe, willing to take risks, and feel part of a larger community. This learning experience offers practical ideas to add to your toolbox to build a positive culture and relationships in your classroom.

Intended Audience: PK-12 Educators, Instructional Coaches

Approximate Completion Time: 2 hours

 

building conceptual understanding in mathematics

Description:  A focus on timed-assessments overshadows the importance of building a conceptual understanding in mathematics. This microcredential will make clear how essential “concepts” are to promote overall fluency and help you better understand a student’s thought process based on work samples.

Intended Audience: K-8 Educators, Instructional Coaches

Approximate Completion Time: 2 hours

 

building teacher-student relationships in virtual learning

Description:  Grounded in John Hattie’s work on the importance of teacher-student relationships, this self-paced Pear Deck lesson highlights possibilities to build those relationships in a virtual classroom environment. Upon completion of the lesson, participants will reflect and identify options to implement in their individual situation. After experimenting with how to implement the resources available to them, participants will then share their reflections, pose questions, etc. in our “Building Virtual Relationships” Flipgrid.

Intended Audience: PK-12 Educators

Approximate Completion Time: 2 hours

 

Coaching 101-Part 1

Description:  For Coaching 101-Part 1 and Coaching 101-Part 2, we have taken the work of Jim Knight and DIanne Sweeney and created easy to use micro-credentials where participants will have the opportunity to learn about instructional coaching foundations, understand critical components that includes essential skills that instructional coaches need to collaboratively work with teachers in studying, practicing, and implementing instructional strategies and effective instruction.

Intended Audience: Teacher Leaders and Instructional Coaches

Approximate Completion Time: 3 hours

 

Coaching 101-Part 2

Description:  For Coaching 101-Part 1 and Coaching 101-Part 2, we have taken the work of Jim Knight and DIanne Sweeney and created easy to use micro-credentials where participants will have the opportunity to learn about instructional coaching foundations, understand critical components that includes essential skills that instructional coaches need to collaboratively work with teachers in studying, practicing, and implementing instructional strategies and effective instruction.

Intended Audience: Teacher Leaders and Instructional Coaches

Approximate Completion Time: 3 hours

 

coaching/learning lab

Description:  Participants will learn what a coaching or learning lab is and how to implement one whether it’s face to face or virtual.

Intended Audience:  Instructional Coaches and Teacher Leaders

Approximate Completion Time: 3 hours

 

Code.org CS (Computer Science) Fundamentals for Grades K-5 Part 1

Description: This micro-credential is designed to introduce you to the Code.org Computer Science Fundamentals for Grades K-5 curriculum which is free to use.  It allows you to enroll your students in levels by grade or by experience and includes a full dashboard for you to keep track of student progress.  Each concept area includes lessons both unplugged and plugged.  The unplugged lessons are done without a device and engage students in collaborative activities to introduce and learn the concept.  This is followed by plugged lessons which reinforce the concept and offer challenges to those who progress faster.  Each lesson includes all of the resources (videos, worksheets, teacher support) needed and a complete plan from introduction to wrap-up.

Intended Audience:  K-5 General and Tech Teachers

Approximate Completion Time: 4 hours

Coding with scratch Jr Part 1 - Creating stories

Description:  This micro-credential will show you how to use the app ScratchJr which teaches students in grades PreK-2 how to use code blocks to create animations. The blocks are icon based so they are perfect for non-readers and beginning readers. The blocks are categorized by what the code does and ties to computer science concepts of events, actions, and broadcasting. Students can retell and create stories, build games, and more.

Intended Audience: PK-2 Educators

Approximate Completion Time: 3 hours

Coding with scratch Jr Part 2 - beyond the basics

Description:  This micro-credential will show you how to use more of the ScratchJr blocks to create interactive stories and games. These blocks go beyond the “Green Flag” (play animation) and allow users to interact with the story or game by touching characters (sprites). The blocks are still icon based so they are perfect for non-readers and beginning readers. You will also explore the ScratchJr curricula and computer science concepts.

Intended Audience: PK-2 Educators

Approximate Completion Time: 3 hours

Coding with scratch Part 1

Description:  This micro-credential will show you how to use Scratch which teaches students in grades 3-12 how to use code to create animations, games, quizzes, and more. The blocks are categorized by what the code does and ties to computer science concepts of events, actions, and broadcasting.

Intended Audience: Grades 3-12 Teachers

Approximate Completion Time: 3 hours

Coding with scratch Part 2 Creating Quizzes
 

Description:  This micro-credential will continue to show you how to use Scratch which teaches students in grades 3-12 how to use code to create animations, games, quizzes, and more. More of the blocks will be explored and used to make a classroom quiz. The blocks are categorized by what the code does and ties to computer science concepts of events, actions, and broadcasting.

Intended Audience: Grades 3-12 Teachers

Approximate Completion Time: 3 hours

Considerations for teaching english learners -ELL 101

Description: There are many things to take into consideration when teaching English learners. Participants will learn about different steps to EL student success, ELP standards and accommodations, and how to provide equitable access to English learners in the general education classroom. Participants will also have the opportunity to explore different resources for teaching English learners.

Intended Audience: Teachers and Administrators who are new to teaching English learners

Approximate Completion Time: 2 hours

 

Core Practices in the World Language Classroom

Description: This micro-credential is the first in a series of learning experiences focused around the six core practices of World Language instruction. Participants will preview the six core practices, and take a deep look at using the target language to drive comprehensible input strategies in the World Language classroom.  

Intended Audience:  World Language Teachers

Approximate Completion Time: 2 hours

 

CS: Active & Equitable Recruitment Strategies

Description:  A number of recent studies have highlighted the obstacles that marginalized student communities face in accessing advanced computer science (CS) coursework, including lack of media images and role models, differential teacher encouragement, and differential rates of technology access within their schools or homes. To close gaps in access and achievement, it is imperative that educators make concerted efforts to recruit students from diverse backgrounds. Note that while this micro-credential is written for high school computer science, educators from other disciplines may also find it useful. This micro-credential is created by UTeach Computer Science and Digital Promise.  You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.

