Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE) is a peer-reviewed virtual professional development resource. Modules within the resource are collaboratively authored by candidates in their final semester of coursework in the EdD in Curriculum & Instruction at Gardner-Webb University and promote positive, data-informed, sustainable change in instructional practices or organizational structures to improve student learning at the K-12 level and beyond.
The learning cycle featured in the modules in this resource is based on the STAR Legacy Cycle developed by the IRIS Center (2013); http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. John Branford and colleagues (National Research Council, 2000).
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Mentoring Novice Teachers
Jessica Floyd, Kendra Lynn, Lisa McCullough, and Chandra Morrow
The purpose of this module is to explore key foundation skills necessary for successful mentoring of novice teachers. Participants who utilize this module will learn the four essential components of successful mentoring--building trust, communication and collaboration, meeting the needs of diverse learners through cultural responsiveness, and building ownership, through student data. This module was developed for mentors working with novice teachers, but the essential components addressed can also be applied to veteran teachers as well.
The learning module is intended for use by all educators.
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Providing Access to Content using Technology to Engage All Learners
Karrissa Ebert, Cynthia Hutchings, Pamela Edwards, and Mabel Eliana Lamprea
The purpose of this module is to provide access to research and tools which can be used to differentiate lessons in a classroom for all types of learners. First, the module helps educators understand TPACK as well as why using technology with students is effective. Next, the module delineates the research and tools into 4 categories of learning, which allows educators to learn/ teach using tools specific for different learners. The module concludes by encouraging educators to practice using the tools with a group of learners and a content specific standard.
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Taking the Lead: Enhancing Student Learning and Professional Collaboration through Action Research
Meredith Lynch and Lindsey Weycker
The purpose of this module is:
To empower teachers in leadership development and leadership roles
To foster mutual respect and communication between adults working together
To encourage action research as a daily classroom practice
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Engaging Families and the Community in Schools
Alison H. Whitaker, Kathryn Pritchard, Erin Keene, and Kim Coleman
This module is designed to lead a collaborative group of educators through the process of designing and implementing an event or activity to increase the levels of family and community engagement in schools. The module presents current research supporting family and community involvement in schools. Learners are prepared to recognize potential barriers to increasing family and community involvement and methods to overcome those barriers.
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Questioning for Critical Thinking
Karen Conner, Ashton Coppley, and Betsy Furr
Effective questioning is essential for learning. This module will explore questioning for learning and critical thinking. This module was designed for use by teachers of all grade levels. It is intended for the benefit of teachers in designing their instruction and for the benefit of the students they teach. Participants in this PLM will consider the importance of which questions are asked, who gets to ask them, and what role they play in student achievement.
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Academic Vocabulary Strategies
Ginger Black, LaShay Conley, Shamona Fernanders, and Katrissa Fisher
This module will provide K-12 educators, in various content areas, with research-based academic vocabulary strategies that can be used to inform their instructional practices. The module explains the term academic vocabulary in depth and addresses the importance of students being able to read, interpret, and analyze vocabulary in context. After viewing several research-based strategies, the module will provide educators with tools to plan for and assess the implementation of the vocabulary strategies.
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Active Learning Online
Natalie Bishop and Emily Robertson
This module is designed to support instructors in engaging students by incorporating active learning strategies in the online learning environment.
Instructors will be presented with a series of online activities ranging from beginner to advanced in their implementation. Aligned with course content, each learning activity provides students an opportunity to apply higher order thinking and 21st century skills.
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Differentiated Instruction
Kelly Campbell, Tina Whitten, and Karen Hester
The purpose of this professional development module is to strengthen the understanding of differentiated instruction and strategies for implementation. After completing this professional development, teachers will be empowered to use research based differentiated instructional strategies to differentiate for all students in the classroom.