The Byram Hills Learning Lab


The Byram Hills Learning Lab provides an opportunity for teachers to engage in rich professional learning experiences in collaboration with colleagues focused on the District goals and priorities. The “learning laboratory” is designed to provide in-service credit opportunities for teachers to learn in action. To this end, teachers will explore new concepts or knowledge, apply the new learning in the classroom, and reflect upon the impact on students and the classroom environment. Through inquiry, problem-solving and practice, teachers gain mastery of new theories applied to the classroom environment.

 

COURSE OFFERINGS

WINTER/SPRING 2017

♦ COURSE #01:  How to Learn Math for Teachers

♦ COURSE #02:  Creating Lesson Plans That Build Executive Function

♦ COURSE #03:  Creating Problem-Based Authentic Learning Units

♦ COURSE #04:  Creating a STEAM Culture in Your Classroom

♦ COURSE #05:  Using Formative Assessment to Drive Instruction

♦ COUSE #06:  Cloud Infusion: Making Technology Count in the Quest for Student Achievement

(All Learning Lab workshops are pre-approved and do not require Course Approval forms.)


COURSE #01

TITLE:   HOW TO LEARN MATH FOR TEACHERS

DESCRIPTION:  Explore the new research ideas on mathematics learning and student mindsets that can transform students' experiences with math. You will learn: new pedagogical strategies; an understanding of high quality math tasks; questions to promote understanding; and messages to give students. The sessions are all interactive and include various thinking tasks to promote active engagement - such as reflecting on videos, designing lessons, and discussing ideas with peers. 

Audience: All Faculty

Instructor: Jo Boaler (Who is Jo Boaler?  See a short TED Talk Clip, or an example from a previous course on number talks)

Location: Online

Dates & Times: January 10 - April 28.

Credit: 2 in-service credits*

Material Needed: None. 

REGISTRATION:  REGISTRATION CLOSED.
(Please see the payment information and registration guidelines below.)

*NOTE: This is a fully online, asynchronous course.  Within the start and end dates, you determine the pace of the workflow through self-guided learning.  You must complete the course requirements in order to receive the certificate of completion. It is expected that you put in the required 30 hours for the 2-in-service credits.   

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COURSE #02

TITLE:   CREATING LESSON PLANS THAT BUILD EXECUTIVE FUNCTION

DESCRIPTION:  Executive function skills are the missing link to student achievement. Working memory, planning, cognitive flexibility, reasoning, problem-solving, inhibitory control, and self awareness are critical skills to academic success. The best lessons and textbooks will fall short if the student does not possess adequate executive function. Students with strong executive function can act as self-motivated, resourceful learners to gain the knowledge they need. You can build executive function skills with deliberate and purposeful strategies. This six-week course will explore structures and strategies of the Learner-Active, Technology-Infused Classroom that you can use with your students to build executive function. 

What is Executive Function? Watch this video to learn more. See this planning resource.

NOTE: This is an online, asynchronous course with an additional few required days for video conferences with the instructor. You must complete the course requirements in order to receive the certificate of completion. It is expected that you put in the required hours for the in-service credit.

Audience: All Faculty

Instructor: TBD (Innovative Designs for Education)

Location: Online

Credit: 2 in-service credits*

Material Needed: Computer and Internet Access. Required Text: It's Not What You Teach But How.

  • REGISTRATION:  COURSE 2A (January 10 - February 21). REGISTRATION CLOSED.
  • REGISTRATION:  COURSE 2B (February 28 - April 11). REGISTRATION CLOSED.

(Please see the payment information and registration guidelines below.)

*NOTE: This 2-credit course includes the online course, for 25 hours, and an additional unit lesson design for the extra 5-hours. The fee for this course is for 30-hours (see below.)
 

COURSE #03

TITLE:   CREATING PROBLEM-BASED AUTHENTIC LEARNING UNITS

DESCRIPTION:   Authentic, open-ended, problem-based tasks create in students a felt-need to learn. Learn how to create authentic learning units (ALUs) and their supporting structures from the Learner-Active, Technology-Infused Classroom. Rubrics offer clearly articulated expectations, a roadmap for all learners, and challenges for advanced learners. Use the Scaffold for Learning to develop differentiated learning and practice activities, Formative Assessments to drive instructional planning, Facilitation Questions to probe students’ thinking at higher cognitive levels, and the Facilitation Grid to manage your ongoing student facilitation. During this six-week course, you will create an Authentic Learning Unit along with supporting structures, ready to implement at course conclusion. (See two videos that explain a learner-centered classroom: The Learner Active Classroom; Authentic Learning)  learning and problem-based learning?“.

NOTE: This is an online, asynchronous course, with an additional few required days for video conferences with the instructor. You must complete the course requirements in order to receive the certificate of completion. It is expected that you put in the required hours for the in-service credit.

Audience: All Faculty

Instructor: TBD (Innovative Designs for Education)

Location: Online

Credit: 2 in-service credits*

Material Needed: Computer and Internet Access. Required text: Students Taking Charge.

  • REGISTRATION:  COURSE 3A (January 10 - February 21). REGISTRATION CLOSED.
  • REGISTRATION:  COURSE 3B (February 28-April 11). REGISTRATION CLOSED.

(Please see the payment information and registration guidelines below.)

*NOTE: This 2-credit course includes the online course, for 25 hours, and an additional unit design for the extra 5-hours. The fee for this course is for 30-hours (see below.)