Intended Audience: K-12 teachers, administrators, counselors

Approximate Completion Time: 3 hours

CS: Code Tracing

Description: Code tracing is one of the most important skills a programmer must master when learning how to code. Code tracing is a method in which the programmer uses paper and pencil to hand trace the execution of a program or code segment in order to track the variable values as they change during execution and to determine the output of the code. Code tracing can be used for all types of algorithmic components: sequencing, selection, and iteration. However, code tracing is most beneficial for more complex code segments such as those containing iteration structures (e.g., “for” or “while” loops) and recursive code segments. Skills such as code tracing and code reading lead to better code writing. Code tracing is also an effective tool in debugging efforts, as the programmer can isolate a segment of code to determine if it is working correctly or if there are any logic errors. This micro-credential is created by UTeach Computer Science and Digital Promise.  You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.
 

Intended Audience: 3-12 Computer Science Teachers

Approximate Completion Time: 3 hours

Cs First through google

Description:  This micro-credential will show you how to use Scratch within the CS First Curriculum which teaches students in grades 4-12 how to use code to create animations, games, quizzes, and more. The curriculum allows you to monitor student progress and assign a lesson(s). CS First works directly with Google Classrooms. It also allows students to create accounts in Scratch without using their email.

Intended Audience: Grades 4-8 Teachers

Approximate Completion Time: 3 hours

CS Concept Data & Analysis K-5

Description: This microcredential will blend the CSTA Standards for Data & Analysis with a children’s book.  The books are available in the Keystone media collection and/or as an ebook in MackinVia. You will gain an understanding of how data and analysis work in computational thinking.  You will gain an understanding of what data is and how it can be manipulated to solve problems and more. You will integrate a lesson in another subject with one of the books.  This is important to supporting our students as they become computational thinkers in today’s world.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

CS Integration - Elementary Edition

Description: This micro-credential will address the driving question “How in the world do elementary teachers find time to teach computer science?”. Participants will explore computer science standards overlap with core content areas as well as special areas. Strategies and resources are included to support integration, as well as an interview from the field.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

CS: Live Coding

Description:  Live coding involves writing a computer program in real-time in front of a class, not merely to convey a correct, polished solution, but to reveal the programming process and demonstrate “programming as students would program.” Based on a “cognitive apprenticeship” model of teaching, live coding helps make expert thought processes visible to novices. Additionally, live coding can be used to help students master content knowledge through questioning and making predictions. This micro-credential is created by UTeach Computer Science and Digital Promise.  You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.

Intended Audience: K-12 Computer Science Teachers

Approximate Completion Time: 3 hours

CS: Pair Programming

Description:  Pair programming is a research-based instructional practice that has been shown to increase collaborative learning and student confidence, while decreasing coding errors and improving overall program design. In pair programming, pairs of students work together to solve a programming problem, with one student taking the role of the “driver” (controlling the keyboard and mouse) and one taking the role of “navigator” (providing guidance and keeping in mind the goals of the activity). This micro-credential is created by UTeach Computer Science and Digital Promise.  You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.

Intended Audience: K-12 Computer Science Teachers

Approximate Completion Time: 3 hours

CS: Peer Instruction

Description:  Peer instruction is a structured, active learning strategy in which students respond to a multiple-choice question individually, discuss their answers in small groups, respond to the initial question again, and discuss answers as a whole class. Peer instruction can be implemented at any point in a lesson (entrance tickets, exit tickets, or mid-instruction). Evidence shows that peer instruction can increase students’ engagement, content mastery, and feelings of self-efficacy. This micro-credential is created by UTeach Computer Science and Digital Promise.  You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.

Intended Audience: K-12 teachers

Approximate Completion Time: 3 hours

CS: Rubber Duck Debugging

Description: Debugging refers to the process of detecting, locating, and fixing problems, or “bugs,” in computer code. Novices often find debugging to be frustrating and time-consuming; yet, debugging is rarely featured explicitly in computer science textbooks or lessons. Using rubber ducks is one easy and fun strategy to help students develop their debugging skills by externalizing and examining their problem-solving strategies. This micro-credential is created by UTeach Computer Science and Digital Promise.  You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.

Intended Audience: K-8 Computer Science Teachers

Approximate Completion Time: 3 hours

CSTA Standards for CS Teachers: How to Effectively Engage Students in CS

Description: This micro-credential is designed for teachers to learn more about the Computer Science (CS) Teaching Standards to be an effective K-12 computer science teacher. The teaching standards are designed to provide effective and equitable computer science instruction through rigorous computer science education.  The teaching  standards will explain what CS teachers should know and be able to do in the classroom while continually developing their pedagogical knowledge. Participants should have some knowledge of the CSTA K-12 Computer Science Standards (student standards) or have taken the micro-credential Introduction to the K-12 Computer Science Standards.

Intended Audience: K-12 Computer Science Teachers

Approximate Completion Time: 3 hours

CS: "Unplugged" Computational Thinking

Description: "Unplugged" activities allow students to jump directly into conceptual learning without getting tangled in the difficult syntax of a programming language. Educators can engage students in unplugged computational thinking activities in any subject or discipline. This micro-credential is created by UTeach Computer Science and Digital Promise.  You will earn a micro-credential badge through Digital Promise and share the badge with Keystone.

Intended Audience: K-12 Computer Science Teachers

Approximate Completion Time: 3 hours

CS Using the Micro:bit Go

Description: You will need access to a Micro:bit Go to complete this micro credential.  You can purchase one at US dealer PiShop.US for $18.95 or check out Keystone media kit KM 12796.  Learn how to use the Micro:bit Go, one of the easiest and most effective learning tools for digital skills and creativity.  After completing the microcredential you will be able to introduce and guide your students through easy and creative projects that support computer science concepts and strengthen their 21st Century skills.  You will also know how to use “block” and/or “python” programming.

