Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
Question-centered approach to reading and writingJoe McVeigh
Joe McVeigh and Jenny Bixby describe a question-centered approach to teaching reading and writing for English language students. Download handout here: www.joemcveigh.org/resources
Join the St. George's Ethical Literacy team from Memphis, TN as they tell the story of their journey into ethical literacy. Through its student centered approach, St. George's seeks to empower students for positive change in the community. Attendees will come away with practical ideas, activities, and strategies for advancing their own ethical literacy goals and empowering their students to take the reins.
Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
Question-centered approach to reading and writingJoe McVeigh
Joe McVeigh and Jenny Bixby describe a question-centered approach to teaching reading and writing for English language students. Download handout here: www.joemcveigh.org/resources
Join the St. George's Ethical Literacy team from Memphis, TN as they tell the story of their journey into ethical literacy. Through its student centered approach, St. George's seeks to empower students for positive change in the community. Attendees will come away with practical ideas, activities, and strategies for advancing their own ethical literacy goals and empowering their students to take the reins.
Using data visualization to increase engagement in learningKim Ducharme
5 Lessons Learned About Data Visualization from Middle-schoolers
— Using data visualization to increase engagement in learning
Presented at the Data Visualization Summit in Boston, September 12, 2013.
Abstract: Middle schoolers, a notoriously tough crowd to engage, actually have a lot to say. In this talk, we share lessons learned while creating online educational environments that put struggling readers in charge of their learning. Data visualizations were central to our process, affecting everything from how we operated as a group, to our research approach, student insights, and our design strategy. We played at the intersection of learning analytics, a rich network of reading content, and interactive dashboard visualizations. Our aim was to instill in middle schoolers the belief that they can grow their intellect and expertise in reading, to engage them in taking control of their own goals and progress, and support them in having a deep experience with text.
Integrating social-emotional learning in prek and homesAmi Shah
Researchers increasingly point to social-emotional learning (SEL) skills as critical contributors to a child’s academic and life success. But teachers often struggle to integrate these concepts. Ami Shah, founder of Peekapak, shares learnings from research to help maximize student benefits from SEL activities and will share tangible ways to overcome barriers to teaching SEL for educators and parents.
2015 Oregon Library Association Conference, Eugene, OR: Join a conversation about cultivating creativity and imagination in children and youth by focusing instructional resources through a prism with polished edges reflecting first principles of instruction, the guided-inquiry method, and expectations embodied in today’s educational standards. Discover potential for "blind spots" in communication and collaboration.
Making the Transition to Classroom Success: Culturally Responsive Teaching f...Andrea DeCapua
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
Combining Literacy + Social Emotional Learning in Class & at HomeAmi Shah
Learn about ways to integrate social-emotional learning into your literacy and ELA instruction. These tools and strategies will excite, inspire and invigorate your students! We know that learning doesn’t stop in the classroom, so this presentation also share tips and tricks to help families reinforce the SEL skills their child learned in class. This will ensure the fun extends into every student’s home.
Mental Health & Learning Strategies for Twice Exceptional 2e ChildrenLeila Pirnia
Summary of what it means to be twice exceptional: being gifted and having a learning disability or processing weakness, including autism spectrum disorder, ADHD, sensory processing disorder, dyslexia and many others. This presentation discusses 2e children, how they may present in the classroom, how their giftedness or disabilities may be masked by compensating techniques and how best to serve them from a teacher's perspective and a mental health or therapist's perspective.
Literacy Based Intervention: From Theory to PracticeBilinguistics
Identify research regarding literacy-based intervention, design literacy-based intervention to address a variety of goals, and create a literacy-based intervention kit
This presentation discusses the future of Colorado, including changes in population and how to meet the needs of all students in education. (there may be errors because it was a Keynote converted to PowerPoint)
Using data visualization to increase engagement in learningKim Ducharme
5 Lessons Learned About Data Visualization from Middle-schoolers
— Using data visualization to increase engagement in learning
Presented at the Data Visualization Summit in Boston, September 12, 2013.
Abstract: Middle schoolers, a notoriously tough crowd to engage, actually have a lot to say. In this talk, we share lessons learned while creating online educational environments that put struggling readers in charge of their learning. Data visualizations were central to our process, affecting everything from how we operated as a group, to our research approach, student insights, and our design strategy. We played at the intersection of learning analytics, a rich network of reading content, and interactive dashboard visualizations. Our aim was to instill in middle schoolers the belief that they can grow their intellect and expertise in reading, to engage them in taking control of their own goals and progress, and support them in having a deep experience with text.
Integrating social-emotional learning in prek and homesAmi Shah
Researchers increasingly point to social-emotional learning (SEL) skills as critical contributors to a child’s academic and life success. But teachers often struggle to integrate these concepts. Ami Shah, founder of Peekapak, shares learnings from research to help maximize student benefits from SEL activities and will share tangible ways to overcome barriers to teaching SEL for educators and parents.
2015 Oregon Library Association Conference, Eugene, OR: Join a conversation about cultivating creativity and imagination in children and youth by focusing instructional resources through a prism with polished edges reflecting first principles of instruction, the guided-inquiry method, and expectations embodied in today’s educational standards. Discover potential for "blind spots" in communication and collaboration.
Making the Transition to Classroom Success: Culturally Responsive Teaching f...Andrea DeCapua
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
Combining Literacy + Social Emotional Learning in Class & at HomeAmi Shah
Learn about ways to integrate social-emotional learning into your literacy and ELA instruction. These tools and strategies will excite, inspire and invigorate your students! We know that learning doesn’t stop in the classroom, so this presentation also share tips and tricks to help families reinforce the SEL skills their child learned in class. This will ensure the fun extends into every student’s home.
Mental Health & Learning Strategies for Twice Exceptional 2e ChildrenLeila Pirnia
Summary of what it means to be twice exceptional: being gifted and having a learning disability or processing weakness, including autism spectrum disorder, ADHD, sensory processing disorder, dyslexia and many others. This presentation discusses 2e children, how they may present in the classroom, how their giftedness or disabilities may be masked by compensating techniques and how best to serve them from a teacher's perspective and a mental health or therapist's perspective.
Literacy Based Intervention: From Theory to PracticeBilinguistics
Identify research regarding literacy-based intervention, design literacy-based intervention to address a variety of goals, and create a literacy-based intervention kit
This presentation discusses the future of Colorado, including changes in population and how to meet the needs of all students in education. (there may be errors because it was a Keynote converted to PowerPoint)
In this webinar, Kevin Schaefer, Assistant Director of Special Programs at WestEd's Center for Prevention and Early Intervention, addresses the following topics:
- What is Common Core and why was it adopted?
- How does it relate to Special Education?
- How does it affect my child's IEP?
- What kinds of accommodations can be written into the IEP in order to help my child succeed with Common Core?
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
6. our system is not living up to its promise * Colorado Department of Education, 2009
7. further evidence of not meeting our promise * Colorado Department of Higher Education, 2009
8. Evidence our system is not working * Colorado Department of Education, 2009 2009 Science CSAP Proficiency
9. evidence our system is not working * Colorado Department of Education, 2009 2009 Science CSAP Proficiency
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14. How people learn (branford et al., 2000) (branford et al., 2000) Community Learner Assessment Knowledge
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17. TEam building: write, round, robin 1 4 2 3 What’s your favorite food? I like... I like... I like... I like... 3’s stand up. Group 5, tell me what your partners said. 1 said.., 2 said.., and 4 said... Start with #1 and say what you thought. Writing