Full Catalog of Upcoming Events

This is copied and pasted directly from the IRIS website, Part 1 - "This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours)." Part 2 - "Developed specifically with middle and high school teachers in mind (e.g., 6th-12th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices."

This was copied and pasted directly from the website, "This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read." After registering, participants will receive the links via email.

This was copied and pasted directly from the website:  "When teachers adopt standards-based learning, students take ownership of their learning and achievement soars! Come join a conversation based on a book written specifically for K–12 teachers, A Teacher's Guide to Standards-Based Learning. This resource details a sequential approach for connecting curriculum, instruction, assessment methods, and feedback through standards-based education. Jan K. Hoegh, an author of the book and facilitator of each session, promises to provide practical advice, real-world examples, and answers to frequently asked questions about this relevant topic." Book information:  Product Code: BKL044, EKL036, ISBN: 9781943360253, Page Count: 176  (https://www.marzanoresources.com/teachers-guide-standards-based-learning.html)

This is copied and pasted directly from the website:  "Coaching makes great teachers! Tom Roy’s experience and insight makes coaches great. Teachers, coaches, and educators who use coaching programs will learn the elements of the Coaching Cycle to improve instruction. Each session will focus on a specific aspect of coaching that has been shown to improve learning; sessions include Change, the Cycle of events which assure change, Methods and Techniques, School and District models that work, Peer Coaching, and Leadership. Each session begins with a short presentation followed by plenty of time for questions and comments from participants."  Product Code: BKL038, ISBN: 9781943360154, Page Count: 144 (https://www.marzanoresources.com/books-videos/coaching-significant-sustained-change-classroom.html)

Dr. Andrea Williams presents a brief book review of ACTIVATE Deeper Learning Through Movement, Talk, and Flexible Classrooms by Katherine Mills Hernandez.  TSI, CSI, or Promise School Staff members can request a book by completing the form in the email confirmation sent after registering.  There are 25 books available on a first come-first serve basis.

If you are looking for an instructional practice to improve student engagement and achievement, you may find it in the Question Formulation Technique presented in this VoiceThread. Guided by the teacher’s instructional goals and a Question Focus, students learn to ask questions that increase their interest in and mastery of content. 

 This is copied and pasted directly from the video weblink: "Dr. Elfrieda (Freddy) H. Hiebert describes 7 facts about a generative vocabulary approach and describes 7 instructional strategies to support each word fact. Download the presentation slides at http://www.textproject.org/assets/library/powerpoints/Hiebert-2014-02-08-A-Generative-vocabulary.pdf ." Upon registration, an email will be sent to you with the link to the 18 minute video.

Paraeducator Online Training consists of the following:

140 self-paced courses covering general education and special education environments

Courses that are organized into bite-sized unit and are perfect for training days

Posttests at the end of each course that are automatically graded

Training and assessments to highly qualify paras and meet Title I requirements

Transcripts and course certificates that paraeducators can access to document their training

Content that aligns with CEC standards for paraeducators and is endorsed by CASE

Research-based content written by experts in the field

Dual format courses: video-based and text-based versions available on many courses

Registering for this course entitles a parapro to take as many of these courses as she wishes within the next year.  

This is restricted to parapros serving in the Heart of Georgia RESA school systems.

This is a self paced class with a time limit on one year from the date of beginning.  It has the 4 lessons that are designed to be completed in sequence.

• Acceleration practices help maintain high expectations for all students by building in support for students who struggle by addressing the main causes of learning difficulties -- a lack of background knowledge and vocabulary. Explore how these practices work together to build students’ self-efficacy and self-esteem, leading to more engaged and confident learners!

  • Accelerating Lessons
  • Previewing Strategies
  • Vocabulary Strategies
  • Differentiated Assignments

   

This is a self paced class with a time limit on one year from the date of beginning.  It has the 4 lessons that are designed to be completed in sequence.

Learn to address the negative effects of poverty by using specific strategies that focus on maximizing engagement and boosting learning by addressing students’ learning needs by focusing lessons on the principles of learning and engagement that matter most for students from lower socioeconomic backgrounds.

• Collaborative Pairs
• Vocabulary Strategies
• Graphic Organizers
• Strategies for Increasing Learning with the Classroom Environment

This is a self paced class with a time limit on one year from the date of beginning.  It has the 3 lessons that are designed to be completed in sequence.

Standards alone do not guarantee rigor, nor does higher order thinking alone constitute rigor. The key to true rigor is to plan and provide lessons that connect comprehension and thinking strategies with authentic engagement. Develop the knowledge and skills necessary to ensure every lesson expects students to learn at high levels, supports learning at high levels, and elicits learning at high levels!

• Raising Rigor
• Higher Order Thinking Strategies
• Using Reading Comprehension and Text Structures in All Content Areas

This is a self paced class with a time limit on one year from the date of beginning.  It has the 3 lessons that are designed to be completed in sequence.

Explicit instruction and application of the top reading comprehension strategies in all content area subjects will support students with understanding complex text and will provide a pathway to accomplish the content and literacy goals defined in the Common Core State Standards and the new generation of state standards. Learn more about the reciprocal relationship between reading and writing and how to focus your lessons through this literacy lens.

• Using Reading Comprehension and Text Structures in All Content Areas
• Writing to Raise Achievement
• Vocabulary Strategies

This is a self paced class with a time limit on one year from the date of beginning.  It has the 4 lessons that are designed to be completed in sequence.