Intended Audience: Grades 2-10 Teachers

Approximate Completion Time: 3 hours

Developing Critical Thinking: Gifted Education & All Students

Description:  Participants will engage in a 45 minute podcast that reveals some inequities amongst students that allow them to critically think and problem solve. The author of "Thinking Like a Lawyer" challenges us as educators to allow productive struggle and encourages equitable learning opportunities across genders and race. Participants will also read and reflect on a short article that discusses how to foster curiosity and develop a lifelong learner who can and will ask  critical questions to then become a more critical thinker. Learners will also read a short article that discusses curiosity and how to foster the love of learning.

Intended Audience: Gifted and Talented Teachers / Facilitators

Approximate Completion Time: 3 hours

 

differentiation

Description:  Having the knowledge, skills, and tools to differentiate instruction for our diverse student population is essential to meet their varying needs. Differentiating instructional strategies and practices through environment, content, processes, and products allows students to learn in ways that work for them. The resources and activities provided here will help educators learn what differentiation is and how to implement effective instruction to meet a wide range of student needs.

Intended Audience: K-12 Educators, Teacher Leaders, Instructional Coaches, Curriculum Directors, Administrators

Approximate Completion Time: 3 hours

 

Dyslexia 101

Description:  This offering provides basic information about Dyslexia: what it is, what it might look like in the classroom, and some simple accommodations to immediately apply as a teacher. Participants will engage in an interactive Pear Deck that will provide a writing simulation, videos to watch, and interactive slides. In addition, an infographic of basic facts about Dyslexia provides foundational understanding of the topic. No prerequisites.

Intended Audience: K-12 Educators and Support Staff

Approximate Completion Time: 2 hours

 

Educator’s #1 Assistant: Office Lens for iOS and Android

Description:  Empower and support all students by showing them how to use Office Lens with Immersive Reader and Translator built-in for multiple academic support scenarios. Participants will also explore Office Lens to work more efficiently within the O365 ecosystem.

Intended Audience: All educators - especially in O365 schools

Approximate Completion Time: 1 Hour

 

effective Instructional practices: Co-Teaching Roles and Responsibilities

Description:  Participants will deepen their understanding of the roles and responsibilities of co-teachers with an emphasis on creating parity. Participants will accomplish this through a ghost walk, a classroom observation, and individual, and if applicable, collective reflection and action planning. This micro-credential could be most powerful if completed with a teaching team.

Intended Audience: K-12 Educators, Instructional Coaches, and Administrators

Approximate Completion Time: 4 hours

 

effective instructional practices: spider web discussions

Description:  Participants will engage in learning around spider web discussions and classroom implementation.

Intended Audience: 6-12 Educators

Approximate Completion Time: 2 hours

 

effective instructional practices: Vocabulary Strategies

Description:  Participants will engage in learning about different vocabulary tiers and how they can be used in the classroom. In the first activity, participants will distinguish between vocabulary tiers within a content-area text. Participants will take part in two vocabulary strategies and have time to explore multiple vocabulary resources that can be applied to many different content areas. To end the module, participants will reflect on the resources reviewed, as well as create a lesson plan integrating one or more vocabulary strategies.

Intended Audience: 6-12 Educators

Approximate Completion Time: 3 hours

 

Effective Practices in the Classroom

Description:  This micro-credential presents 10 research-based principles of instruction, along with suggestions for classroom practice. These principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. Participants will engage in new learning through reading and self-reflection, and will then be asked to immediately apply several practices into their classroom.  

Intended Audience: All Educators and Paraprofessionals

Approximate Completion Time: 2 hours

 

elementary science integration with Seesaw

Description:  Explore best practices and classroom examples of using the Seesaw tech tool for science in the classroom, with alignment to grade level content standards. Participants will investigate pre-made Seesaw activities for science and develop a plan for integration in their classroom.

Intended Audience: K-5 Educators

Approximate Completion Time: 2 hours

elpa21 data dig

Description:  Participants will need to have individual student data printed prior to engaging in the micro-credential. Participants will view the learning module and dig into individual and district ELPA21 data as part of their yearly LIEP evaluation.

Intended Audience: ELL Teachers, Administrators

Approximate Completion Time: 2 hours

 

Engaging and Coaching Students

Description:  Engage and Coach is one of the seven Project-Based Learning (PBL) Teaching Practices. In a learner-centered environment and PBL classroom, teachers shift their role as holder of knowledge to a facilitator or coach. This allows the teacher to provide differentiated support depending on the student needs and give students control over time, path, pace, and place. Additionally, when students have an active role in their learning by creating goals, reflecting on their growth, and becoming advocates for their learning, student achievement increases.

Intended Audience: K-12 Educators and Instructional Coaches

Approximate Completion Time: 3 hours

 

Exploring Science and Engineering Practices

Description:  As one of the three dimensions of the science standards, the science and engineering practices often represent the “doing” part of science, like asking questions, analyzing data and engaging in argument from evidence. This micro-credential will take a closer look at these practices as a whole, how they mesh with the science standards, and how students should engage with them over the course of their K-12 journey to become a scientifically literate person.

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

exploring the apple teacher learning center

Description:  Educators working with Apple products such as Macbooks and/or iPads have an abundance of training resources to support their work through the Apple Teacher Learning Center. Teachers who pursue a micro-credential for credit can create their own personalized professional learning opportunity with the training courses and learning paths already available within this stellar training resource.

Intended Audience: K-12 Educators, Administrators, Instructional Coaches, Paraeducators

Approximate Completion Time: 3 hours

exploring the crosscutting concepts

Description:  Crosscutting concepts, one of the three dimensions of the science standards, have application across all domains of science. As such, they are a way of linking the different domains of science together and provide a framework for us to make sense of the world around us. This learning block will take a closer look at the importance of these concepts as a whole, how they mesh and support one another within the science standards, and how students demonstrate their understanding of them over the course of their K-12 journey to become a scientifically literate person.

