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Family-Teacher Relationships (CDA 4) |
2.00 |
How do you view the families of the children in your classroom? If you were to generate a list of words to describe families, what kinds of positive and negative feelings would they convey?
When we see ourselves as partners with the families we serve, the quality of care and nurturing children receive is greatly enhanced. Establishing such partnerships and building relationships is our responsibility. Communication strategies, such as practicing active listening, are key to this process. In this course, participants will describe the importance and benefits of establishing meaningful relationships with families and identify strategies for establishing meaningful relationships.
This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 4: Strategies to Establish Productive Relationships with Families. This course can also be taken as a stand-alone learning event, or as part of a broader early childhood education curriculum. |
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Driving Safety Off-Road Vehicles |
1.50 |
This course teaches participants that defensive driving applies not only to licensed vehicles such as cars and trucks, but also to unlicensed vehicles such as golf carts and gators. Participants will learn guidelines for use of service carts, proper driving and operating procedures, how to carry loads, and precautions to take for pedestrians and driving at night. |
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Planificación de Carrera y Salario (Spanish) Career Planning and Salary |
1.00 |
En este curso, aprenderemos consejos sobre cómo descubrir sus necesidades profesionales, explorar diferentes opciones profesionales, investigar salarios, adquirir habilidades laborales esenciales y cómo planificar su carrera.
In this course, we'll learn tips on how to discover your career needs, explore different career options, research salaries, gain essential job skills, and how to plan your career. |
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CERT Unit 1: Disaster Preparedness |
1.00 |
The Community Emergency Response Team (CERT) program educates volunteers about disaster preparedness for the hazards that may occur where they live. This course covers the functions of CERT and how CERT fits into your community's emergency preparedness structure. The types of hazards that can affect communities and the hazard's potential to impact people, health, and infrastructure are discussed in this course. In addition, this course also will teach you how to face a potential disaster.
It is just one of many health and safety courses we offer. This course will help you learn the best practices for keeping yourself safe and healthy when on the job. |
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Exploring Developmental Needs and Characteristics of Different Age Groups |
2.00 |
Certain developmental needs and traits are associated with younger school-age children, while others are typical of older school-age children and youth. While the differences between school-age children of different ages are not clear-cut, there are some general traits and tasks that are often associated with younger (ages 5 – 7), middle (ages 8 – 10), and older (ages 11 – 12) school-age children and youth. Understanding these differences helps staff plan appropriate activities and guidance strategies for children of different ages. |
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Diversity, Equity, and Inclusion Training (Corrections) |
1.00 |
Diversity, Equity and Inclusion have become an important part of creating a culture that thrives on leveraging differences.
The goal is to learn:
Definitions of Diversity, Equity, and Inclusion
Why Diversity, Equity, and Inclusion is Important to Everyone?
Our Identity and Where it Comes From
Bias and The Impact to Others
Next Steps to Take |
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Team Participation: Nonverbal Communication and Active Listening |
0.75 |
This course will focus on how to identify types of nonverbal cues and how they mesh with verbal messages, identify the characteristics of active listening and become an active listener, and respond to input in a productive manner. |
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Framing: Toxic Inhalations at Structure Fires |
1.00 |
In this brief overview, we discuss the topic of smoke inhalation as it relates to what may occur during a typical structure fire. The emphasis of this lesson will be CO and Cyanide. These are two of the most common toxic inhalation hazards that EMS providers will encounter when treating those that are exposed. Final Exam: This multiple-choice exam is designed to test your knowledge of the material you just reviewed. You have two attempts to gain an 70% or higher on this exam. Please take your time and answer each question carefully. |
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Expedition Ocean: Module 1 Teacher Version |
1.00 |
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Project Teams: Projects and Project Teams (Instructor Guide) |
1.00 |
A project is a task or a group of tasks with a distinct beginning and end that is undertaken to create a unique product or service. A project must have defined objectives to clearly indicate when the project is complete. In addition, a project must have a clear end user who will use or benefit from the product or service produced by the project team.
When an organization develops temporary needs that are outside the scope of individual employees’ responsibilities, it often forms project teams to address these issues. As a manager, it is your responsibility to recognize the need for a project team, determine the type of team required for the project, and assign employees to the team.
