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Changes to Spring Academic Calendar Fordham is modifying its academic calendar in anticipation of a national resurgence of the COVID-19 pandemic this winter. Full Details

PDRC Webinars

Talk Tools: Speech to Print in the COVID-19 Classroom

Three-Part Professional Development Series

Presenter: Monica Covington-Cradle, M.S., SLP, TSHH, Cooke Institute, Literacy Coach

Participants in this highly interactive early childhood professional development series will engage in developmental techniques and strategies that help young children develop their language, literacy, and social-emotional skills to become successful learners in a classroom, or in a virtual learning environment.

Note: You are encouraged to attend all three sessions, but attendance to individual sessions will be accepted.

Learning Objectives

Participants will:

  • Review and study the process of language acquisition in children, including distinctions between typical/atypical development, and the components of oral language.
  • Learn to support and facilitate the development of effective oral language skills for diverse learners in the PreK-2 classroom and/or virtual learning environment.
  • Explore, navigate, and practice “in the moment” tools to enhance oral language development in the classroom setting. Teachers will learn to apply these strategies, tools and materials into a hybrid learning model (in-person or remote) the next day.

Target Audience: Pre-K - 2 General Educators, Special Educators, Paraprofessionals, Teaching Assistants

Part 1: The Root of Literacy: Oral Language Development

October 15, 2020
3:30 - 4:30 p.m.
This workshop will begin with a broad overview of oral language development in the PreK-2nd grade student and its critical role in the classroom. Then, we will explore how language typically develops, ways to intentionally support the diverse language needs of young children, and ways to facilitate language development. Online resources will be included throughout the session.

1-hour CTLE Credit for in-class participation

Part 2: The Road to Results: Effective Literacy and Language Tools for the Blended Learning Classroom
October 29, 2020
3:30 - 4:30 p.m.
This workshop will incorporate interactive story tools (i.e. green screen for Zoom) and collaborative digital tools (i.e. Padlet) into literacy instruction to foster language and literacy development and increase engagement.

1-hour CTLE Credit for in-class participation

Part 3: The Sweet Spot: Engaged, Elated, and Empowered 
November 19, 2020
3:30 - 4:30 p.m.
This workshop will offer participants a structure to support children’s social-emotional development that embeds language and literacy throughout the day.  Activities such as using prompts, visuals, and games will be modeled and applied.

1-hour CTLE Credit for in-class participation

The Power of Storytelling: Podcasting and Music-Making to Support SEL

In partnership with the Jewish Educational Project

Presenter: Jess Kertz, Education Specialist at SoundTrap

Whether you are an Elementary teacher or teach Humanities, Math, Science, Languages, Art, or Religious Studies, storytelling through Podcasts and Music-Making are powerful tools to immerse students in meaningful content while fulfilling state standards and opening avenues for creative expression. Join other educators as we explore how to bring podcast production into your classroom to support:

  • Student exploration of academic content and/or social-emotional learning (SEL)
  • Integration of literacy skills – listening, speaking, and writing - into projects or PBL units of study.
  • Differentiation based on student affinities
  • Collaboration, regardless of teaching scenario (in-person, hybrid, or online)

This professional development offers teachers and administrators a big picture perspective on what podcast production entails and how it will benefit children's wellbeing and learning.  It includes an introductory session, with two grade-specific sessions. There is a separate registration for each session.

Session 1: Introduction

October 26, 2020
4 - 5 p.m.
This session offers participants an overview of storytelling and podcasting. Guiding questions:

  • How do I empower students to utilize their voices to develop their social-emotional wellbeing?
  • How does creativity enable success?
  • Why Storytelling? Why Music-Making?

Audience: K-12 teachers and administrators

1-hour CTLE Credit for in-class participation

Session 2

This interactive session allows participants to acquire technical podcasting skills to create student-centered projects. Guiding questions:

  • What technical skills and tools do I need to build podcasting and music-making into my curriculum?
  • How do I use Project Based-Learning (PBL) to engage my students and deepen their learning?

Part A
November 16, 2020
4 - 5:30 p.m.
Audience: Middle and High School educators

Part B
November 30, 2020
4 - 5:30 p.m.
Audience: Elementary School educators

1.5-hour CTLE Credit for in-class participation

Session 3

In this last session, participants will have the time to experiment with the tools covered and discuss a successful implementation with their students. The objective of this session is to build participant confidence, with time for experimentation and questions. Guiding questions:

  • How do I build the students' confidence to share their podcasts or music with an audience?
  • How do I integrate a podcast or music-making project into interdisciplinary planning with my colleagues?
  • How do I evaluate the effectiveness of these projects?