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

exploring the google teacher center

Description:  Educators working in a Google district domain have an abundance of training resources to support their work through the Google Teacher Center. Teachers who pursue a micro-credential for credit can create their own personalized professional learning opportunity with the training courses and learning paths already available within this stellar training resource.

Intended Audience: Educators, Administrators, and Paraeducators

Approximate Completion Time: 2 hours

 

Facilitating Project Based Learning

Description:  In this course module, you’ll build knowledge and skill in four key areas related to facilitating project-based learning: student engagement, sustained inquiry, scaffolded learning, and progress monitoring. You’ll engage with resources for each area and create your own representation of what each facilitation skill means to you in the context of facilitating PBL. 

Intended Audience: PK-12 educators, Instructional Coaches

Approximate Completion Time: 3 hours

 

feedback in google classroom

Description:  In this self-paced Pear Deck, educators working in Google Classrooms will quickly revisit John Hattie’s work on the importance of feedback, then explore the options Google Classroom provides to give their students quality feedback. After experimenting with the tools highlighted in the lesson, participants may share reflections in our “Feedback Flipgrid.”

Intended Audience: PK-12 Educators and Administrators

Approximate Completion Time: 2 hours

 

Feedback throughout the artist process

Description:  Participants will learn how to effectively give feedback to students, as well as how to provide opportunities for students to provide each other with feedback throughout the learning process.

Intended Audience: Fine Arts Teachers (Visual Arts, Dance, Theater, Music)

Approximate Completion Time: 3 hours

Five Pillars of Literacy

Description: This is an introduction to not only the 5 pillars of literacy, but also to the Keystone website as a support tool. This learning opportunity will ask you to engage in learning around Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension (writing support tool coming soon).

Intended Audience: Literacy Educators, Instructional Coaches who support literacy, Title One Reading Teachers

Approximate Completion Time: 3 hours

 

Focusing on SEPs: Asking Questions & Defining Problems

Description: This micro-credential takes a deeper dive into the practice of Asking Questions & Defining Problems, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom.  Specific strategies and resources will be shared as support for implementation. This micro-credential assumes you are comfortable with/have completed the objectives outlined in the Introduction to the Science Standards micro-credential and the Exploring Science and Engineering Practices micro-credential.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

Focusing on SEPs: Developing and Using Models

Description: This micro-credential takes a deeper dive into the practice of Developing and Using Models, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom.  Specific strategies and resources will be shared as support for implementation in the classroom. This micro-credential assumes you are comfortable with/have completed the objectives outlined in the Introduction to the Science Standards micro-credential and the Exploring Science and Engineering Practices micro-credential.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

focusing on SEPs: Planning & Carrying Out Investigations

Description:  This micro-credential takes a deeper dive into the practice of Planning and Carrying Out Investigations, exploring what is specifically expected of students at different grade bands, how it connects to other practices and students engaging with the practice might do in the classroom. Specific strategies and resources will be shared as support for implementation in the classroom.

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

Fraction Progression

Description:  The goal of this module is to show how fraction knowledge evolves from grades 1 through 8. Teachers using Common Core Standards will support their students' understanding of fractions and, more importantly, help students develop flexibility in solving fraction math problems. Number lines, equivalent fractions, adding, subtracting, dividing, and multiplying fractions will be firmly tied to Common Core Standards in each grade. CC Standards are the key to helping students enhance their math skills, build on previous math knowledge, and prepare for more rigorous math in future grades.

Intended Audience: K-8 Mathematics Teachers, Instructional Coaches

Approximate Completion Time: 3 hours

 

generations in the workplace

Description:  For the first time we now have 5 generations in the workplace. The values and beliefs of each generation have been impacted by the events in their life and the world around them. This learning opportunity will share what authors say about the generations and how this impacts workplace relationships.

Intended Audience: PK-12 Educators

Approximate Completion Time: 3 hours

 

getting started with science notebooks

Description:  A notebook/journal is a personal space for students to capture their observations of the natural world. The initially blank page invites students to document evidence in a variety of forms. Data charts, drawn models, written reflections, peer exchanges are all curated in one space, allowing students to use their own investigative evidence to support scientific claims. This Getting Started resource focuses on tips for organization and establishing routines to use with students.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

Ghost walks

Description:  Participants will learn what a ghost walk is, and how to implement one in their building or district.

Intended Audience:  Instructional Coaches and Teacher Leaders

Approximate Completion Time: 3 hours

 

Hello Ruby: Adventures in Coding

Description: Through reading “Hello Ruby: Adventures in Coding” with/to students and implementing the included lessons in computational thinking, teachers will learn how to provide opportunities for students to break big problems into small problems, look for patterns, create step-by-step plans, and think outside the box. Play is at the core of learning. Coding is like crayons or LEGO blocks - a way to express yourself. This book is not about ‘learning to code.’ It doesn’t teach any specific programming languages, but introduces the fundamentals of computational thinking that every future kid coder will need.” – Author Linda Liukas, Hello Ruby, Adventures in Coding

Intended Audience: K-4 Teachers

Approximate Completion Time: 3 hours

Hello Ruby: Expedition to the Internet CS Concept: Networks & the Internet

Description: This microcredential will blend the CSTA Standards for Networks & the Internet with the children’s book Hello Ruby Expedition to the Internet by Linda Liukas.  You will gain an understanding of how the internet works including new vocabulary; router, server, WiFi and more.  You will integrate a lesson in another subject with this book.  Gaining an understanding of how the internet works is important to supporting our students as they become computational thinkers in today’s world.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

Hello Ruby: Journey Inside the Computer

Description: This microcredential will blend the CSTA Standards for Computing Systems with the children’s book Hello Ruby Journey Inside the Computer by Linda Liukas.  You will gain an understanding of how computers work including new vocabulary; bit, GPU, CPU and more.  The most important learning will be about how input, storage, process, and output are all needed for computers to function and how humans are the ones who create the ideas that computers use.  This is important to supporting our students as they become computational thinkers in today’s world.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

Implementing Tasks that Promote Reasoning and Problem Solving

Description:  Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies (NCTM, Principles to Actions, 2014).  As teachers, we need to consider the cognitive demand of the tasks we are asking students to engage in during lessons, including tasks from school curriculum or other resources.  We also need to reflect on the role we play in maintaining high-level demand tasks.