Specific learning strategies and practices need to be connected during Lesson Instruction, including Graphic Organizers, Learning Activities, Assessment Prompts, and Activating Strategies. Each of these strategies has a specific purpose for engaging students and maximizing learning, and combined they provide a solid foundation for effective lesson instruction!

These four titles will help you develop a stronger understanding of how to maximize the effectiveness of every lesson assignment.

• Activating Strategies
• Assessment Prompts
• Graphic Organizers
• Learning Activities

This is a self paced class with a time limit on one year from the date of beginning.  It has the 4 lessons that are designed to be completed in sequence.

Effective Assignments are one of the most important ways to raise student achievement. Understanding the purpose of an Assignment provides a solid foundation for the planning decisions involved with developing effective assignments.

These four titles will help you develop a stronger understanding of how to maximize the effectiveness of every lesson assignment.

• Effective Assignments
• Differentiated Assignments
• Learning Goals and Lesson Essential Questions
• Writing to Raise Achievement

Linda Farrell and Michael Hunter of Readsters explain the usage of decodable vs leveled readers. Please note the Pre-Reading and Beginning Reading Skills Map on the last page of the handout.

 In this first part of our three-part series on The Science of Reading, we explore definitions of Science of Reading, four conceptual models of reading, and brain imaging studies.

In the second part of our three-part series on The Science of Reading, we delve into the individual skills strands on Scarborough's Reading Rope.

Use this Note Catcher to facilitate viewing:

In this third part of our three-part series on The Science of Reading, we examine why The Science of Reading is important, and how we can begin to implement it in practice.

The presenter provides an overview on Number Talks. Processes and activities can be adapted for middle and high. The video is approximately 18 minutes in length.

Everything you need to know about teaching social studies doesn't come from a book. Some of the best advice comes from watching mentors, avoiding landmines, and lessons learned from teaching experience. Join the GaDOE Social Studies team as they share 88 years of collective wisdom. DISCLAIMER The books used as examples for the Georgia Home Classroom’s Digital Learning Plans were selected by Georgia teachers to reinforce skills and knowledge found within the Georgia Standards of Excellence. The Georgia Department of Education (GaDOE) cannot and does not endorse or promote any commercial products, including books. Therefore, the books that were selected serve as examples and are not endorsed or recommended by the GaDOE. Please remember that when selecting books to support instruction, Georgia’s public school teachers and leaders should consult their local school district’s policy for determining age and content appropriateness for their students. Children’s Literature: The Georgia Council for the Social Studies offers a list of book titles aligned to the Social Studies GSE on their website: https://gcss.net/site/page/view/child...

 Focus your energies on teaching students to think like historians, geographers, economists, and political scientists using read alouds. Be ready to share your own best titles! DISCLAIMER The books used as examples for the Georgia Home Classroom’s Digital Learning Plans were selected by Georgia teachers to reinforce skills and knowledge found within the Georgia Standards of Excellence. The Georgia Department of Education (GaDOE) cannot and does not endorse or promote any commercial products, including books. Therefore, the books that were selected serve as examples and are not endorsed or recommended by the GaDOE.

Please remember that when selecting books to support instruction, Georgia’s public school teachers and leaders should consult their local school district’s policy for determining age and content appropriateness for their students. Children’s Literature: The Georgia Council for the Social Studies offers a list of book titles aligned to the Social Studies GSE on their website: https://gcss.net/site/page/view/child...

Part II: MORE Bright Ideas for Non-Text Sources: Strengthening Literacy Across Social Studies (K-5)   Good social studies instruction is saturated with great questions, rich data, and a multitude of sources. What happens when your students lack the literacy or analysis skills to unpack those resources? Join GaDOE’s JoAnn Wood and Jennifer Zoumberis to learn some quick and easy strategies for reading, writing, and analysis skills specifically

Part II: MORE Bright Ideas for Non-Text Sources: Strengthening Literacy Across Social Studies (K-5)   Good social studies instruction is saturated with great questions, rich data, and a multitude of sources. What happens when your students lack the literacy or analysis skills to unpack those resources? Join GaDOE’s JoAnn Wood and Jennifer Zoumberis to learn some quick and easy strategies for reading, writing, and analysis skills specifically

Ramp up notetaking to re-energize learning. Transform DOK1, fill-in-the-blank, cloze notes into dynamic inquiry based learning opportunities. In this session we will share note taking strategies for direct instruction, individual work, and everything in between. Bring your own ideas to share!

Join the GaDOE social studies team as we explore successful oral history basics. We will share tips, tricks, and resources that lead to dynamic results. DISCLAIMER

The books used as examples for the Georgia Home Classroom’s Digital Learning Plans were selected by Georgia teachers to reinforce skills and knowledge found within the Georgia Standards of Excellence. The Georgia Department of Education (GaDOE) cannot and does not endorse or promote any commercial products, including books. Therefore, the books that were selected serve as examples and are not endorsed or recommended by the GaDOE.

Please remember that when selecting books to support instruction, Georgia’s public school teachers and leaders should consult their local school district’s policy for determining age and content appropriateness for their students. Children’s Literature: The Georgia Council for the Social Studies offers a list of book titles aligned to the Social Studies GSE on their website: https://gcss.net/site/page/view/child...