Part A
December 7, 2020
4 - 5 p.m.
Audience: Middle and High School educators

Part B
December 14, 2020
4 - 5 p.m.
Audience: Elementary School educators

1-hour CTLE Credit for in-class participation

April 2020

From Colleague to Colleague: Effective Strategies to Engage the School Community in Distance Learning

Thursday, April 2, 2020

Presenters: Aquila Leon-Soon, CEO of ATS+Partners; Derek Riley, managing director of Policy Studies; and Brian Eyer, Senior Improvement Specialist of policy Studies.

A Faith–based school principal will share how she transformed a well-rounded but traditional school into a vibrant and dynamic environment through the implementation of distance learning. The interview is the centerpiece of a facilitated professional forum that will be open to all participants.

Target Audience: School Leaders and Teachers

The Cultivation of Wellbeing in a Time of Crisis

April 6, 2020

Presenter: Dr. Amelio D’Onofrio, Clinical Psychologist, former Professor, Fordham University

In this session open to all members of the school community, Dr. D’Onofrio a renowned mental health expert who offers practical ideas on how to support the mental health and the well-being of children and adults while in isolation at home and quarantine.

Target Audience: School Leaders, Teachers, Community

Empowering Diverse Learners: Research-based Strategies for Success

April 20, 2020
12 – 1 p.m.

Presenter: Rebecca Blouwolff, 2020 ACTFL National Language Teacher of the Year

In this webinar, participants will explore effective strategies to engage and motivate all kinds of diverse learners while developing their language performance. They will also use these strategies to create activities distance learning activities that incorporate Google Classroom, Google Docs, FlipGrid, and Padlet.

Target Audience: Teachers

Register for Empowering Diverse Learners

Maintaining Community in the Face of “Social Distancing”

April 21, 2020
2 - 4 p.m.

Presenter: Joanne Picone-Zocchia, LCI Learner-centered initiatives

This session supports quality leadership while focusing on the context of maintaining a community in the face of “social distancing.” School leaders explore the attributes and manifestations of community, using the SOAR Framework for Leadership Development and using it to explicitly identify and connect the leadership practices and constructs most necessary to address the challenges they have identified.

Target Audience: School Leaders

Creating Multi-literacy Tasks to Support Students’ Emotional and Academic Learning (Pre-K to Grade 5)

April 22, 2020
12:30 - 1:30 p.m.

Presenter: Roser Salavert, Director of the NYS/NYC PDRC

The purpose of this session is to guide teachers in the analysis and use of Lifelong Practices (NYS NG Learning Standards) to create developmentally appropriate and engaging tasks that support literacy across content areas. The session includes activities for the home.

Target Audience: Teachers

Social and Academic Engagement in a Time of Uncertainty Part 1: Literacy and Social Engagement through Digital Learning

April 23, 2020
2 - 4 p.m.

Presenter: Liz Locatelli, LCI, Learner-centered initiatives

Social engagement is critical to learning and needs to be a part of the learning experience, especially at this time of uncertainty. In addition to social interaction, students now need to self-regulate and to take responsibility for their own learning more than they have in the past. To meet these two critical needs, we will refer to the NYS Social Emotional Learning Benchmarks and the Elements of Close Reading in preparing lessons that culminate in a meaningful response to the current situation. This first session will focus on how we can use the technology available to engage students in meaningful, rigorous learning that integrates Social and Emotional Learning with Advanced Literacy Experiences.

Following this session, participants will collect resources (texts, videos, and narrative as well as non-fiction texts) that demonstrate how people from diverse places and times have dealt with challenging experiences. These resources will be shared in Google Docs for use during session 2.

Target Audience: Middle and High School teachers

Writing is Thinking 101 for K-3, Session 1

April 24, 2020
2 - 4 p.m.

Presenter: Michelle Brochu, Strategic Inquiry, Ltd.

This introductory session supports K-3 teachers to develop students’ foundational writing skills. It includes helping teachers prioritize essential content and skills and design sentence-level activities that reinforce and assess key content while developing writing, oral language, reading comprehension, and thinking all at once.

Target Audience: Teachers

Going Virtual with the Interpretive Mode: Bringing Film to the Fore

April 27, 2020
12 - 1 p.m.