Intended Audience: K-12 Mathematics Teachers, Instructional Coaches

Approximate Completion Time: 3 hours

 

Integrating AI into the K-5 Classroom

Description: This micro-credential explores the big 5 areas of artificial intelligence and how these areas can be integrated into K-5th grade classrooms. Participants will work through a self-paced Pear Deck organized by each computer science conceptual area with example lessons, resources, and self-reflections.

Intended Audience: K-5 Teachers

Approximate Completion Time: 3 hours

Introduction to K-12 computer science standards

Description:  In June of 2018, Iowa adopted the CSTA K-12 Computer Science standards to allow ALL students to learn foundational skills in computer science, beginning in elementary school. All students need to learn not only how to be consumers of technology, but also creators of the technology. This micro-credential will help participants learn about resources to explore the K-12 Computer Science standards and make a plan for implementing computer science education in the K-12 classroom.

Intended Audience: K-12 Educators, Administrators, Instructional Coaches, and Teacher Leaders

Approximate Completion Time: 3 hours

Introduction to the Science Standards

Description:  This micro-credential explores the structure and new vision of the Iowa Science standards.  Engaging in this work sets the stage for future learning around the three dimensions of the science standards and how to best put the new vision into practice.  Participants will reflect on their current teaching and learning reality related to the science standards and identify future work to move the vision forward in their own classroom.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

intro to iowa sel competencies

Description:  This micro-credential will provide a basic review of Social Emotional Learning competencies. Content will focus on Iowa’s SEL competencies, implementation considerations, and an opportunity to review age band specific guidance. Activities will be completed through a PearDeck presentation with opportunities for reflection embedded. Final submissions may include a completed SEL self-reflection.

Intended Audience: K-12 Educators, School Counselors, SEBH Facilitators, Administrators

Approximate Completion Time: 1 hour

 

Iowa Educator's Ethics

Description:  Participants will have the opportunity to examine and reflect on educator ethical issues through learning opportunities to outline specific issues, recognize possible consequences, and generate alternative considerations that could result in a more positive outcome. Educators will then be better prepared to protect students, make ethical decisions, and take responsibility to uphold the profession.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

K-12 Key Mathematics Shifts

Description:  There are three key shifts that are required of teachers in teaching the Common Core State Standard of Mathematics or the Iowa Academic Standards of Mathematics. These three shifts are focus, coherence and rigor. Through this coursework you will learn about each shift and how it connects to your grade level.

Intended Audience: K-12 Educators, Administrators, Instructional Coaches

Approximate Completion Time: 2 hours

 

K-12 Literacy Shifts

Description: There are three key shifts that are required of teachers in teaching the Common Core State Standards of Literacy. Through this coursework you will learn about each shift and how it connects to your teaching.

Intended Audience: K-12 teachers, Administrators, Instructional Coaches

Approximate Completion Time: 2 hours

 

KPEC Micro-Credential-1

Description:  Was there something shared at KPEC you want to learn more about or try and apply? This is your opportunity! The intention of this micro-credential is to extend your knowledge based on what you learned from KPEC.. Your learning might be digging into something further to expand your knowledge on a particular topic, It might be the application of something you want to use with your students, it might be something you think your colleagues would benefit hearing and you present it to them! The sky's the limit. Your learning from KPEC should go beyond those two days. How will you expand that learning? 
 

Intended Audience: All Educators and paraprofessionals

Approximate Completion Time: 3 hours

 

KPEC Micro-Credential-2

Description:  Was there something shared at KPEC you want to learn more about or try and apply? This is your opportunity! The intention of this micro-credential is to extend your knowledge based on what you learned from KPEC.. Your learning might be digging into something further to expand your knowledge on a particular topic, It might be the application of something you want to use with your students, it might be something you think your colleagues would benefit hearing and you present it to them! The sky's the limit. Your learning from KPEC should go beyond those two days. How will you expand that learning? 
 

Intended Audience: All Educators and paraprofessionals

Approximate Completion Time: 3 hours

 

KPEC Micro-Credential-3

Description:  Was there something shared at KPEC you want to learn more about or try and apply? This is your opportunity! The intention of this micro-credential is to extend your knowledge based on what you learned from KPEC.. Your learning might be digging into something further to expand your knowledge on a particular topic, It might be the application of something you want to use with your students, it might be something you think your colleagues would benefit hearing and you present it to them! The sky's the limit. Your learning from KPEC should go beyond those two days. How will you expand that learning? 
 

Intended Audience: All Educators and paraprofessionals

Approximate Completion Time: 3 hours

 

KPEC Micro-Credential-4

Description:  Was there something shared at KPEC you want to learn more about or try and apply? This is your opportunity! The intention of this micro-credential is to extend your knowledge based on what you learned from KPEC.. Your learning might be digging into something further to expand your knowledge on a particular topic, It might be the application of something you want to use with your students, it might be something you think your colleagues would benefit hearing and you present it to them! The sky's the limit. Your learning from KPEC should go beyond those two days. How will you expand that learning? 
 

Intended Audience: All Educators and paraprofessionals

Approximate Completion Time: 3 hours

 

KPEC Micro-Credential-5

Description:  Was there something shared at KPEC you want to learn more about or try and apply? This is your opportunity! The intention of this micro-credential is to extend your knowledge based on what you learned from KPEC.. Your learning might be digging into something further to expand your knowledge on a particular topic, It might be the application of something you want to use with your students, it might be something you think your colleagues would benefit hearing and you present it to them! The sky's the limit. Your learning from KPEC should go beyond those two days. How will you expand that learning? 
 

Intended Audience: All Educators and paraprofessionals

Approximate Completion Time: 3 hours

 

Learning walks

Description:  Participants will learn what a learning walk is and how to implement one whether it’s face to face or virtual.