TITLE:   CREATING A STEAM CULTURE IN YOUR CLASSROOM

DESCRIPTION:  

We’re all familiar with STE(A)M courses and STE(A)M hours; but what about a classroom or school that exudes a culture of STE(A)M thinking? How can we position students to use design thinking, exemplify the use of math practice standards, and experience the cross-cutting concepts of the Next Generation Science Standards throughout the day? This course will focus on designing instruction to reflect a STE(A)M culture across all activities of the day. Participants will design lesson plans and structures to use with their students.

Topics include:

  1. Exploring the concept of developing in students the mindsets of scientists, technologists, engineers, and mathematicians throughout the day
  2. Understanding and infusing Design Process into the learning environment (See Video).
  3. Connecting the NGSS, Standards for Mathematical Practice and design thinking across content areas
  4. Developing structures and strategies that build a STE(A)M mindsets

Audience: All faculty who teach STEAM-related courses.

Instructor: TBD

Location: Online

Credit: 2 in-service credits*

Material Needed: None. 

  • REGISTRATION:  COURSE 4A (January 24-March 7).  REGISTRATION CLOSED.
  • REGISTRATION:  COURSE 4B (March 14-April 25).  REGISTRATION CLOSED.

(Please see the payment information and registration guidelines below.)

*NOTE: This is a fully online, asynchronous course.  Within the start and end dates, you determine the pace of the workflow through self-guided learning.  You must complete the course requirements in order to receive the certificate of completion. It is expected that you put in the required 30 hours for the 2-in-service credits.

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 TITLE:   USING FORMATIVE ASSESSMENT TO DRIVE INSTRUCTION

DESCRIPTION:  

This online course will allow participants to explore structures and strategies teachers can use to gather formative assessment data and then use it to differentiate instruction.

Topics include:

  1. Developing formative assessments across four categories: temperature gauges, breakpoint assessments, student-­directed assessments, and comprehensive assessments
  2. Using formative assessment data to differentiate classroom activities
  3. Using formative assessment data to drive facilitation of instruction
  4. Designing formative assessment grids to allow participants to easily collect and track assessment data while moving about the room and facilitating instruction

Instructor: TBD

Location: Online

Dates & Times: January 31 - March 14.

Credit: 2 in-service credits

Material Needed: None. 

REGISTRATION:  REGISTRATION CLOSED.
(Please see the payment information and registration guidelines below.)

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COURSE #06

TITLE:   CLOUD INFUSION: MAKING TECHNOLOGY COUNT IN THE QUEST FOR STUDENT ACHIEVEMENT

DESCRIPTION: With more and more technology available in schools and a greater reliance on cloud computing, it's important to keep our eyes on student achievement and not just use technology for technology's sake.  Using Google Apps for Education and other cloud-based applications, you will design specific activities that embrace technology infusion in your classroom. The course is designed for all levels of technology use, from beginner to advanced.  you will explore a selection of the most innovative cloud-based software available to learners, reflect on your use of digital resources and plan for upcoming lessons/units in their classroom.

NOTE: This is an online, asynchronous course, with an additional few required days for video conferences with the instructor. You must complete the course requirements in order to receive the certificate of completion. It is expected that you put in the required hours for the in-service credit.

Audience: All Faculty

Instructor: TBD (Innovative Designs for Education)

Location: Online

Credit: 2 in-service credits*

Material Needed: Computer and Internet Access. 

  • REGISTRATION:  COURSE 6A (January 24-March 7).  REGISTRATION CLOSED.
  • REGISTRATION:  COURSE 6B (March 14-April 25). REGISTRATION CLOSED.

(Please see the payment information and registration guidelines below.)

*NOTE: This 2-credit course includes the online course, for 25 hours, and an additional unit design for the extra 5-hours. The fee for this course is for 30-hours (see below.)
 
 

 

INFORMATION

 
 
Attendance Expectations:  Teachers are expected to attend all sessions of the course in order to receive credit. In the event a class is missed due to unforeseen circumstances, teachers may request a meeting with Jen and Tim, in writing. 
 

Payment Information:

Payment should be sent to the District Office at the time of registration.

  • For a ½-credit course (7½-hours), the fee is $60.

  • For a 1-credit course (15-hours), the fee is $120.

  • For a 2-credit course (30-hours), the fee is $240.

Make checks payable to Byram Hills and send to the District Office, attention: BH Learning Lab.
 

Registration Guidelines:

Course registration is limited. Teachers will be admitted to the course in the order in which they register.
 
Please note that courses may be cancelled if the minimum enrollment requirements are not met within 5 days prior to the start of the course.

Teachers who withdraw from a course must provide notice no less than 5 school days prior to the start of the course in order to receive a refund.
 
 

Byram Hills Learning Lab Information:  

 
 

Any questions or comments about the Byram Hills Learning Lab can be directed to:

 
Dr. Tim Kaltenecker, Assistant Superintendent for Curriculum & Instruction
914-273-4082, x5920
tkaltenecker@byramhills.org
 
Ms. Jen Lamia, Assistant Superintendent for Human Resources
914-273-4082, x5950
jlamia@byramhills.org
 
Inquiries regarding registration procedures found on this page, please contact Joanne Sinopoli (jsinopoli@byramhills.org.)







Byram Hills Central School District | 10 Tripp Lane, Armonk, NY 10504 | (914) 273-4082