Session Descriptions
Sunday, July 1, 2012 (Day One)
3-Hour Morning or Afternoon Sessions
8:30–11:30 a.m.
Repeated 1:00–4:00 p.m.
1101 & 1401
Differentiating Math: What’s Really Important?
Nanci Smith, Education Consultant, Cave Creek, Ariz.
Why is it that math seems to be challenging for so many students? Nanci Smith, an international consultant on differentiation with a PhD in mathematics education, shares insight into math instruction that makes a difference for students. In this workshop, Smith addresses the influence of students’ learning ranges and preferences on instruction and how those differences can be addressed through math instruction that emphasizes conceptual understanding along with procedural fluency. Specifically, participants will use the differentiation framework to assess students for learning and design powerful instruction and engagement activities; explore different strategies for addressing student differences specifically for math; and discover what it means to teach math conceptually, rigorously, and aligned to standards, including the Common Core State Standards. Come participate in this day filled with hands-on activities designed for specific topics and grade levels in math. Come stretch your thinking! Participants will be able to apply the framework of differentiated instruction to mathematics. A focus of rigorous instruction addressing standards, and especially the Common Core State Standards for Mathematics, will be integrated. Participants will leave the session with specific, hands-on engagement strategies to use in mathematics classrooms.
Audience Level: Elementary
Audience: All
Session Level: All
1102 & 1402
Mapping to the Core: Integrating the Common Core State Standards into Your Local School Curriculum
Heidi Hayes Jacobs, ASCD Author and Education Consultant, Rye, N.Y.
Based on her field experience, Dr. Heidi Hayes Jacobs will share her four-phase model for integrating the Common Core State Standards into your local school. Specific areas of focus will include laying the foundation for unpacking and laying out the Common Core State Standards, launching the mapping process to embed the standards and corresponding curriculum and assessments, sustaining the review process through informing work with assessment data, and upgrading maps for 21st century learners. Participants will learn from case studies from their experience in mapping to the core, the power of standards as a launching point to strengthen alignment and vertical articulation. The goal will be for participants to lay out a professional plan to roll out successful implementation.
Participants will learn how to
- Develop a model curriculum that emphasizes coherence, focus, and rigor.
- Cross-walk the Common Core State Standards and revised standards to identify the nonnegotiable and targeted levels of instruction.
- Use the standards as a launching point to strengthen alignment and vertical articulation among all of the crucial map components.
- Transition from core maps to high-quality unit maps.
- Upgrade the curriculum to incorporate engaging 21st century instructional strategies, assessments, skills, and resources.
- Develop a working draft of a professional development plan to implement the process in their own school.
Audience Level: All
Audience: All
Session Level: All
1103 & 1403
Not Your Mother's Grade Book: Transitioning to Standards-Based Grading
Cathy Vatterott, University of Missouri, St. Louis, Mo.
Not quite ready for standards-based grading, but ready to move toward more authentic grading practices? This presentation will provide tools and examples of how to begin the transition to standards-based grading while operating within a traditional grading system. Learn how to create a grade book that more accurately reflects student learning and mastery of standards. See examples of how to organize the grade book by goals instead of assignments, document work without grading, and adapt computerized grade book programs. Learn how K–12 teachers handle the logistics of giving feedback, organizing retakes, and providing multiple versions of assessments.
Audience Level: All
Audience: All
Session Level: Experienced
1104 & 1404
Classroom Instruction That Works, 2nd Edition: Creating an Environment for Learning
Ceri Dean, Education Consultant, Denver, Colo.
ASCD's best-selling Classroom Instruction That Works, 2nd Edition, presents a new framework for instruction to provide teachers with guidance as they plan for units of instruction. The first part of the framework is Creating an Environment for Learning, which includes the strategies Setting Objectives, Providing Feedback, Reinforcing Effort, Providing Recognition, and Cooperative Learning. Learn what research indicates is best practice for how to use these strategies most effectively to create an atmosphere that provides your students with an environment for learning. Participants will learn how the last decade of research has affected Classroom Instruction That Works. A variety of hands-on experiences will give teachers an opportunity to not only learn, but also experience what it feels like to have clear learning objectives, receive corrective feedback, see the correlation between effort and achievement, and work in a cooperative learning environment.
