Instructional Skills Workshop
The Instructional Skills Workshop (ISW) is an online program that provides participants with the opportunity to develop and enhance their instructional skills.
Instructional skills workshop & Online Program Overview:
The Instructional Skills Workshop (ISW) is an online program that provides participants with the opportunity to develop and enhance their instructional skills. The ISW is designed for individuals who teach or facilitate learning in any educational setting, including K-12 classrooms, community colleges, universities, and corporate training programs.
The ISW curriculum covers a wide range of topics related to effective teaching, including classroom management, lesson planning, assessment, and instructional strategies. Participants will have the opportunity to practice their new skills in a safe and supportive environment.
By the end of the online workshop, participants will be able to:
– Develop a positive learning environment in their classrooms or training programs
– Plan and deliver effective lessons
– Use a variety of assessment methods to evaluate student learning
– Select and implement appropriate instructional strategies for their students or trainees
Module 1: Creating a Positive Learning Environment
In this module, participants will learn how to create a positive learning environment in their classrooms or training programs. Topics covered include classroom management, building rapport with students, and creating an inclusive learning environment.
Module 2: Planning and delivering effective lessons
In this module, participants will learn how to plan and deliver effective lessons. Topics covered include lesson planning, instructional design, and using technology in the classroom.
Module 3: Assessing student learning
In this module, participants will learn how to assess student learning. Topics covered include formative and summative assessment, grading, and giving feedback.
Module 4: Selecting and implementing instructional strategies
In this module, participants will learn how to select and implement appropriate instructional strategies for their students or trainees. Topics covered include differentiating instruction, using Universal Design for Learning (UDL), and incorporating technology into instruction.
Module 5: Using data to inform instruction
In this module, participants will learn how to use data to inform their instruction. Topics covered include collecting and analyzing data, using data to inform decision-making, and communicating data to stakeholders.
Module 6: Managing challenging behaviors in the classroom
In this module, participants will learn how to manage challenging behaviors in the classroom. Topics covered include behavior management strategies, dealing with difficult behaviors, and creating positive behavior support plans.
Module 7: Differentiating instruction
In this module, participants will learn how to differentiate instruction. Topics covered include identifying student learning needs, designing differentiated instruction plans, and implementing differentiation in the classroom.
Module 8: Creating accessible learning experiences
In this module, participants will learn how to create accessible learning experiences. Topics covered include Universal Design for Learning (UDL), accommodations and modifications, and creating inclusive learning environments.
Module 9: Reflecting on practice
In this module, participants will have the opportunity to reflect on their practice. Topics covered include goal setting, action planning, and continuing professional development.
Module 10: Putting it all together
In this module, participants will put all of the pieces together and create a plan for implementing what they have learned in their own classrooms or training programs. Topics covered include creating an action plan, setting goals, and troubleshooting challenges.
Recent Participants’ Reviews:
★★★★★ “The ISW has helped me understand how important it is to have a positive learning environment in my classroom. It has also given me some great ideas for differentiating instruction and using technology in the classroom.” Beatrice M.
★★★★ “This workshop has been very helpful. I am new to teaching and I was feeling overwhelmed with all that I had to do. This workshop has given me some great tools and strategies that I can use in my classroom.” Susan W.
★★★★ “I have been teaching for many years, but this workshop has helped me to see my practice in a new light. I am now more aware of how I can use data to inform my instruction and make sure that all of my students are learning.” Neil B.
★★★★★ “This workshop has given me a lot to think about in terms of my practice. I am now more aware of how important it is to create an inclusive learning environment for all of my students.” Florence Z.
★★★★ “I would recommend this workshop to any teacher who wants to improve their practice. It has helped me to reflect on my own teaching and to think about ways that I can improve my instruction.” Celine A.
Frequently Asked Questions:
Q: What is the difference between an online workshop and an online course?
A: An online workshop is a shorter, more focused learning experience than an online course. Online workshops are typically 4-6 weeks long, while online courses are usually 8-12 weeks long. Online workshops do not require participants to complete assignments or take exams, but participants will have the opportunity to apply what they have learned through real-world activities.
Q: How much time will I need to commit to this workshop?
A: Participants should plan on spending 4-5 hours per week on the workshop. This includes time spent reading the materials, completing activities, and participating in discussions.
Q: What types of materials will I need for this workshop?
A: Participants will need access to a computer and the internet. They will also need a word processing program (such as Microsoft Word or Google Docs) and a PDF reader (such as Adobe Reader).
Q: Who should take this workshop?
A: This workshop is designed for teachers, trainers, and instructional designers who want to learn more about how to use technology in the classroom. It is also appropriate for those who are new to online teaching or who want to brush up on their skills.
Q: What will I get out of this workshop?
A: By the end of this workshop, participants will be able to select and implement appropriate instructional strategies for their students or trainees. They will also be able to use data to inform their instruction and create accessible learning experiences. Additionally, participants will have the opportunity to reflect on their practice and create a plan for implementing what they have learned in their own classrooms or training programs.
Q: How is this workshop structured?
A: This workshop is divided into 10 modules. Each module includes readings, activities, discussions, and a real-world application activity. Participants will have the opportunity to complete the modules at their own pace and in any order they choose. However, we recommend that participants complete the modules in the order they are presented.
Q: What if I have questions about the workshop?
A: If you have any questions about the workshop, please feel free to contact us at firstname.lastname@example.org. We will be happy to help!