Presenter: Rebecca Blouwolff, 2020 ACTFL National Language Teacher of the Year

Panelists:
Mr. Wei Guo (Chinese), Riverdale Country School
Ms. Tounkara (French), FACE Foundation 
Ms.Lilikaki (Greek),  Holy Trinity Cathedral School 

This webinar aims at showing teachers how to transform all the time that students spend on screens into meaningful interpretive work in the target language! In this process, participants will review ACTFL’s best practices in the interpretive mode to create activities that encourage students to use textual proof to decide and make cultural comparisons.

Target Audience: Teachers

Helping Primary School Students Feel Safe and Secure

April 28, 2020
2 - 4 p.m.

Presenter: Liz Locatelli, LCI, Learner-centered initiatives

We all have some sense of how isolation and dislocation are affecting us, despite the fact that our feelings haven’t quite crystallized yet. Imagine now how are they affecting younger students!

Now more than ever, students need contact with their teachers; they need to see their faces and hear their voices even in small doses in order to internalize the connection. In this webinar, participants will also explore ways for students to share their feelings, reflections, and products with their classmates.

Target Audience: Teachers and School Leaders

Writing is Thinking (WIT) for Science

April 29, 2020
2 - 4 p.m.

Presenter: Michelle Brochu, Strategic Inquiry, Ltd.

This webinar is designed for teachers in grades 1-12. It provides an introduction to WIT strategies and aims to develop teachers' expertise using writing strategies so as to help students meet the demands of the Next Generation Science Standards. These Science writing activities are designed to be particularly effective when delivered remotely.

Target Audience: Teachers

Social and Academic Engagement in a Time of Uncertainty Part 2: Close Reading Online

April 30, 2020
2 - 4 p.m.

Presenter: Liz Locatelli, LCI, Learner-centered initiatives

Traditional best practices are also effective on-line. Now, more than ever, as students and teachers are feeling anxious about unclear expectations, teachers need to reassure them with very feasible and focused tasks, explicit directions, and specific criteria for success.

During this session we will use the model Warm-up, Learn, Do, Wrap-up and the Elements of Close Reading to guide students through a process that enables them to look deeply into complex, grade-level text for insights into the dispositions and behaviors that promote hope in a time of crisis. Strategies involved in the Close Reading Experience include: using a “Juicy Sentence” to introduce the text, getting the gist, annotating text and answering text-based questions that focus students on the parts of the text most relevant to the purpose for the reading.

Following the session, participants will have the opportunity to get actionable feedback on their lesson plans from the facilitator. Revised plans will be shared in Google Docs with all participants for future consideration. In session 3, participants who have implemented their lessons will join breakout groups to share challenges faced and insights gained.

Target Audience: Middle and High School Teachers

May 2020

Going Virtual: Being Creative in the Language Classroom

May 4, 2020
12 – 1 p.m.

Presenter: Rebecca Blouwolff, 2020 ACTFL National Teacher of the Year

Panelists:
Chasida Zilbiger, Heschel School (Hebrew)
Victoria Gilbert, Saint Davis School (Spanish)
Jamiylah Jones, The Well Spring School (Arabic)
Rosemary DeMaio, Preston High School (Italian)

Let’s get creative with the interpersonal mode as we engage our students in distance learning. With the contributions of our multilingual panelists, we will share how we approach and teach this most important mode of communication, and dive into some real-world tasks so that students can share how they’re experiencing the current situation, and take a break from screens while using their heritage or target language skills.

Target Audience: Language Teachers and School Leaders

Deepening Proficiency in Creating Rigorous Writing Tasks for Secondary Students

May 5, 2020
2 – 3 p.m.

Presenter: Dr. Elizabeth Locatelli, LCI

The quality of work students produce is often determined by the quality of instructions and guidelines presented by their teachers. In this Webinar, teachers will review Next Generation Learning Standards for Writing as well as student samples to establish consistent criteria for quality products and performances in any modality (essay, PowerPoint, video, TedTalk, etc). They will explore ways to articulate the directions so that expectations are explicit and clear; they will also see how anchors can be used to help students to understand how quality work looks.

Target Audience: Secondary Teachers, particularly English, Humanities, ESL and Global

Let’s Design Online

May 11, 2020
9 – 11 a.m.