Intended Audience:  Instructional Coaches and Teacher Leaders

Approximate Completion Time: 3 hours

 

Let's Talk Science! Productive Discussions and Nine Talk Moves

Description: Most students use talk daily to express their feelings in a given moment, to get questions answered, or to make plans with friends. Unlike everyday conversations, academic conversations are different. Students are asked to compare different explanations, argue with evidence, critique a model, or unpack a claim, provide specific feedback. Teachers who want to foster the use of productive academic discourse with ALL of their students have to design regular opportunities for them to try out new ways with words, and support them throughout the process of learning to talk academically.

Intended Audience: K-12 Educators, Instructional Coaches

Approximate Completion Time: 3 hours

leveraging learning for all

Description:  UDL guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities (CAST, 2020). In this micro-credential, participants will expand upon their knowledge of the UDL Guidelines by exploring various resources and reflecting on the application in their context. At the conclusion of this micro-credential, participants will create an artifact to apply in their setting that aligns with at least one of the UDL guidelines.

Intended Audience: K-12 Educators, Instructional Coaches, Curriculum Directors

Approximate Completion Time: 3 hours

 

Literacy at a distance

Description: Literacy at a distance will provide two videos to view and put to use when teaching literacy remotely. In video #1, Nell K. Duke from the University of Michigan discusses how to provide phonological awareness, phonics, interactive writing, and vocabulary instruction for young children at a distance. Video #2 discusses how to provide small group literacy instruction for young children using a videoconferencing platform (Zoom), walking through a phonics lesson, a lesson that builds knowledge about food chains and flow diagrams, and ends with reflections from four instructional coaches.

Intended Audience: PK-3 Educators

Approximate Completion Time: 3 hours

 

micro-credentials with microsoft educator center

Description:  Develop your personalized Micro-Credential learning path with the Microsoft Educator Center. Participants can build their Micro-Credential options within the MEC OR consider combining those training resources with Keystone AEA Micro-Credential offerings.

Intended Audience: PK-12 Educators and Administrators

Approximate Completion Time: Varies

 

number sense routines

Description:  Number Sense Routines are a brief 5-10 minute activity to promote engagement, number sense, reasoning, sense-making, and mathematical discourse. Typically, they are done at the beginning of class. Number sense routines can be used as an introduction to a topic, meaningful practice for fluency, or as a formative assessment.

Intended Audience: PK-12 Mathematics Teachers

Approximate Completion Time: 3 hours

 

Phonics Instruction: Teaching Syllable Types (CLOVER)

Description:   Participants will engage in a PearDeck presentation, where they will engage in learning recommended by the National Reading Panel. Opportunities will be presented to engage with the learning by reading articles, watching videos, and applying of strategies directly in the classroom. Participants will learn about explicit, systematic, multi-sensory instruction and the importance of teaching letter-sound correspondences and syllable types within their phonics instruction. (No prerequisites)

Intended Audience: K-4 Elementary Literacy Teachers

Approximate Completion Time: 3 hours

 

Practical Educator Strategies for Anxiety and Depression

Description:  Students are coming into classrooms with a variety of backgrounds, experiences, and difficulties. Some may demonstrate outward behaviors and others may seem withdrawn and disengaged. It is important for educators to understand the impact that mental illness can have on students’ abilities to participate in and access their educational environment. This micro-credential will focus on symptoms of anxiety and depression; as well as practical educator strategies to support them on a daily basis.

Intended Audience: PK-12 teachers, Paraeducators, Administrators, and Instructional Coaches

Approximate Completion Time: 2 hours

 

Principles to Actions: Ensuring Mathematical Success for All Overview

Description:  Standards alone will not ensure that all students will learn mathematics at high levels.  In 2014, the National Council of Teachers of Mathematics published, Principles to Actions: Ensuring Mathematical Success for All.  Principles to Actions includes 6 guiding principles in teaching and learning mathematics based on over 25 years of research.  *This micro-credential assumes you are comfortable with/have completed the objectives outlined in both the “K-12 Key Math Shifts” micro-credential.

Intended Audience: K-12 Teachers of Mathematics, Administrators, Instructional Coaches

Approximate Completion Time: 2 hours

 

Prioritizing Letter Sounds: A Science-Based Grapheme/Phoneme approach

Description: Unsure of which letters or letter sounds to prioritize during early-reading interventions? This micro-credential shares the results of an in-depth analysis of nearly 120,000 words and 350,000 phoneme/grapheme pairs. Learn which vowels and consonants show up most frequently, as well as considerations for teaching them.

Intended Audience: Elementary Teachers, Instructional Coaches, Special Education Teachers

Approximate Completion Time: 2 hours

 

Problem of Practice & Observing for Learning with Sarah Brown Wessling

Description:  Participants will learn how a problem of practice helps create an inquiry mindset in an “observe the learning” method that puts a focus on learning. This micro-credential will not only give teacher leaders techniques to restructure the way they talk about their practice but also help create spaces when the conversation IS the learning. Although not required, it is suggested that participants complete the “How We Talk About Our Practice with Sarah Brown Wessling” micro-credential as a prerequisite for this session.

Intended Audience: K-12 Educators, Teacher Leaders, Instructional Coaches

Approximate Completion Time: 3 hours

 

Productive Struggle in Mathematics

Description: Both teachers and students need to embrace productive struggle as an essential part of learning mathematics. Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and support to engage in productive struggle as they grapple with mathematical ideas and relationships (Principles to Actions: Ensuring Mathematical Success for All, NCTM 2014, p. 48).  As teachers, our role is to provide these opportunities through selecting mathematical tasks that will allow students to be challenged but also have the support of teachers without taking away the cognitive demand of the task and purposeful questioning.

