Stream will be available between June 18th-21st 2019
|Tuesday, June 18th|
|12:00 - 1:00||Structured Literacy and the English Learner
Structured literacy is an approach to instruction which includes the phonology, vocabulary, morphology, syntax, pragmatics, and orthographic features of language. A systematic and explicit approach is necessary for English learners and can include instruction regarding the features which are similar or those that vary across the native language and English. Participants will understand and practice strategies for incorporating each of the structured literacy features in a systematic and explicit manner.
Instructor: Elsa Cardenas-Hagan
|1:10 - 2:10||Competency-based Education: Design Matters--Think Like an Artist
This interactive session will lead participants through a mini design process as an approach to creating a coherent competency-based education system. Learn how the design process informed the New Hampshire Arts Model Competencies and how implementation of the arts competencies is shaping education in the state today. Pitfalls and judgment calls from New Hampshire’s own twenty year journey in competency-based education will be shared. Topics addressed will include: identifying the main components of a competency-based system; the relationship between CBE and performance assessment; how to talk about changing well-established educational traditions; being a champion for CBE; when to let go and trust the system.
Instructor: Marcia McCaffrey
|2:20 - 3:20||Best Practices in Assessing and Teaching Fluency
Fluency is a key reading skill but is often misunderstood. Fluent reading is NOT fast reading! This session defines the skill of fluency and clarifies the link between fluency and comprehension. The role of fluency assessments and effective fluency instruction will also be discussed.
Instructor: Jan Hasbrouck
|3:30 - 4:30||Foundational Paragraph Skills
In order to succeed in coursework as well as on various assessments, students must have an understanding of basic and expanded paragraphs. Participants in this session will learn a structured, sequential approach to teaching the basic and expanded paragraph, including idea generation, categorization, and writing topic, supporting, and concluding sentences as well as transitions.
Instructor: William Van Cleave
|Wednesday, June 19th|
|10:50 - 11:50||Why is Declan a Struggling Reader? A Case for Change
Meet Declan. He is a sweet little boy in grade 1 who comes from a family of readers. His mother is a school psychologist AND a LETRS trainer! She teaches him nightly using best practices based in the science of reading. But, Declan spends his days in school...why does his mother need to teach him in the evenings? Join me in reviewing a case for change in how we teach reading in our schools.
Instructor: Wendy Farone
|1:10 - 2:10||How to Design, Implement, and Assess Meaningful Classroom Work
Learning Architects design experiences that are authentic, relevant, and engaging to students. Join Lissa to learn how to design teaching and learning focused on solving complex problems while addressing competencies such as critical thinking, effective communication, and collaboration. This work takes Rigor/Relevance to the next level and makes the quest for Quad DTM learning both intentional and achievable. As a Learning Architect, you will explore a blueprint for renovating student learning experiences while modernizing instructional practices that engage students in meaningful work. Based on ICLE's publication, Architects of Deeper Learning (#AODL), this session will provide you with practical ideas for bringing the joy back to teaching and learning. You will leave with a toolbox filled with resources and strategies appropriate for any grade level or content area. Let's design future ready learning today!
Instructor: Lissa Pijanowski
|2:20 - 3:20||Continuing to R.I.S.E. Up: Challenges and Opportunities in Adolescent Literacy
This session will explore the science of reading as it relates to adolescents. First, participants will consider why we are committed to this work and the challenge of supporting all students as they strive to reach personal, academic, and career goals. Second, we will explore how intensive instruction supports attainment of critical knowledge and skills and how intensive instruction can be delivered in supplemental and core classes. Third, a framework that supports instruction for Higher Order Thinking Skills and foundational literacy skills will be shared. The framework supports intensive instruction for literacy skills and the opportunity to generalize reading skills to core class material. Next, examples will be shared of what evidence-based practices support the development of adolescent reading skills and core class instruction in Higher Order Thinking Skills. Finally, a research based professional development and instructional coaching model that supports teachers and is driven by what teachers see as critical to getting evidence-based practices implemented with effectiveness will be described.
Instructor: Michael Hock
|3:30 - 4:30||Raising Kids Who Read
Every teacher wants their students to be leisure readers, and in fact most parents want the same thing. Nevertheless, children’s attitudes toward reading peak in first grade and drops every year thereafter until high school. In this talk I'll describe psychological research into how people make choices that will offer suggestions for boosting the chances the kids will choose to read—suggestions that teachers can communicate to parents. I will also examine how those same principles might play out in the classroom.
Instructor: Daniel Willingham
|Thursday, June 20th|
|12:00 - 1:00||Classroom Lessons to Last a Lifetime: Teaching Effective Thinking Throughout Our Curriculum
The most important question we as educators can ask ourselves is "The Twenty-Year Question": Twenty years from today, what positive elements will my students still hold with them that will enhance their lives? We know it will not be the quadratic formula, diagramming a compound sentence, or the year the Magna Carta was written. So, what elements should be part of our classes and throughout our curriculum to foster intellectual growth among our students? Here in this presentation, we will suggest some practices of thinking and living that can be incorporated in all of our classes and throughout our curriculum that have the promise to allow our students to become better versions of themselves.
Instructor: Ed Burger
|1:10 - 2:10||Grading the Graders: Privacy GPA
Look past FERPA to see how Arkansas protects student data and what you can do to raise the score.
Instructor: Jennifer Davis
|2:20 - 3:20||Informing Practice Through Research: Ten Lessons
Come explore ten lessons I learned through my transition from a thirteen year elementary mathematics classroom teacher to working for a research organization. We'll cover topics spanning a variety of mathematics content areas from Pre-K through 5th Grade. We’ll also explore research based pedagogical ideas and instructional implications.
Instructor: Zach Champagne
|3:30 - 4:30||Having a Growth Mindset
Students and educators alike need to feel like they belong in school, and the culture of belonging starts with belief. Believing that all students, teachers, and leaders can learn and grow should be a foundational value for all schools. But it has to be a value that comes off the dusty page of a mission statement to be seen, heard and felt. Schools that intentionally create a culture that values hard work, learning from mistakes and developing learning strategies from 3-year-olds to 30-year teachers are filled with adults that take the necessary time to know and care for each of their students and each other. Growth mindset builds upon this belief by targeting feedback, planning, and assessment of learning that understands we can all grow regardless of past failures. In this keynote learn, reaffirm or discover the values, systems, and words that lead to cultures of belief and learning through holding a collective growth mindset.
Instructor: Anthony Colannino