Presenter: Dr. Jennifer Eddy, World Languages for Performance, LLC

In this webinar, participants will gain practice with performance task exemplars in the three modes of communication: Interpretive, Interpersonal, and Presentational. Guided by the presenter, they will identify the performance target, design tasks in the modes, and develop specific “Can Do” statements. See Integrated Performance Assessment (IPA) exemplars by topic and level with Can-Do statements and culturally authentic materials.

Target Audience: Middle and High School Language Teachers

Engaging Secondary School Students in Mathematics in a Virtual Environment

May 13, 2020
12 – 1 p.m.

Presenter: Dr. Joseph Ferrantelli, Fordham University

According to a 2017 Educause survey, only 9 percent of academics prefer to teach “in a completely online environment.” Then 91 percent of us don’t. And then came COVID 19 which made online teachers of us all. This session will explore the resources, tools, strategies, and techniques that are being used by secondary school teachers to engage their students in a virtual environment.

Target Audience: Mathematics and Technology Secondary School Teachers, and School Leaders

Writing is Thinking – Session II

May 14, 2020
2 – 4 p.m.

Presenter: Michelle Brochu, WITSI

This webinar builds upon the foundational writing WIT strategies introduced in Session 1 (April 24, 2020). Participants will add to their WIT toolbox, strategies that will enrich children’s foundational writing while continuing to develop oral language, reading comprehension, and thinking all at once.

Target Audience: K-3 Teachers

Children and Art

May 18, 2020
2 – 4 p.m.

Presenter: Dr. Jennifer Eddy, World Languages for Performance, LLC

Let’s use music and visual art as authentic material for designing Integrated Performance Assessments (IPAs) for the world language class. Can one song or work of art be used for different levels? Yes! Bring a favorite song, photograph, or painting, and we will design tasks that connect learners personally with the arts to develop proficiency, critical thinking skills, and intercultural competence.

Target Audience: Elementary School Language Teachers

Deepening Teachers’ Proficiency in Teaching Secondary Students to Analyze Literature

May 19, 2020
2 – 3 p.m.

Presenter: Dr. Elizabeth Locatelli, LCI

In order to analyze literature, students need to recognize the various literary elements in a piece and to explain the impact of specific examples on the work as a whole. In this Webinar, teachers will work with the text to explore the various elements and to review different strategies that help students to gather, analyze, and write about each one.

This webinar will continue asynchronously via an online Professional Learning Community facilitated by Dr. Locatelli.

Target Audience: Secondary English and Global/Social Studies and Humanities Teachers

Engaging Elementary School Students in Mathematics in a Virtual Environment

May 20, 2020
12 – 1 p.m.

Presenter: Dr. Joseph Ferrantelli, Fordham University

According to a 2017 Educause survey, only 9 percent of academics prefer to teach “in a completely online environment.” Then 91 percent of us don’t. And then came COVID 19 which made online teachers of us all. This session will explore the resources, tools, strategies, and techniques that are being used by elementary school teachers to engage their students in a virtual environment.

Target Audience: Elementary Teachers, and School Leaders

The Art of Game Design and Narrative for Learning

May 26, 2020
3:30 - 4:30 p.m.

Presenter: Chris Vicari, Adjunct Instructor, Fordham University

Utilizing games and multimedia to create meaningful classroom experiences has shown to facilitate learning and enhance student motivation. Additionally, collaborative play emphasizes the importance of applicable skill sets in contexts outside the classroom. This workshop series offers steps on creating simple and engaging game-like educational activities that connect with an interactive narrative that helps students apply their knowledge of a chosen subject.

Target Audience: K-12 teachers

Math Strategies in a Virtual Environment

May 27, 2020
3:30 – 4:30 p.m.

Presenter: Dr. Joseph Ferrantelli, Fordham University

According to a 2017 Educause survey, only 9 percent of academics prefer to teach “in a completely online environment.” Then 91 percent of us don’t. And then came COVID 19 which made online teachers of us all. This session will explore the resources, tools, strategies, and techniques that are being used by math teachers to engage their students in a virtual environment.

Target Audience: Math Teachers

Writing is Thinking (WIT) for Science Session II

May 28, 2020
2 – 4 p.m.

Presenter: Michelle Brochu, Strategic Inquiry, Ltd.

WIT for Science focuses specifically on those WIT strategies that support the clear expression of scientific thinking and science concepts in alignment with the complexity of the Next Generation Learning Standards demand. In this, our second session, we will build on what we learned in session 1 and explore Sentence Types and Because/But/So. Participants will have the opportunity to develop tasks with the support of facilitators in smaller breakout rooms. For science educators, this was made especially for you!

