• This learning series employs: 

  • Small and large group discussion 

  • Structured exercises 

  • Readings, videos, and reflective journaling 

  • Homework to prepare participants for each session 

  Participants will: 

  • Come to understand their own social identities, biases, and prejudices 

  • Increase their knowledge about the histories and present realities of various social identity groups 

  • Increase their awareness of social justice concepts such as “implicit bias” and “microaggressions” 

  • Begin considering how to incorporate this knowledge and awareness into their practice by using the EJATT 

  Participants must attend all sessions and complete the asynchronous homework

  
  

  Series includes email follow-up after each session and access to our online drive with homework readings, handouts, and other resources. 

  
  

  • Intro

  • Allyship and Accountability Working Within Your Sphere of Influence

  • Break

  • Where Do We Go from Here?

  • Conclusion

Google Apps for Education provides an expansive repertoire of tools for empowering students and managing instruction. Master the basics: how to create documents and share them with students, colleagues or parents. (1) Understand sharing options. (2) Navigate the Chrome Web Store to find and install apps targeted for student learning. (3) Install, explore and utilize new Google Apps and/or Chrome extensions that leverage the impact of technology integration and using Chromebooks. (4) Appreciate the transformation these tools have on teaching and learning by providing seamless access to information, not confined to the school day or classroom.

Formative Assessment is an essential part of the learning process leading to student success. Using Formative Assessment, teachers involve students in ongoing self-assessment so they are aware of expectations, gauge where they are in their learning, and then adjust to close the gap between them. Learn about digital tools to support this process. Explore and use quiz and polling tools, interactive and video assessments, portfolios, interactive lessons, and online bulletin boards. Leave with new tools to engage and assist your students in taking responsibility for their learning and achievement.

Games have been used as a learning tool for centuries. Chess was used to teach strategic thinking as far back as the Middle Ages. The genesis of Kindergarten in the mid-1800s was Friedrich Fröbel’s ideas of learning through play. Game-Based Learning (GBL) can help students learn content by reviewing content and practicing assessments. Explore the power of GBL beyond content reviews and board game creations. Design powerful GBL experiences to increase student engagement and understanding.

Students who ask questions engage themselves in learning to find answers. It is the simplest and most effective way of learning. Learn the importance of asking questions. Explore how to nurture a culture of curiosity in the classroom by helping students formulate great questions in their learning. Integrate technology to ignite and sustain critical thinking. Leave with a toolbox and lesson plans focused on inquiry and technology integration.

Social media tools and platforms can enable educators to lead and learn with other professionals from where they stand in classrooms, offices, and buildings. Explore how social media tools aid with building and expanding professional networks and create opportunities for building authentic learning experiences for our students.

Learn to develop exemplary K-5 lessons that integrate technology using Michigan technology competencies and ISTE Standards for Students. For both technology coordinator and classroom teachers, this course will provide an understanding of the 21st-century technology skills students should accomplish by grade level. You will access and try-out a variety of multimedia resources from a collection of free and exciting multimedia resources and tutorials. You will curate a variety of top free technology tools that can expand the options you provide for students to create artifacts that communicate their ideas clearly and express themselves creatively to demonstrate their ideas and knowledge.

Sylvia Martinez and Gary Stager write, in Invent to Learn, a book that some call the "maker in education bible" "Maker classrooms are active classrooms. In active classrooms one will find engaged students, often working on multiple projects simultaneously, and teachers unafraid of relinquishing their authoritarian role. The best way to activate your classroom is for your classroom to make something."
In this introduction to the Maker Movement you will learn about the resources and techniques that teachers are using in the classroom to transform their classrooms and educational environments so that they emphasize making, inventing and creativity.

• This learning series employs: 

  • Small and large group discussion 

  • Structured exercises 

  • Readings, videos, and reflective journaling 

  • Homework to prepare participants for each session 

  Participants will: 

  • Come to understand their own social identities, biases, and prejudices 

  • Increase their knowledge about the histories and present realities of various social identity groups 

  • Increase their awareness of social justice concepts such as “implicit bias” and “microaggressions” 

  • Begin considering how to incorporate this knowledge and awareness into their practice by using the EJATT 

  Participants must attend all sessions and complete the asynchronous homework

  
  

  Series includes email follow-up after each session and access to our online drive with homework readings, handouts, and other resources. 

  
  

  • Intro

  • Allyship and Accountability Working Within Your Sphere of Influence

  • Break

  • Where Do We Go from Here?

  • Conclusion

• This learning series employs: 

  • Small and large group discussion 

  • Structured exercises 

  • Readings, videos, and reflective journaling 

  • Homework to prepare participants for each session 

  Participants will: 

  • Come to understand their own social identities, biases, and prejudices 

  • Increase their knowledge about the histories and present realities of various social identity groups 

  • Increase their awareness of social justice concepts such as “implicit bias” and “microaggressions” 

  • Begin considering how to incorporate this knowledge and awareness into their practice by using the EJATT 

  Participants must attend all sessions and complete the asynchronous homework

  
  

  Series includes email follow-up after each session and access to our online drive with homework readings, handouts, and other resources. 

  
  

  • Intro

  • Allyship and Accountability Working Within Your Sphere of Influence

  • Break

  • Where Do We Go from Here?

  • Conclusion

• This learning series employs: 

  • Small and large group discussion 

  • Structured exercises 

  • Readings, videos, and reflective journaling 

  • Homework to prepare participants for each session 

  Participants will: 

  • Come to understand their own social identities, biases, and prejudices 

  • Increase their knowledge about the histories and present realities of various social identity groups 

  • Increase their awareness of social justice concepts such as “implicit bias” and “microaggressions” 

  • Begin considering how to incorporate this knowledge and awareness into their practice by using the EJATT 

  Participants must attend all sessions and complete the asynchronous homework

  
  

  Series includes email follow-up after each session and access to our online drive with homework readings, handouts, and other resources. 

  
  

  • Intro

  • Allyship and Accountability Working Within Your Sphere of Influence

  • Break

  • Where Do We Go from Here?

  • Conclusion