Intended Audience: K-12 teachers of mathematics, administrators, instructional coaches

Approximate Completion Time: 3 hours

 

Project Based Learning Foundations

Description:  This micro-credential is a survey of the fundamentals of PBL including the key components and process of PBL, assessment in PBL, indicators of high quality PBL, and rationale for why this matters for success for all students. The strand of equity also runs across all of these components. You will frequently reflect and work to grow your practice over the course of this module. Key learning evidence will involve demonstrating your improved understanding for these foundational concepts.  

Intended Audience: K-12 teachers, Instructional Coaches

Approximate Completion Time: 3 hours

 

Seesaw: Activity Academy (PK-3)

Description:  This micro-credential option utilizes Seesaw’s Activity Academy Course with Ambassador Kris Szajner. It provides many ideas, templates and tricks for creating activities for your students. Check out the video overview here: https://youtu.be/b8_0T9czoo4. At the end of this learning experience you will submit an activity that you created in Seesaw using the content from the course as well as your Certificate of Completion. 
 

Intended Audience: PK-2 Teachers

Approximate Completion Time: 2 hours

 

seesaw integration: creative curriculum and the Early Learning STandards

Description:  This learning opportunity will focus on the second component of the Creative Curriculum framework: The Learning Environment as well as the Early Learning Standards and Seesaw Learning Journal integration. In preschool, inquiry, exploration, and discovery are the foundation of all learning. When we think of a learning environment that supports learners, we need to imagine the interplay between the physical space and the digital space. Creative Curriculum is already organized into 10 interest areas: Blocks, Dramatic Play, Toys and Games, Art, Library, Discovery, Sand and Water, Music and Movement, Cooking, and Computers--- and Outdoors, which we will use to frame digital integration of Seesaw with a focus on student-centered practices

Intended Audience: PK-3 Teachers

Approximate Completion Time: 15 hours

 

seesaw integration: Early Childhood (K-3) and the Iowa Core

Description:  This learning opportunity will focus on integrating technology in the early classroom with a focus on using Seesaw.

Intended Audience: K-3 Teachers

Approximate Completion Time: 15 hours

 

Seesaw: Read, Design, Build: STEAM Challenges Inspired by Literature (PK-3)

Description:  This micro-credential utilizes Seesaw’s Read, Design, Build Course which focuses on early childhood interdisciplinary STEAM connections. In this course you will learn about:
 

Intended Audience: PK-3 educators, Instructional Coaches

Approximate Completion Time: 1 hour

 

sel: 3 Signature practices playbook

Description:  Participants will review the 3 Signature Practices Playbook from CASEL; learning how to apply this work to their content area lessons. In addition to information shared through the guide, participants will also be given ideas for virtual implementation for each practice. Additional information will include a brief review of the SEL competencies. Although not recommended, it is encouraged that participants are familiar with Social Emotional Learning (SEL) and the impact it can have on educational performance.

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

 

social studies: explore the standards

Description:  If you are new to the Iowa social studies standards adopted in May 2017, this learning is for you. The module will take you through the organization of the standards highlighting the key points for effective implementation of the standards.

Intended Audience: Social Studies Teachers, Curriculum Directors

Approximate Completion Time: 2 hours

 

Standards-Based Writing Overview

Description: This micro-credential is intended for participants who are unfamiliar with or need a refresher regarding the Iowa Core Standards for Writing. Topics covered include college and career readiness anchor standards and standards progressions.

(The information is based on a product of Iowa’s Statewide Literacy Leadership Team, which was composed of ELA/literacy educators representing AEA literacy consultants, K-12 teachers, teacher leaders, administrators, and college and university specialists in ELA/literacy teacher preparation.)

Intended Audience: K-12 teachers of writing

Approximate Completion Time: 1 hour

 

Standards exploration & Crosswalk Development in CTE

Description:  Standards exploration and crosswalk development in CTE will explore the new CTE content standards and the Universal CTE standards and follow that work up with the development of a standards crosswalk document which will be utilized in the program of study, program review self study as well as the comprehensive local needs assessment.

Intended Audience: PK-2 Educators

Approximate Completion Time: 2 hours

Strengthening teacher leaders conversations about teaching practices with Sarah Brown Wessling

Description:  Participants will learn practices to restructure their conversations about teaching practices to be more effective. Participants will learn to dig into the “what”, “how”, and context configuration of discussing practices to include all sides of the conversation. This microcredential will help teacher leaders create spaces where the conversation IS the learning using an inquiry mindset, curiosity, and collaboration. This micro-dential works in tandem with the Problems of Practice and Observing for Learning micro-credential.

Intended Audience: Administrators and Teacher Leaders

Approximate Completion Time: 3 hours

 

student-centered instruction in the remote classroom

Description:  Student-Centered (learner-centered) instruction makes student learning the primary objective. It refers to a wide variety of learning experiences, instructional approaches and strategies, and tools that are intended to address the distinct learning needs and interests of individual students and groups of students. Now more than ever during this time of remote, hybrid, and in-person instructional environments, it is essential that educators put students in charge of their own learning and provide them with the instruction and tools needed to do it. This microcredential provides introductory learning as well as strategies and activities to promote student-centered learning in your classroom.

Intended Audience: PK-12 Educators

Approximate Completion Time: 3 hours

 

Student Engagement

Description:  Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills, and promotes meaningful learning experiences.  This Micro-Credential will provide its participants with an overview of the importance of student engagement in synchronous and asynchronous learning environments, an opportunity to to review excellent student engagement resources and PLAN for implementation of engagement strategies.

Intended Audience: K-12 Teachers, Teacher Leaders, Instructional Coaches, Paraeducators

Approximate Completion Time: 3 hours

 

supporting student learning through scaffolding

Description:  “Scaffolding” describes the instructional strategies and supports that are used throughout a project to help learners acquire the project’s focus content and skills. In this micro-credential, you will learn how to plan and provide scaffolds that meet the needs of all learners in your classroom.

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

 

Tech Tools to Support the Writing Process

Description: This micro-credential will address how writing is a process and not just a product. Too many times we have students write only for that final published piece.  Participants will explore teaching strategies, supports, and tools to guide them in teaching of writing.