Target Audience: Teachers

June 2020

The Art of Game Design and Narrative for Learning

June 3, 2020
3:30 - 4:30 p.m.

Presenter: Chris Vicari, Adjunct Instructor, Fordham University

Utilizing games and multimedia to create meaningful classroom experiences has shown to facilitate learning and enhance student motivation. Additionally, collaborative play emphasizes the importance of applicable skill sets in contexts outside the classroom. This workshop series offers steps on creating simple and engaging game-like educational activities that connect with an interactive narrative that helps students apply their knowledge of a chosen subject.

Target Audience: K-12 teachers

Leading with Empathy and Presence While Caring for Our Deepest Selves

June 5, 2020
3 - 4 p.m.

Presenter: Dr. Amelio D’Onofrio, Clinical Psychologist, former Professor, Fordham University

The COVID-19 has tested leaders to lead in ways that were previously unimaginable, supporting teachers and caring for the learning and wellbeing of students, all from a distance. In times of crisis, compassion and empathy can also bring with its emotional fatigue and a sense of depletion. This webinar will identify some of the common experiences leaders have had, explore how emotional reactions may continue to evolve over time, and consider what to do to better care for ourselves. The conversation will also provide an opportunity for cultivating a deeper connection with those parts of ourselves that comfort, sustain, and inspire us and that, ultimately, are the source of our courage in leading others resolutely and with tenderness.

Target Audience: School Leaders District and Organization Administrators

Going Virtual: Expand Students' World View through Intercultural Communication

June 8, 2020
2:30 - 3:30 p.m.

Presenter: Rebecca Blouwolff, 2020 ACTFL National Teacher of the Year with Chasida Zilbiger, Heschel School, Victoria Gilbert, Saint Davis School, Jamiylah Jones, The Well Spring School, Rosemary DeMaio, Preston High School, Wei Guo, Riverdale Country School, Panagiota Lilikakis, The Cathedral School, and Agnès Tounkara, FACE Foundation

Join this interactive webinar workshop to deepen your understanding of Intercultural Communicative Competence (ICC). After a presentation on investigating the 3 Ps (products, practices, and perspectives) and interacting through language and behavior, dive into a facilitated small-group discussion of this important topic for 21st Century learning.

Target Audience: Language Teachers and School Leaders

Supervision & Support: A Leadership Conversation in the COVID-19 Era

June 16, 2020
2 - 3 p.m.

Presenter: Kim Marshall, author of the Marshall Rubrics and Leadership Consultant
Dr. Jennifer L. Amos, Chief Academic Officer, United Nations International School

Traditional teacher evaluation has often been a challenge for administrators, requiring a substantial amount of time for pre-observation conferences, full lesson observations, lengthy written reports, and post-conferences. Then COVID-19 hit and teacher evaluation became much more challenging. Shifting to a coaching model of supporting teachers, rather than an evaluative model, may help to provide more meaningful feedback and lead to a more substantive improvement in instruction.

Audience: School, District, and Organizational Leaders

Best Practices for Working Remotely with Students Receiving Special Education

June 17, 2020
12 - 1 p.m.

Presenter: Vincenza Ferrantelli, Instructor, Hunter College Special Education

The purpose of this webinar is to provide special education teachers with guidance on how to deliver purposeful and meaningful instruction online. The webinar will include four sections: a) Know your students; b) create a positive classroom culture during remote learning, c) deliver instruction that is clear, specific and uses differentiated scaffolds, and 4) reflect on your teaching. Each section will be illustrated with best practices and examples.

Target Audience: Special Education Teachers

"We finished with a new paradigm, now where do we go from here?"

June 18, 2020
2 - 3 p.m

Presenter: Dr. Adele Ellis, Principal, Holy Trinity School

School quickly moved from in classroom to remote learning for the last three months of instruction for this school year. Through trial and error, we found creative ways to use online tools to sustain a learning environment outside the school building. In preparation for the 20-21 school year and the possibility of beginning remotely or a combination of remote and onsite, this webinar will provide an opportunity to share some of the best practices that can drive a more confident learning environment.