Audience Level: All
Audience: School-Based Administrators/Teacher Leaders/Teachers
Session Level: Introductory/Experienced
1105 & 1405
Creating Next-Generation Learning Environments Through the Eight Essential Elements of Authentic Assessment
Joe DiMartino, Education Consultant, West Warwick, R.I.
This session will focus on the use of the eight key elements of authentic assessment in promoting student voice and choice in high school learning. Increasing students' capacity to effectively use their voice is a pre-eminent need in a democracy, but this skill is also very important in assisting students to be prepared for 21st century careers. Using student choice is crucial in gaining student engagement, without which no learning can take place. Authentic assessment can provide a vehicle that can effectively support both of these areas of student need. The methods textured in this session will include the development of student voice through the use of inquiry-based learning experiences that are tied to performance assessments and include exhibitions of mastery of competencies. The session will also include methods to involve student choice in their learning that is cultivated by the use of competency-based, anytime, anyplace, and any-pace learning opportunities.
Participants in this session will determine where their current classroom practices regarding authentic pedagogy rest against the eight essential elements of authentic assessment—vision, essential questioning, content focus, essential skills, performance standards, instructional best practice, performance-based assessment tasks, and moderation of scoring authentic assessments. From this frame, attendees will develop a plan to personalize their teaching through inquiry-based, performance-based practices.
Audience Level: All
Audience: Middle/Secondary
Session Level: All
1106 & 1406
Overcoming Resistance to Rigor
Robyn Jackson, ASCD Author and Education Consultant, Washington, D.C.
Do you want your students to think more critically and engage in highly rigorous learning, but they fight you every step of the way? Have your students begged you to "Just tell us what you want?" If so, learn how to overcome resistance to rigor. Learn the key reasons students resist rigorous learning, specific strategies for building students' capacity for rigorous thinking and learning, and strategies for fostering resistance and risk-taking in your students.
Audience Level: All
Audience: All
Session Level: All
1107 & 1407
Developing K–12 Longitudinal Rubrics to Measure 21st Century Skills
Allison Zmuda, Education Consultant, Virginia Beach, Va.
How do you meaningfully incorporate 21st century skills into the design of K–12 curriculum, assessment, and instruction? Collectively define the terms. Develop what it looks like from novice to exemplary. Use it to revise existing summative performance tasks, inspire the development of new tasks, and develop rubrics to measure and motivate achievement. This how-to session outlines key steps and provides school-based models so participants can lead this process in their own learning organizations.
Audience Level: Elementary/Middle/Higher Education
Audience: All
Session Level: All
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90-Minute Early Morning or Mid-Morning Sessions
8:30–10:00 a.m.
Repeated 10:30 a.m.–12:00 noon
1201 & 1301
Naming and Claiming Bullying: Definitions, Policy, and Intervention
Katy Allen, University of Rochester, N.Y.
When it comes to bullying, educators get caught between researchers who present tidy definitions and policymakers who pass laws in response to public outrage. Unfortunately, neither entity appreciates the nuances and subtleties that educators must deal with when addressing bullying. This session will use video, handouts, group activity, and discussion to address the varied ways bullying is understood, the effect of public discourse on policy, and strategies for responding to bullying in educative ways.
Audience Level: Middle/Secondary
Audience: Superintendents/School-Based Administrators/Teacher Leaders/Teachers
Session Level: Introductory/Experienced
1202 & 1302
What If Faculty Meetings Were Voluntary?
Thomas R. Hoerr, New City School, St. Louis, Mo.
How many of the teachers and administrators at your school would go to faculty meetings if they had a choice? Would you attend them? Thinking about the design and focus of faculty meetings is a good way to address collegiality, professional development, and mind-sets about growth. Effective leaders create school cultures in which everyone learns, and faculty meetings are an important and often underused part of school culture. This session will focus on faculty meetings, school culture, and the mind-sets we hold about growth.
