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Online Training

How are these trainings structured?

Each online training will be hosted on Canvas, our online learning system. Canvas works in any web browser and there are mobile apps available for iOS and Android devices. A few days before the beginning of the training, registrants will receive an email with information about how to access the training in Canvas. Content is organized in modules of related topics.

Learning activities typically include:

  • short recorded video lectures with downloadable slides,
  • accessible texts delving into the core concepts of the workshop,
  • video talks, presentations, or demonstrations from external experts,
  • additional resources, if you want to dig deeper into topics that interest you.
  • live video synchronous session(s) with training facilitator(s). We will connect live to discuss topics and engage with questions that emerge from our work together. These sessions will be recorded for those who cannot join the live conversation. These provide an opportunity to connect with each other and extend our knowledge and understanding of the materials. The number of live video sessions will vary based on the length of a given training.

With the exception of the live video chats, you can engage with the materials at any time from anywhere with an internet connection.

Who should participate?

Professionals who serve middle, high school, and college students in any capacity can benefit from our trainings. However, the content is geared towards supporting students who learn differently, including those with learning disabilities, ADHD, autism, or executive function challenges. Online trainings are designed to fit into the busy schedules of educators and other professionals. And … parents. See our new offering geared specifically for parents!

How much time will it take?

Trainings vary in the number of “units” they comprise. A “unit” corresponds to about a week’s worth of material. Getting the most of out of each online training will require about 10 hours of engagement per unit of a training. A unit is structured such that participants should be able to work through one “unit” over one week. However, since we understand people have busy schedules and may not be able to finish in this timeframe, material will remain available on the Canvas site for longer than the advertised “unit” length. Typically they will remain open for at least five weeks from the start date.

Seeking a shorter learning experience? Explore our one-hour webinars.

Continuing Education Credits (CEUs)

While we don’t offer specific CEUs, participants will receive digital badges that attest to participation in the online trainings and include an estimated number of hours of work involved. These can also be printed out as certificates (and/or we can assist with providing these). For many state education departments and organizations requiring CEUs, such a certificate often suffices for obtaining CEU credit—but it really depends on your particular state or organization (so we recommend reaching out to your representatives to see what is needed). We can also provide a letter of completion if needed.

Our Fall workshops are closed for the semester. Check back soon for our Spring schedule.

If you would like to be notified when future offerings are available, please complete this short form.

 

Or for other questions, contact us at institute@landmark.edu or 802-387-1662.


Past offerings

  • With schools moving to online learning, many parents have found themselves taking on the role of substitute teacher at home. It has been rewarding for some, but stressful and overwhelming for many. Taught by an LD/ADHD veteran of 35 years, this event will provide you with tips and strategies on understanding the online platform, helping your student with online homework while keeping calm, working with teachers, and understanding your student’s legal rights in online learning.

    Facilitator: Manju Banerjee, Ph.D. , Vice President of Educational Research and Innovation

  • Description: Today, online or remote learning is the new normal for most students in higher education. As all are learning to pivot quickly to meet the current demands, some are better prepared than others. It is often believed that the online platform is not “user friendly” to students who learn differently (LD), yet for the past seven years, Landmark College in Putney, VT, has been offering online courses to high school students with executive function (EF) challenges as part of their successful online dual enrollment program. Using our knowledge of LD student profiles and experience with online learning, this session will share information on: (1) current understanding of online/remote education and ways to ramp up to online, (2) learning needs of students with LD in online courses, (3) evidence-based best practices for online instruction—practical tips and strategies, and (4) changing accessibility needs, accommodations, processes, and protocol for online learning.

    Facilitators:

    Manju Banerjee, Ph.D. and Adam Lalor, Ph.D.

  • Description: In this online training, we will investigate the metaphor of Executive Function (EF) as orchestra conductor. Namely, that EF helps increase functions that are too quiet (activation), tamps down sections that are too loud (inhibitory control), responds in the moment to changes (flexibility), and keeps track of the timing and content of all the individual players (working memory). That is a lot of work to handle, and sometimes the conductor needs help—practical tools for supporting students in these three EF domains will be explored. An equal emphasis will be placed on understanding the neurocognitive underpinnings of EF and implementing empirically supported EF strategies.

    Two live video (“synchronous”) sessions will be held (days/times TBD based on participant poll). Live sessions will focus on participant questions with facilitator answers and discussion. It will be recorded and viewable in the Canvas site, for those not able to attend live, and/or for reviewing after the event. This online workshop contains approximately 20 hours (10 per “unit” or week) of information and registrants can go at their own pace through the learning content. 

    Facilitator: Rick Bryck, Ph.D.

     

  • Description: As students progress through school, they are required to develop increasingly complex literacy skills. As the literacy demands grow, we spend less and less time teaching students how to extend their literacies and successfully read and write across academic content areas. This undoubtedly hurts neurodivergent learners the most, but all students suffer when literacy instruction is one-dimensional or non-existent.

    In this online workshop, we will explore and practice three teaching practices that can and should be implemented in any K-12 or college classroom:

    1. Assembling multi-modal text sets
    2. Modeling “expert” literacy skills
    3. Designing authentic writing tasks and delivering interactive writing supports.

    ***Note:*** Although this workshop will focus on high school and college instruction, the content is appropriate for educators working with students in grades 4 and up.

  • Would you be interested in taking this workshop if it were offered again? Complete this short interest form
     

    Description: The word epidemic is often used to describe the sharp increase in autism diagnoses in the U.S. The use of this term is indicative of how autism is commonly seen: a medical condition to be feared, prevented, treated and cured. The concept of neurodiversity, which is at the heart of Landmark College’s approach, requires re-framing autism as a different (not lesser) way of seeing and navigating the world. In this online workshop, we will use the voices of autistic self-advocates and Landmark College’s programs for autistic students as our guide to understanding autism from this perspective.

    Watch the video below to get a feel for the topics discussed in this online workshop

    Workshop Topics

    1. What does it mean to be autistic? Listening closely to the voices of autistic self-advocates (ASAs) will provide us with an expert answer to this question. We will contrast the medical model of autism with the views of ASAs and in the process explore how stigma and misconceptions of autism impact the development of a positive sense of self. Additional topics will include:
      • Disabling environments and the social model of disability.
      • Camouflaging and its impact on autistic students.
      • Dual-empathy and the importance of understanding and accepting the differences associated with autism.
    2. Diversity “on the spectrum.” You may have heard the tremendous diversity associated with autism described by Dr. Stephen Shore: “If you’ve met one person with autism, you’ve met one person with autism.” This can present a significant challenge in supporting autistic students, especially because there is not one way to support a group this diverse. In our experience, providing high-quality supports requires understanding the unique profile of each student. Through personal accounts, case studies and research findings we you will learn how to identify the individual strengths and challenges in seven key areas:
      • Pragmatic language
      • Social awareness
      • Monotropic mindset
      • Information processing
      • Sensory integration
      • Repetitive behaviors
      • Neuromotor differences
    3. Designing, adapting or applying supports. Finally we will apply what we have learned about profiles of strengths and challenges to a case study exercise. You will identify a student profile and an “environment.” This could be a particular classroom, a dormitory, an office on campus or any other environment that you would like to examine. You will be guided through the process of imagining what supports or changes to the environment might be needed to help that particular student succeed. Through this collaborative and personalized process, we will explore a wide variety of supports across environments that participants can apply to their work with students.
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