Intended Audience: K-5 general education teachers, special education teachers

Approximate Completion Time: 3 hours

 

The Opportunity Myth

Description:  Far too many students graduate from high school still unprepared for the lives they want to lead. They enroll in college and land in remedial courses, or start jobs and discover they’re missing skills they need. We wanted to understand why. The Opportunity Myth is the research behind why students are leaving school unprepared for the real world.

Intended Audience: PK-12 Educators, Special Education, Administrators, Instructional Coaches, and Support Staff

Approximate Completion Time: 3 hours

 

The Simple View of Reading and Scarborough’s Rope

Description: This micro-credential takes the research and provides practical implications for the early elementary classroom! In this bit of learning, you will engage in a 10-minute video and listen to a 40-minute podcast that will provide an overview of two models for early literacy: Scarborough’s Reading Rope and The Simple View of Reading.  The content will explain why the Simple View of Reading is still relevant almost 40 years after its inception, the role of word recognition based on the science of reading, and highlight the importance of explicit phonics instruction. The podcast also advocates for an aligned curriculum to bring forth a systematic and equitable approach to reading for all students, and provides insight for teachers on what components are needed in the classroom. 

Intended Audience: Early Literacy Teachers, Title I Teachers, Interventionists, Special Education Teachers

Approximate Completion Time: 2 hours

 

The six models of co-teaching

Description:  Co-teaching is a service delivery approach that capitalizes on collaboration to meet the educational needs of all students. There are six different co-teaching models: station teaching, parallel teaching, teaming, alternative teaching, one teaching one assisting, and one teaching one observing. In this micro-credential, you will explore each of the co-teaching models and determine when each model would be appropriate in your setting. After learning about each, you will get the opportunity to try one of the strategies in a co-taught class and reflect on your experience.

Intended Audience: K-12 Educators, Instructional Coaches, and Administrators

Approximate Completion Time: 2 hours

 

Unlocking the Logic of English

Description: Teaching spelling and all the sounds for different letter combinations can be intimidating! This content will provide a beginning understanding of how the language is structured, along with simple, practical generalizations that will unlock a lot of the mysteries of reading and spelling!  By viewing a 30-minute video recording, reading a chapter from Uncovering the Logic of English by Denise Ihde, and digging into several practical resources, you will be equipped to begin understanding the patterns and generalizations to make sense of the English language. 

Intended Audience: K-6 Teachers, Paraeducators, Interventionists, Title I Teachers, Special Education Teachers

Approximate Completion Time: 3 hours

 

Use and Connect Mathematical Representations

Description:  Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving (NCTM, Principles to Actions, 2014).  As teachers, we need to help focus students’ attention on the mathematical big ideas within and among different representations. 

Intended Audience: K-12 teachers of mathematics, administrators, instructional coaches

Approximate Completion Time: 3 hours

 

using phenomena in the classroom

Description:  Utilizing phenomena is a key shift in the NGSS. It requires learners to observe what is happening in the world around them and challenges them to use science to explain their observations and potentially engineer solutions to problems. This micro-credential explores identifying an academically productive anchoring phenomenon and how it is an important starting point to set the tone for learning, emphasizing “figuring out” versus “learning about."

Intended Audience: K-12 Educators

Approximate Completion Time: 3 hours

Using QFT in the Social Studies Classroom

Description:  The Iowa Social Studies Standards call upon teachers to use an inquiry approach.  Student questioning is a critical aspect of inquiry.  This micro explores a tool called the Question Formulation Technique which encourages a focused approach to student questioning. Participants will read two articles about using questioning in the social studies classroom, specifically the Question Formulation Technique, and try out the process in one of their classes and reflect on how the process worked. 

Intended Audience: Social Studies Teachers

Approximate Completion Time: 2 hours

 

using seesaw in the elementary mathematics classroom

Description:  Explore best practices and classroom examples of using the Seesaw tech tool for science in the classroom, with alignment to grade level content standards. Too often the rich conversations of a mathematics classroom can fall flat when moved to a digital setting. By rethinking how we look at both our in-class and out of class instructional tasks we can create meaningful learning opportunities for students. These learning opportunities can provide all students with access to grade level math while still meeting the needs of all learners, promote student success and engage students in richer conversations. This micro-credential assumes you are comfortable with/have completed the objectives outlined in the “SeeSaw Pioneer” training and the objectives in the “Micro-Credential: K-12 Math Shifts”.

Intended Audience: K-5 Educators, Instructional Coaches

Approximate Completion Time: 2 hours

 

well managed classroom: active supervision

Description:  Active supervision allows us to move and scan effectively and interact frequently.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom: activity sequencing & choice

Description:  Activity Sequencing includes thinking about and altering the manner in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behavior.Offering Choice includes providing options in activities such as the type, order, materials, who, where and when they occur to engage in or complete activities.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom: discouraging unexpected behavior

Description:  If we have consistent, respectful and instructional responses when students do not follow our classroom rules and procedures, MOST students will stop misbehaving and will follow the classroom rules and procedures.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom: encouraging expected behavior

Description:  When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom: Expectations and rules

Description:  Teaching expectations is not a one-time task on the first day of school. It requires re-teaching, practice, and consistent enforcement.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom: multiple opportunities to respond

Description:  Increased rates of responding and subsequent improved learning tend to increase the amount that can be covered. In addition, on-task behavior and correct response increase while disruptions decrease.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom: procedures & routines

Description:  Clear procedures, taught and consistently enforced are the most critical tool to create a functional and productive learning environment.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom: relationships and classroom structure

Description:  While rules and routines influence student behavior, classroom organization affects the physical elements of the classroom, making it a more productive environment for its users.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours

 

well managed classroom: task difficulty

Description:  Work assignments that are too difficult for students or require them to use skill sets that are challenging for them, commonly result in problem behavior. Addressing task difficulty may reduce the frequency of behavior.

Intended Audience: K-12 Educators

Approximate Completion Time: 2 hours