Audience Level: Elementary/Middle/Secondary
Audience: All
Session Level: All
1203 & 1303
Using the Framework Based on Understanding by Design® and Effective Professional Development
Erik Powell, Joel E. Ferris High School, Spokane, Wash.
What does effective professional development look like? How can schools use the UbD™ framework to set up meaningful professional development? Attend this session to explore these questions. Examples from around the country will show the flexibility of backward design and its ability to establish purposeful work in schools not only to design curriculum, but also to complement other professional efforts.
Audience Level: All
Audience: All
Session Level: Experienced
1204 & 1304
Teaching and Leading for Equity: Eliminating the Racial Predictability of Student Achievement
Marc Cohen, Seneca Valley High School, Germantown, Md.
As the United States continues to grapple with an academic achievement gap, Maryland is one state where student performance can still be reasonably predicted by race. As educators, we know that the effect of this reality has potentially devastating implications for many of our students. If we fail in our mission to educate every child, every day, in every classroom, far too many students will be doomed to live their lives unemployed, underemployed, or unemployable. In this interactive and engaging presentation, Marc Cohen will discuss the roles individual school staff members must play in reversing our country’s growing education debt. By the end of the session, participants will have discussed the effect of race and racism on student achievement, considered their own professional vision, examined the drivers and preventers in realizing that vision, and identified their role in promoting a vision of success for all students.
Audience Level: All
Audience: School-Based Administrators/Teacher Leaders/Teachers
Session Level: All
1205 & 1305
Instructional Coaching Toward Higher Standards
Jeff Maher, St. Mary's County Public Schools, Leonardtown, Md.
The Common Core State Standards and other rigorous outcomes require the highest-quality of instruction be delivered in every classroom. Working with novice teachers, instructional mentors, and coaches guides new teachers in honing their craft. This session will provide explicit and practical processes for providing feedback and feed-forward focused on higher-learning targets. The session will include video excerpts and practice and highlight technology tools for mentoring and coaching.
Audience Level: All
Audience: All
Session Level: Experienced/Advanced
1206 & 1306
Ten Ways to Revolutionize Student Thinking in Common Core State Standards
Brian Pete, Education Consultant, Chicago, Ill.
In this session, presenter Brian Pete will target 10 ways to revolutionize standards-based instruction. By addressing the high-frequency words (determine, relate, interpret, synthesize, develop, prove, represent) in the Common Core State Standards, K–12 teachers address rigorous content and rich processing skills that cross the disciplines. However, rather than plucking an exemplar out of the mix and teaching to the test, this dynamic approach uses an explicit teaching model that moves from the teacher-led talk-through to the teacher-student walk-through and finally to the student-led drive-through with Common Core State Standards as the focal point.
Outcomes targeted for this session include
- Familiarity with the Common Core State Standards.
- Application of the explicit teaching model.
- Practice unpacking the Common Core State Standards with narrative and informational text.
Audience Level: All
Audience: All
Session Level: All
1207 & 1307
Great Teaching and Successful Learning Requires High-Quality Curriculum: Let's Get This Right for Everyone
Kelly Hedrick, Virginia Beach City Public Schools, Va.
One of the challenges in creating responsive schools, classrooms, and programs is that the curriculum simply is not strong enough. Too often teachers attempt to differentiate well, but find they are working from a weak curriculum base. The results are multiple versions of weak curriculum and frustrated teachers and administrators. Use of the Understanding by Design® framework for designing curriculum assists teachers and administrators in developing a solid foundation from which to differentiate instruction. This session examines the key components of comprehensive curriculum with a focus on how we strategically plan for the development of curriculum that is engaging, rigorous, and meaningful to all learners. Participants will be introduced to tools for thinking about curriculum that mirror expertise in the disciplines. Using Ascending Intellectual Demand in curriculum development and refinement ensures that all students are moving toward meaningful goals.
After attending the session, participants will
- Know the characteristics of high-quality curriculum as defined by the Understanding by Design model and how each characteristic establishes a basis for high-quality differentiation.
- Understand the alignment among content, instructional strategies, and scaffolds for learners in a rigorous curriculum.