Audience: School, District, and Organizational Leaders

Mission & Vision: Refocusing your Leadership of the School Community in the Here & Now

June 23, 2020
11:30 a.m. - 12:30 p.m

Presenter: Michael Pizzingrillo, Senior Project Associate, Center for Educational Partnerships, Fordham University

Participating in this leadership-focused webinar will allow you to take a necessary 'pause' at the end of the school year to refocus your leadership on the two essential components of all religious and independent schools, its mission, and its vision. The presenter will guide you through a reflective examination of both and provides guidance in next steps to "re-vision" your school in the current paradigm.

Audience: School, District, and Organizational Leaders

July 2020

Call to Adventure: Generating Gamified Learning Experiences Through Roleplay, Design, and Literacy

Cohort 1

  • Session 1: July 21, 2020 – Time 2 p.m. to 3:30 p.m.
  • Session 2: July 23, 2020 – Time 2 p.m. to 3:30 p.m.
  • Session 3: August 4, 2020 – Time 2 p.m. to 3:30 p.m.
  • Session 4: August 6, 2020 – Time 2 p.m. to 3:30 p.m.

Presenters: Chris Vicari, Adjunct Instructor, Fordham University with the collaboration of Writing is Thinking (WITSI)Consultants.

During this 4-session hands-on webinar (6 hours total), participants will create powerful learning experiences that incorporate game mechanics, literacy, and roleplay. In this context, game-based experiences build students’ confidence, agency (autonomy), and relatedness (empathy), which have a positive impact on their learning. At the end of the webinar, educators will have completed a game-based performance task ready to be implemented with their students.

Learning Outcomes

By participating and completing this course, educators will:

  • Discuss how games are beneficial for student learning and engagement
  • Deconstruct games into usable components for educational performance tasks
  • Learn how to design flexible game-like learning experiences that probe student content knowledge with little preparation time.
  • Reframe game mechanics to better connect with course content
  • Understand how to evaluate the effectiveness of game-based performance tasks
  • Complete a task that is ready to be implemented in the desired learning environment

Audience: Teachers, School Administrators, Paraprofessionals

CTLE Credits Hours: 6 hours (in-class participation) plus 2 hours (project completion)

Creating Adaptive Materials for Students with Diverse Learning Styles

Cohort 1

Session 1: July 21, 2020 – Time 11 a.m. to 12:30 p.m.
Session 2: July 23, 2020 – Time 11 a.m. to 12:30 p.m.

Presenters:

Kristen Goldmansour, Executive Director of Professional Development of Inclusive Practices at G&R Inclusive Group
Ellen Rice, Director of Instructional Coaching for Inclusive Practices at G&R Inclusive Group
Tina Ponce, Instructional Coach at G&R Inclusive Group

Session # 1:
A Child Study Protocol for Identifying and Addressing Instructional Barriers in General Education Content

During this webinar, participants will follow a child study protocol that supports teachers in identifying and discussing instructional barriers embedded in the daily general education curriculum. These instructional barriers are a common problem that makes it hard for some students to access the content. During this webinar participants will learn how to perform a task analysis of a classroom activity or lesson. They will use the task analysis to identify barriers and develop a specific learning goal for their selected focus student. Participants will use those short-term goals to create simple adapted materials to support their focus on the student.

Learning Objectives

By participating and completing session 1 of this mini-course, educators will learn:

  • How to implement the task analysis process to identify common instructional barriers in everyday lessons
  • How to use the G&R Adaptive Materials Child Study Protocol to support on-going problem-solving and conversation with colleagues
  • How to develop an adaptive material based on an individual student goal
  • How to create three simple adaptive materials: self-regulation tool, focus/attention support, and expressive language support.

Asynchronous homework and support between sessions: Participants will create one adaptive material prior to the second session. The material will include the student goal. Participants will be provided with virtual support from group leaders as needed. Materials will be shared with the group at the start of the second session.

Session # 2:
Choice Boards to Support All Learners

G&R’s live webinar will walk teachers and staff through creating choice boards to support all students, either in your classroom or through distance learning. Sample choice boards across grades and content will be provided. Participants will learn the systems and routines needed to create choice boards and explore the ways in which choice boards provide opportunities for differentiated instruction and support for individual student needs and strengths.