Assessment: The process of gathering information about student learning. Assessment can be used to inform instruction, to motivate students, and to provide feedback to teachers.
Classroom management: The process of creating and maintaining a positive learning environment in the classroom. Classroom management techniques include establishing rules and procedures, promoting positive behavior, and managing student misbehavior.
Differentiating instruction: The process of tailoring instruction to meet the individual needs of students. Differentiated instruction may involve adapting the content, pace, or delivery of instruction to meet the needs of individual learners.
Formative assessment: A type of assessment that is used to inform instruction. Formative assessments are typically used to identify areas of student strengths and weaknesses, so that teachers can adjust their instruction accordingly.
Grading: The process of assigning a numeric or letter grade to a student’s work. Grades may be based on a variety of factors, including classwork, homework, quizzes, exams, and projects.
Instructional design: The process of planning and creating instructional materials and activities. Instructional design may involve the use of technology, multimedia, and other instructional strategies.
Instructional strategies: The different ways that teachers can deliver instruction to their students. Some common instructional strategies include lectures, discussions, demonstrations, and hands-on activities.
Lesson planning: The process of planning an instructional unit or lesson. Lesson plans typically include goals, objectives, activities, and materials.
Module: A unit of instruction that is part of a larger course or curriculum. Modules are often self-contained, with their own learning goals, assessments, and materials.
Online workshop: A type of workshop that is delivered via the internet, often using video conferencing or webinars. Online workshops may be live or recorded, and they may be interactive or non-interactive.
Rapport: A positive relationship between a teacher and a student. Rapport is characterized by mutual respect, trust, and communication.
Selecting instructional strategies: The process of choosing which instructional strategies will be most effective for a given group of students. When selecting instructional strategies, teachers should consider the learning goals, the learners’ needs, and the resources available.
Summative assessment: A type of assessment that is used to evaluate student learning at the end of an instructional unit or course. Summative assessments are typically used to assign a grade or score.
Technology: The use of tools, machines, and other equipment to perform a task. Technology can be used in instruction to engage learners, provide feedback, and assess student learning.
Universal Design for Learning (UDL): A framework for designing instructional materials and activities that are accessible to all learners. The UDL framework includes three principles: multiple means of representation, multiple means of engagement, and multiple means of expression.
Workshop: A type of professional development event in which participants learn about a specific topic. Workshops may be delivered in person or online, and they may be interactive or non-interactive.
Learning process: The process by which people learn. The learning process includes acquisition, storage, retrieval, and use of information.
Teaching effectiveness: The extent to which a teacher’s instruction is successful in promoting student learning. Teaching effectiveness may be assessed through observation, feedback, and student achievement data.
Feedback focused: A type of feedback that is focused on the recipient’s needs and interests. Feedback focused on the learning process, rather than on the person.
Instructional skills: The skills that are necessary for effective instruction. Instructional skills include lesson planning, delivery of instruction, assessment, and use of technology.
Facilitator development workshop: A type of workshop that is designed to help participants develop the skills and knowledge necessary to facilitate learning. Facilitator development workshops typically focus on instructional design, facilitation techniques, and use of technology.
Participatory learning: A type of learning in which students are actively involved in the process. Participatory learning may involve hands-on activities, group work, and discussions.
Video feedback: A type of feedback that is delivered via video. Video feedback may be live or recorded, and it may be interactive or non-interactive.
Intensive experiential learning approach: An approach to instruction that is focused on providing students with opportunities to participate in and experience the content. The intensive experiential learning approach is often used in hands-on settings, such as workshops and labs.
Teaching assistants: Individuals who assist teachers with instruction. Teaching assistants may be responsible for leading small groups, providing individualized attention, or administering assessments.
Teaching practice: A type of professional development event in which participants learn by doing. Teaching practice typically involves observation, feedback, and reflection.
Small group setting: An instructional setting in which students work together in groups of three or four. Small group settings allow for more participation and interaction than large lecture halls.
ISW engenders participatory learning: The instructional strategy of inquiry-based, hands-on learning promotes student participation in the learning process.
Active learning: A type of instruction that is focused on engaging learners in the content. Active learning may involve hands-on activities, group work, and discussion.
Peer feedback: Feedback that is provided by one’s peers. Peer feedback can be positive or negative, and it can be given in person or online.
Experienced educators: Individuals who have been teaching for many years and who have a wealth of knowledge and experience.
Mini lessons: Short lessons that are focused on a specific topic. Mini lessons are often used to introduce new content or to review previously learned material.
Constructive feedback: Feedback that is given in a way that is helpful and positive. Constructive feedback is designed to improve the recipient’s performance.
Community building: The process of creating a sense of community among a group of individuals. Community building may involve activities, discussion, and collaboration.
Supportive atmosphere: An atmosphere in which individuals feel safe, respected, and valued. A supportive atmosphere is conducive to learning.
Participants design: The process of designing an event, such as a workshop or conference, with the needs of the participants in mind. Participants design ensures that the event is tailored to the specific interests and needs of the individuals who will be attending.
Traditional territory: Land that is traditionally owned or occupied by a particular group of people. Traditional territory may be associated with a specific culture or community.
Written and video feedback: Feedback that is provided in written and/or video format. Written feedback may be given in the form of comments, while video feedback may be live or recorded.
Teaching practices with feedback: Professional development events in which participants learn by doing. Teaching practices typically involve observation, feedback, and reflection.