Audience Level: All
Audience: All
Session Level: All
1208 & 1308
Ten Terrific Tips for Teacher Leaders
Bobb Darnell, Education Consultant, Lake Zurich, Ill.
School managers put out fires. Real teacher leaders inspire the fires needed to increase achievement and reduce achievement gaps. Explore how to expect and direct continual improvement and create a collaborative culture of inquiry and positive action in professional groups. Observe ways to efficiently inspect existing conditions and improvement progress. Feel what it is like to respect both effort and accomplishment. Learn how to encourage colleagues to continually reflect about current practices and celebrate incremental progress.
On completion of the session, participants can expect to
- Be familiar with the new demands on 21st century teacher leaders.
- Be familiar with research and best practices regarding curriculum, assessment, instruction, professional development, and school culture improvement.
- Know how to use 10 techniques to communicate expectations, direct improvement activities, inspect progress, demonstrate respect for effort and accomplishment, and increase collaborative and personal reflection.
- Examine the five characteristics of leadership credibility and know how to get colleagues to follow.
Audience Level: All
Audience: Superintendents/Central Office Staff/School-Based Administrators/Teacher Leaders
Session Level: All
1209 & 1309
What We Teach Affects How We Teach
Kristina Doubet, James Madison University, Harrisonburg, Va.
If our efforts to differentiate seem forced and inauthentic, it may be that we need to re-examine the quality of the “stuff” we’re attempting to differentiate. This session will explore the components of “respectful tasks”—those worthy of student investment and therefore worthy of our own investment in differentiating them. When we start with high-quality tasks, we are more likely to find natural and motivating ways to make them accessible to all learners. In other words, refining the “what” facilitates a more successful “how.”
Participants can expect to
- Analyze the components of respectful tasks.
- Examine and evaluate tasks for level of quality.
- Glean strategies to adjust high-quality tasks for differing student readiness, interest, and learning profile needs.
Audience Level: Elementary
Audience: Superintendents/School-Based Administrators/Teacher Leaders/Teachers
Session Level: All
1210 & 1310
Writing the Understanding by Design® Way: Ends-Based Modeling, Coaching, and Conferences in the Writing-Centered Secondary Classroom
Donna Herold, Joel E. Ferris High School, Spokane, Wash.
No matter the content, we all want our students to be competent, controlled writers. And yet, teaching writing is among the most difficult of tasks. This session will explore strategies for using essential questions across content areas to develop strong writing prompts, illustrate techniques for modeling necessary writing skills, and provide tips and templates for peer and instructor coaching and conferencing. Participants will discuss how the UbD™ model provides a pattern for successful writing instruction. Participants will also discover opportunities for formative assessment within the writing process and examine student-generated models based on UbD units.
Audience Level: Secondary
Audience: Teacher Leaders/Teachers
Session Level: Experienced
1211 & 1311
Six Keys for Creating a Coaching Culture in Schools
Bob Tschannen-Moran, Education Consultant, Williamsburg, Va.
Fostering a coaching culture lies at the heart of all continual improvement efforts in schools, from the most particular of professional development relationships to the most global of whole-system transformation initiatives. Until and unless all relevant stakeholders and systems are aligned with the coaching philosophy and task, both one-on-one and team coaching will fall far short of their potential. To facilitate such alignment, school leaders would do well to incorporate six management principles into their school improvement plans:
- Create constancy of purpose.
- Drive out fear and build trust.
- Cease reliance on inspection and evaluation to achieve high quality.
- Foster collaboration between departments and stakeholders.
- Eliminate merit pay and other competitive rating schemes.
- Institute coaching leadership as the norm.
If those principles look familiar, then you are probably acquainted with the work of W. Edwards Deming, a U.S. statistician, professor, and management consultant who rose to fame for his work in establishing the quality movement in Japanese companies and society.
Although Deming did not use this term himself, these principles constitute the core elements of a coaching culture. In this workshop, participants will be introduced to how these principles look and work in the context of school environments with practical, hands-on tools for successful, back-home applications.
Audience Level: All
Audience: All
Session Level: All
1212 & 1312
Fifty Ways to Leave Your Lecture
Grace Dearborn, Education Consultant, Fairfax, Calif.