Learning Objectives

By participating and completing session 1 of this mini-course, educators will learn:

  • How to create choice boards that can incorporate a whole class unit or lesson while addressing at least one identified instructional barrier from the lesson design
  • The ways in which choice boards allow for differentiated work
  • How choice boards support increased access for all students, as well as individual students by embedding the use of one adaptive material

Audience: General Education Teachers, Special Education Teachers, School Administrators, Assistant Teachers, Related Service Providers/Out-of-Classroom Staff, Paraprofessionals

CTLE Credits Hours: 3 hours (in-class participation) plus 2 hours (project completion)

Creating Effective Science Lessons/Activities by Engaging Students Using High Quality Multimedia Interactive Content

Session 1: July 28, 2020 – Time 2 p.m. to 3:30 p.m.
Session 2: Jul 30, 2020 – Time 2 p.m. to 3:30 p.m.

Presenter
Jaclyn Sarnese, Professional Development Coordinator at Science Bits - International Science Teaching Foundation

In this 2-part webinar, participants will experience the 5E Instructional model – Engage, Explore, Explain, Elaborate, and Evaluate to teach Science. Teachers will apply their new knowledge to create learning experiences to get students engaged as they become the drivers of their own learning, both in-person and distance learning environments.

Educators participating in this 2-part webinar will receive free instructional resources from the consultant.

Learning Objectives

  • Experience and buy-in to the rationale for creating relevance using constructivist theories of learning, learning science, and the 5E instructional model.
  • Gain exposure to curricular tool to assist with NGSS classroom instruction, both in-person and distance learning.
  • Plan units with flexibility in mind: adaptable to uncertain, potential hybrid learning environments
  • Apply new knowledge of the 5E model and curricular tool to create effective learning experiences.

Session # 1:
Introduction to the 5E Instructional Model

Learning Session: Teachers will be introduced to a research-based instructional methodology to promote genuine learning in all classroom environments. The 5E instructional model is an easy-to-follow unit planning tool to get students engaged as they become the drivers of their own learning. As a bonus, all participating teachers will be given a one-year subscription to SmartNGSS, a digital science curriculum that provides 5E units adaptable to any future learning environment.

Session Objectives

  • Experience and buy-in to the rationale for creating relevance using constructivist theories of learning, learning science, and the 5E instructional model.
  • Gain exposure to curricular tool to assist with NGSS classroom instruction, both in-person and distance learning.

Session Activities

  • Thought Experiments (ie psychological phenomena about learning)
  • Reflective, interactive activities to discover the stages of the 5E Model
  • Guided Demonstration of a SmartNGSS 5E Unit
  • Apply new knowledge of the 5E model to identify stages in SmartNGSS unit

Homework

  • Analyze an artifact (existing lesson plan or unit plan) for the fall that might be revisited if school were to re-open normally this fall.
  • Analyze artifact for 5E/constructivist quality (accompanying prompts)

Session # 2:
Translating the 5E Model to Hybrid Learning Environments

Working Session: Teachers should come prepared with an artifact that they collected and analyzed for homework after Session 1. Facilitator will guide teachers to analyze a unit (either their personal artifact or one of SmartNGSS’s many 5E units) for feasibility in various possible learning environments. Teachers will participate in collaborative discourse to adapt lessons by elevating existing strengths and resources. Teachers will leave with an additional model to adapt more of their science lessons for diverse learning environments.

Session Objectives

  • Plan units with flexibility in mind: adaptable to uncertain, potential hybrid learning environments.
  • Apply new knowledge of the 5E model and curricular tools to create effective learning experiences.

Session Activities

  • Facilitated group question-storming session.
  • Model lessons for distance learning in every E stage.
  • Tips and tricks for edtech tools to assist with distance learning.
  • Small group co-lesson design to adapt units for Hybrid environments and that align with the 5E instructional methodology.

Homework

  • Finish amending the unit and personalizing it for their unique students.

Audience: Science Teachers 4-8, School Administrators, Paraprofessionals

CTLE Credits Hours: 3 hours (in-class participation) plus 2 hours (project completion)

Exploring Culturally Relevant and Responsive Teaching Through the Culturally Relevant Read Aloud

Session 1: July 28, 2020 – Time 11 a.m. to 12:30 p.m.
Session 2: Jul 30, 2020 – Time 11 a.m. to 12:30 p.m.

Presenters
Dr. Sabrina Hope King and Ms. Tanya Friedman, ATAPE Group, LLC

This 2-session workshop will explore the purpose and possibilities of culturally relevant and responsive practice and our powerful Culturally Relevant Read Aloud Strategy. Participants will create a culturally relevant read aloud that they can implement at the beginning of the year.

  • What is culturally relevant and responsive teaching and learning?
  • How can Culturally Relevant Read Aloud and culturally relevant, rigorous questioning and discussion be used across the curriculum to support students' personal and literacy development?