In this course you will learn to: identify the phases and requirements of a successful project, and build and organize a project team and avoid pitfalls in project teams.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Building Upward: Resuscitation of Anaphylactic Shock Part 3—Scenario 2 |
1.00 |
In this second of three scenarios, we discuss the transport decisions that should be considered when dealing with the potential of a medical illness and a traumatic injury. Vanessa and Medical Director Dr. Jeremy Cushman discuss a patient who has a motorcycle accident that was caused by a beesting. This exciting discussion will effectuate a review of the minimum competencies of medical and trauma care at the EMT level. Final Exam: Please read each question carefully. You will have two attempts to gain a 70% or higher on this exam. If you are not successful in two attempts, you are welcome to take the course again to gain the certification. |
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Orangutans |
2.00 |
This course will provide an introduction to orangutans, including an overview of physical characteristics, habitat, behavior, reproduction and the conservation efforts dedicated to protecting this fascinating species. |
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Project Management - Advanced: Project Integration and Plan Development |
0.50 |
This course will cover how to measure data during project integration and differentiate between project and product life cycles. You will also learn how to identify the importance of developing a project plan, the elements of a project plan, the key input required for project plan development, and methods used in project plan development. |
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CompTIA Cybersecurity Analyst+ (CySA+) CS0-003 Exam Prep |
1.00 |
Exam Prep to accompany 30 Bird's CompTIA Cybersecurity Analyst+ (CySA+) CS0-003 course. |
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Creating a Supportive Classroom Community (CDA 3) |
2.00 |
Learn ways to bring out nurturing, caring behaviors in children and youth to create a classroom community where children and youth support each other. Learn how to use non-competitive games to foster acceptance of all children and youth. Identify the strengths and weaknesses for both you and the children and youth in your program, and how to put the strengths to good use creating a sense of acceptance and community. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 3: Supporting Children's Social and Emotional Development and may also be taken as a stand-alone learning event or as part of a broader early childhood education curriculum. |
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Managing Performance: Performance Improvements (Instructor Guide) |
1.34 |
In this course you will learn to: plan performance improvements, handle performance problems, and use effective communication to solve performance problems, conduct status meetings, and maintain documentation of ongoing communication. |
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GED: Social Studies - Unit 3: Economics |
1.00 |
Welcome to Unit 3: Economics. Economics accounts for about 15% of the questions you'll see on the test. In this unit, we'll cover the basics of both micro and macroeconomics. We'll work with graphs, and we'll explore consumer economics. |
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Project Teams: Preparing Teams for Project Work (Instructor Guide) |
1.00 |
Building a project team is more complex than assigning employees to the team. Team members must feel a sense of dedication to other team members, as well as to the project itself. Members who are not dedicated to the project team often disregard meetings, deadlines, and commitments, causing the entire team to suffer. To avoid these problems, the team managers and supervisors need to encourage team building to benefit the project, the team members, and the organization.
In this course you will learn to: empower and motivate a project team and develop positive culture in a project team, identify the causes of change in a team and manage change, and improve existing project teams.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting, or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Building Upward: Resuscitation of Anaphylactic Shock Part 1—Overview |
1.00 |
Retired ALS provider, Michelle Cerone, speaks with Dr. Jeremy Cushman about the recognition and treatment of anaphylactic shock. This discussion gives the BLS provider the opportunity to compare allergic reactions to the life-threatening condition that requires rapid intervention. Final Exam: Please read each question carefully. You will have two attempts to gain a 70% or higher on this exam. If you are not successful in two attempts, you are welcome to take the course again to gain the certification. |
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Remote Learning in a Tiered Behavior Framework |
1.00 |
This course covers implementing strategies for remote learning in a tiered behavior framework. A different setting for learning requires adaptations to instruction, engagement, and response to students. School and family partnerships lay the foundation for supporting students in a Multi-Tiered System of Support (MTSS). |
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Project-Based Learning for Teachers |
1.75 |
This course is designed to provide educators with the knowledge, skills, and tools to implement project-based learning (PBL) in their classrooms. The advantages of using PBL along with some ways to zero in on selecting topics and projects will be discussed. This course will help you develop new knowledge about using project-based learning effectively. |
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STEM in Early Childhood (CDA 2, 3, and 8) |
3.00 |
STEM is an intentional, integrative approach to teaching and learning that can occur across all knowledge areas; it is not a specific curriculum. The STEM approach focuses on providing opportunities for students to explore and develop a comprehensive set of concepts, competencies, and thinking skills. STEM competencies include a vocabulary rich in the language of science, technology, engineering and math—words like hypothesis, gravity, buoyant, balance, temperature, and battery. STEM competencies also include basic principles of engineering, like problem-solving and planning; of science, like experimentation and observation; of technology, like using tools to complete both a task and solve real world problems; and of math by recognizing that basic principles of math are part of everyday activities, like comparing and contrasting, counting, and dividing a whole to create equal parts.
This course is also designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers Subject Area 2: Advancing Children’s Physical and Intellectual Development, Subject Area 3: Supporting Children’s Social and Emotional Development and Subject Area 8: Understanding Principles of Child Development and Learning. |
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Indoor Air Quality |
1.00 |
This course covers indoor air quality (IAQ) and useful associated skills. You will learn the difference between sick building syndrome and building-related illness, as well as the conditions that cause these illnesses. You will also learn model IAQ policies and practices. |
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School-Age Care as a Family Service: Emphasis on Planning Opportunities for Family Involvement |
2.00 |
The foundation for getting parents involved in school-age programs is to keep parents well informed about what is happening in the program. Quality programs also provide parents with opportunities to make suggestions and give feedback on program services through suggestion boxes, feedback forms, and surveys. When parents are encouraged to have input in the program, they develop trust and confidence in the program, and feel a sense of pride and ownership. They are more likely to participate as resourceful partners with program staff when they know their ideas are welcome and valued. Finally, because parents are all different from each other, it's important to provide many different opportunities for them to connect with the program. Staff in quality school-age programs recognize that all parents don't have to be involved in the same way. |
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GED: Reasoning Through Language Arts - Unit 7: The Extended Response |
1.00 |
Welcome to Unit 7: The Extended Response. The last part of the RLA section is the Extended Response, or essay. Here's how it works. You'll be given something to read - a source text or texts - and asked to write an essay in response to a prompt related to the reading. In this unit, we'll learn about two types of essays and take a look at an example of each one. |