In this lively, energetic session, discover more than 50 practical, interactive, brain-compatible strategies you can use to break up lectures and actively engage students. Learn seven ways to increase student participation in class discussions and dozens of simple ways to motivate attention and retention. The strategies the presenter will share and model are particularly effective for reluctant learners in the classroom or reluctant participants in staff meetings or workshops. Detailed handouts will be available online.
Audience Level: All
Audience: All
Session Level: All
1213 & 1313
Effective Supervision: Supporting the Art and Science of Teaching
David Livingston, Education Consultant, Estes, Colo.
"The purpose of supervision should be the enhancement of teachers' pedagogical skills with the ultimate goal of enhancing student achievement." This foundational principle of supervision opens Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011) and undergirds this session. You will investigate elements across teaching’s expanding knowledge base with priority given to four interrelated domains: classroom strategies and behaviors, planning and preparing, reflecting on teaching, and collegiality and professionalism. The goal of this session is to improve your responses to one of the greatest challenges to supporting teacher growth and development: the provision of high-quality feedback in a culture of professional collaboration. This session is designed for teachers, teacher leaders, teaching teams and departments, coaches, and school- and district-level supervisors of teaching; in other words, anyone and everyone charged with the responsibility of enhancing student learning.
At the session's conclusion, you will
- Understand the relationship between the design questions of the art and science of teaching method and effective supervisory practice.
- Be introduced to Marzano Research Laboratory’s Observational Protocol, a tool that provides focused feedback on teaching.
Audience Level: All
Audience: All
Session Level: All
1214 & 1314
Enhance Student Engagement and Achievement by Using Web 2.0 Tools
Janna Peskett and Amy Heflin, Florida Virtual School, Orlando, Fla.
Are you ready to experience a real shift in education? Our students are being taught in a global world where they are connected to many different technologies at once, however when they arrive at school, they are forced to turn off these technologies and engage in a teacher-centered classroom. Educators who use Web 2.0 tools in the classroom will enhance student learning and increase student engagement. Web 2.0 tools allow students to collaborate with classmates on projects, engage in discussions with their peers, and share knowledge. Come join us as we shift to a student-centered classroom through the use of fun and engaging Web 2.0 tools.
Audience Level: All
Audience: Teacher Leaders/Teachers
Session Level: All
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2-Hour Afternoon Sessions
1:30–3:30 p.m.
1501
The Damage of Drama: Keeping Peer Conflict and "Drama" from Becoming Bullying
Katy Allen, University of Rochester, N.Y.
While the media and policymakers are focused on legal mechanisms for addressing bullying in schools, students live in a complex social environment rife with peer conflict and "drama," which may or may not be bullying. This session reviews new research on drama, a type of social interaction characterized by overreaction, excessive emotionality, prolongation, involvement of extraneous individuals, and inflated relevance. Participants will develop an understanding of the distinct yet overlapping constructs of peer conflict, drama, and bullying, along with a review of a research-based, systemic approach for addressing conflict and drama in school before it becomes bullying.
The public discourse on bullying is taking on serious and urgent overtones, and schools are the primary targets for the efforts of policymakers to legislate change. This presentation will provide participants with information that is crucial to any school responding to new legislation on bullying. On completing the session, participants will have a deep understanding of research definitions of bullying and the subtle nuances that make it difficult for educators to apply these definitions to student behaviors. Participants will also have exposure to newly published academic literature on the construct of drama, and will take away information on a research-based, bullying prevention-intervention system that was designed and implemented in a New York State high school. This information will also include published evaluation results.
Audience Level: Middle/Secondary
Audience: School-Based Administrators/Teacher Leaders/Teachers
Session Level: Introductory/Experienced
1502
Remember When You Were New: Listening Again
Thomas R. Hoerr, New City School, St. Louis, Mo.