Audience: Elementary level teachers

CTLE Credits Hours: 3 hours (in-class participation) plus 2 hours (project completion)

August 2020

Call to Adventure: Generating Gamified Learning Experiences Through Roleplay, Design, and Literacy

Cohort 2

  • Session 1: August 11, 2020 – Time 2 p.m. to 3:30 p.m.
  • Session 2: August 13, 2020 – Time 2 p.m. to 3:30 p.m.
  • Session 3: August 18, 2020 – Time 2 p.m. to 3:30 p.m.
  • Session 4: August 20, 2020 – Time 2 p.m. to 3:30 p.m.

Presenter: Chris Vicari, Adjunct Instructor, Fordham University with the collaboration of Writing is Thinking (WITSI)Consultants.

During this 4-session hands-on webinar (6 hours total), participants will create powerful learning experiences that incorporate game mechanics, literacy, and roleplay. In this context, game-based experiences build students’ confidence, agency (autonomy), and relatedness (empathy), which have a positive impact on their learning. At the end of the webinar, educators will have completed a game-based performance task ready to be implemented with their students.

Learning Outcomes

By participating and completing this course, educators will:

  • Discuss how games are beneficial for student learning and engagement
  • Deconstruct games into usable components for educational performance tasks
  • Learn how to design flexible game-like learning experiences that probe student content knowledge with little preparation time.
  • Reframe game mechanics to better connect with course content
  • Understand how to evaluate the effectiveness of game-based performance tasks
  • Complete a task that is ready to be implemented in the desired learning environment

Audience: Teachers, School Administrators, Paraprofessionals

CTLE Credits Hours: 6 hours (in-class participation) plus 2 hours (project completion)

Creating Adaptive Materials for Students with Diverse Learning Styles

Cohort 2

Session 1: August 18, 2020 – Time 11 a.m. to 12:30 p.m.
Session 2: August 20, 2020 – Time 11 a.m. to 12:30 p.m.

Presenters
Kristen Goldmansour, Executive Director of Professional Development of Inclusive Practices at G&R Inclusive Group
Ellen Rice, Director of Instructional Coaching for Inclusive Practices at G&R Inclusive Group
Tina Ponce, Instructional Coach at G&R Inclusive Group

Session # 1:
A Child Study Protocol for Identifying and Addressing Instructional Barriers in General Education Content

During this webinar, participants will follow a child study protocol that supports teachers in identifying and discussing instructional barriers embedded in the daily general education curriculum. These instructional barriers are a common problem that makes it hard for some students to access the content. During this webinar participants will learn how to perform a task analysis of a classroom activity or lesson. They will use the task analysis to identify barriers and develop a specific learning goal for their selected focus student. Participants will use those short-term goals to create simple adapted materials to support their focus on the student.

Learning Objectives

By participating and completing session 1 of this mini-course, educators will learn:

  • How to implement the task analysis process to identify common instructional barriers in everyday lessons
  • How to use the G&R Adaptive Materials Child Study Protocol to support on-going problem-solving and conversation with colleagues
  • How to develop an adaptive material based on an individual student goal
  • How to create three simple adaptive materials: self-regulation tool, focus/attention support, and expressive language support.

Asynchronous homework and support between sessions: Participants will create one adaptive material prior to the second session. The material will include the student goal. Participants will be provided with virtual support from group leaders as needed. Materials will be shared with the group at the start of the second session.

Session # 2:
Choice Boards to Support All Learners

G&R’s live webinar will walk teachers and staff through creating choice boards to support all students, either in your classroom or through distance learning. Sample choice boards across grades and content will be provided. Participants will learn the systems and routines needed to create choice boards and explore the ways in which choice boards provide opportunities for differentiated instruction and support for individual student needs and strengths.

Learning Objectives

By participating and completing session 1 of this mini-course, educators will learn:

  • How to create choice boards that can incorporate a whole class unit or lesson while addressing at least one identified instructional barrier from the lesson design
  • The ways in which choice boards allow for differentiated work
  • How choice boards support increased access for all students, as well as individual students by embedding the use of one adaptive material

Audience: General Education Teachers, Special Education Teachers, School Administrators, Assistant Teachers, Related Service Providers/Out-of-Classroom Staff, Paraprofessionals

CTLE Credits Hours: 3 hours (in-class participation) plus 2 hours (project completion)