(2-3 day short course): Evidence-based methods of improving educational achievement and identifying and addressing mental health concerns specifically for students with low general mental ability. Emphasis on providing improved instruction for students with low general mental ability as it is applied in a heterogeneous regular education classroom; how to prevent, identify and provide interventions for students with a variety of issues that negatively affect schooling and academic achievement. This course is targeted for educational psychologists and teachers.

Development of an exemplary thematic unit that implements an empirically-proven model for form-focused, communicative teaching for foreign language teachers targeting grammar, reading, writing, listening and speaking. Explore methods of balancing classroom realities with empirically based prescriptions for communicative teaching. Enhance the use of literacy texts to develop students’ communicative competence. Acquire in- depth understanding for the Noticing-Awareness-Practice model for integrating focus on form instruction into communicative teaching. This course is targeted for teachers primary 4-6 or secondary 1-2.


Concrete strategies to help administrators and teachers be more sustained, and in turn, more satisfied in their education careers. Explore and understand trends and tendencies in research surrounding teacher attrition. Teacher induction and mentorship strategies to sustain teachers, administrators. Explore strategies for negotiating unsustainable environments and creating sustainable working environments. This course is targeted for teachers (pre-K to higher education), teacher educators, administrators, superintendents, retention specialists, health and wellbeing practitioners and social workers. 


Introduce and clarify the notion of Inclusive Education and explore Universal Design for Learning (UDL). Design inclusive environments and Individualized Education Plans (IEPs) and practice the strategies that form the basis of inclusion. This course is targeted to pre-service and in-service teachers, school administrators, and support workers, employers and employees in organizations.

Exploration of various types of motivation, examination of why some students are unmotivated, and consideration of strategies teachers can implement in their classrooms to address motivational issues. Several activities will be embedded which will end with an hour-long role-playing activity wherein teachers will have the opportunity to implement various strategies learned throughout the day.

Demonstration of why technology should be part of education by illustrating not only how a technology rich classroom prepares students to live and work in an increasingly technological society (i.e., digital citizenship), but how technology, when properly integrated into the classroom, can enhance both the efficiency and effectiveness of teaching through increased engagement (i.e., digital badging) and provide new types of learning opportunities. Incorporate both existing and emerging educational technologies into classrooms and provide concrete examples of educational technologies in action.

Real-world connections for the math classroom: Explore the importance and value of making connections in the mathematics classroom, namely through cross-curricular approaches and real-world connections. Experience activities that can be used in the classroom that encourages students to see that mathematics is all around them. Time will be allotted for group planning and discussion such that participants may consider how the ideas and activities presented may be adapted to meet the needs of their students and their teaching context.

Review of factors contributing to educator well-being using a positive psychology framework. Introduction to recognized core elements of best-practice programs for educator well-being with a focus on overcoming common challenges at the individual, classroom, school, and system level. Practice of skills and strategies for use by educators and schools to ensure educator resilience and well-being in today’s stressful classroom/school environment.


Covers essentials of internationally recommended guidelines for school response to student self-injury. Uncovers myths and misconceptions about the prevalence, gender differences and underlying causes of self-injury. Framework for school response is provided with specific training on identification, first response, early assessment, effective referral, school appropriate intervention and support. Recommendations are provided for managing common challenges such as student disclosure of scars, spread/contagion, parental notification and social media and self-injury

This course allows participants to explore and experience research-based techniques and strategies to support and increase students’ communication (written, verbal and visual) in the mathematics classroom. Time will be allotted for group planning and discussion such that participants may consider how the ideas and activities presented may be adapted to meet the needs of their students and their teaching context.