Regardless of whether we are a new or experienced administrator, and irrespective of where we work or the kind of school we lead, the ability to listen is integral to success. Yet, often this doesn't happen as effectively as it should. Maybe we don’t have enough time to stop and listen. Possibly we don’t listen because we already know what we'll hear. Perhaps we don't listen because we're afraid of what we'll hear. Probably we don’t listen because we've already done that. All of these reasons, however valid, are a recipe for failure. Good administrators ask consistent and creative questions in a variety of ways. This presentation will explore several different approaches to gaining input and feedback from staff, students, and parents. Participants will learn about and share their experiences with the "new normal." They will learn several different ways of formally soliciting feedback, from using surveys, index cards, and donuts, to individual and group meetings. They will also talk about how to share what they've learned in a way that reinforces that everyone should offer their ideas and opinions.
Audience Level: All
Audience: All
Session Level: All
1503
Using Essential Questions to Create Performance Tasks
Erik Powell, Joel E. Ferris High School, Spokane, Wash.
After posing good essential questions at the beginning of a unit, how can teachers use those questions to guide learning that ultimately prepares students to succeed on performance tasks? This session explores several ways in which essential questions recur throughout units and serve as the foundation for performance tasks.
Audience Level: All
Audience: School-Based Administrators/Teacher Leaders/Teachers
Session Level: Experienced
1504
Save A Principal: Teach to Classroom Expectations
Edward C. "Pete" Rodine, Moreno Valley, Calif.
K–12 teachers and administrators of all levels will be introduced to Time to Teach, a nationally known and research-based behavior management system that has tested and proven to save five to nine precious hours of teaching time every week. Participants will learn basic principles that can be immediately applied in the classroom or schoolwide to restore calm to the classroom and eliminate the line outside the principal's office.
Participants will leave the presentation armed with a new set of tools to restore calm and order to even the most challenging classrooms and schools. Participants will take with them a renewed optimism and enthusiasm.
Audience Level: All
Audience: All
Session Level: All
1505
Making Swift Change: Moving from Reflection to Action
Jeff Maher, St. Mary's County Public Schools, Leonardtown, Md.
How do you examine student learning to improve your own level of effectiveness? The way we teach is changing based on the fast-paced world in which we live. Therefore, teaching must be as adaptive as the technologies we use. This session will provide practical engagement practices to examine student learning and make changes at those vital hinge points in a lesson.
Audience Level: All
Audience: Teacher Leaders/Teachers
Session Level: Introductory/Experienced
1506
Three-Tiered Lesson Design
Brian Pete, Education Consultant, Chicago, Ill.
Learn to build a three-tiered lesson (concrete, representational, abstract) for the multimodal differentiated classroom by using the Do, View, and Construe steps. Practice developing a concrete, hands-on lesson where students do something with the information (Do). Then, design an additional lesson component where they use their skills to represent their view of the ideas (View). Finally, understand how to incorporate an abstract element where students use their language skills to construe meaning (Construe). Teachers leave the workshop with the three-tiered model for lesson planning. In turn, they can revisit lessons they already have and enhance them with these three necessary differentiation components that address concrete, representational, and abstract levels of learning.
Participants will learn
- To understand the model of three-tiered lessons.
- To develop a three-tiered lesson to anchor the learning.
- Thirty strategies for multimodal instruction.
Audience Level: All
Audience: All
Session Level: All
1507
Fostering a Collaborative Learning Culture Through Differentiated Professional Development
Kelly Hedrick, Virginia Beach City Public Schools, Va.
Traditional professional development models do not necessarily lead to transfer of knowledge and skills, nor do they honor the individual readiness, interests, or learning styles of our teachers. How might we build a professional development plan for staff that holds them to high standards for professional growth while it empowers them to work collaboratively on a topic of interest? If we thoughtfully consider the restrictive nature of traditional professional development programs and their limited effect on student learning, as leaders we really should feel compelled to embrace new structures for teacher growth that focus on differentiated experiences, collaborative cultures, and high productivity. In the meantime, how do we scaffold and support new teachers so they do not feel overwhelmed by the open-ended nature of a teacher-centered professional development plan? In this session, participants will examine a model for professional development that shifts traditional professional development structures to a collaborative learning culture where participants are scholars, practitioners, and producers.
Participants will
- Examine the differences between traditional professional development and a collaborative learning culture framework to understand the power of a participant-centered program.
- Learn to strategically plan for all levels of teachers in a collaborative learning culture.
Audience Level: All
Audience: All
Session Level: All
1508
What Do Good Schools Do When Kids Fail?
Bobb Darnell, Education Consultant, Lake Zurich, Ill.
Discover how to bring energy, passion, and positive attitude back to students who fail as well as their teachers. A prominent consultant explains how to identify contributing factors related to failure; how to plan, design, and implement a failure-reduction program; and how to use research-supported best practices for addressing struggling, defiant, and disinterested learners.
Audience Level: Middle/Secondary
Audience: All
Session Level: All
1509
Complex Instruction: A Strategy for Excellence and Equity in Differentiation
Kristina Doubet, James Madison University, Harrisonburg, Va.
Complex Instruction, developed by Elizabeth Cohen, is a collaborative instructional strategy that asks students to work in heterogeneous groups to complete high-level tasks, drawing on the particular strengths of each student in the group. This session will explore how to create tasks suitable for complex-instruction projects as well as how to assign students to groups and manage tasks. Additionally, participants will discuss methods to authentically assign status to students to ensure successful collaborative outcomes.
In this session, participants can expect to
- Analyze the components of effective complex instruction tasks.
- Examine and evaluate tasks and projects appropriate for complex instruction.
- Glean strategies to assign status and guide grouping and managerial procedures for the successful implementation of complex instruction.
Audience Level: All
Audience: Teacher Leaders/Teachers
Session Level: All
1510
The Understanding by Design® Technology for Learning Connection: Linking Understanding by Design and Evolving Collaborative Uses of Web 2.0
Donna Herold, Joel E. Ferris High School, Spokane, Wash.
Understanding by Design® training and educational technology initiatives can be connected in vital, exciting ways to enhance rigor and engagement in the classroom. Participants in this session will evaluate the research supporting technology integration, explore specific web-based strategies for Stage Two and Stage Three planning, and identify observable indicators of successful technology integration in the classroom. Participants will also explore the new Acquiring, Constructing Meaning, and Transferring Learning approach to Stage Three design of teaching-learning activities and discuss the changing nature of student learning in our digital age.
Audience Level: All
Audience: Teacher Leaders/Teachers
Session Level: Experienced
1511
Three Principles for Enhancing Teacher Collaboration
Bob Tschannen-Moran, Education Consultant, Williamsburg, Va.
Teachers in high-performing schools share a common press for academic excellence and continual improvement. Robust conversations take place as to what things are working well and how to make things better. In both one-on-one relationships and small-group settings, teachers collaborate to discuss their professional practice, share instructional strategies, observe one another teaching, and strive together to better meet student needs. Unfortunately, such collaborations are neither as widespread nor as effective as they might be if teachers were to adopt three key principles growing out of the latest research in positive psychology. Person-centered, no-fault, and strengths-based conversations are more likely to generate openness to change and less likely to generate resistance than traditional coach-centered, high-stakes, and problem-focused conversations. In this workshop, participants will be introduced to both the research and the strategies for incorporating these principles into their professional conversations and relationships.
Audience Level: All
Audience: All
Session Level: All
1512
When Consequences Don’t Work: Succeeding with Difficult Students
Grace Dearborn, Education Consultant, Fairfax, Calif.
Consequences are often a last resort that don’t resort to much! What are the keys to developing and implementing "invisible" but powerful classroom management skills? In this lively, interactive session for K–12 staff developers and teachers, receive dozens of practical, eye-opening strategies for managing difficult students effectively, focusing on both prevention and intervention. Learn key ways that teachers can grow from inner-apology to inner-authority. Leave with your tool kit overflowing with "stuff you can use."
Audience Level: All
Audience: All
Session Level: All
1513
Curriculum Development for the 21st Century Learner
Janna Peskett and Amy Heflin, Florida Virtual School, Orlando, Fla.
As technology changes the way we live, it also changes the way we teach. Online learning requirements will soon necessitate blended learning in lieu of the traditional classroom approach. Because of this shift, it is becoming increasingly important for teachers to develop their lessons with a virtual component. Join online curriculum developers to learn how to develop curriculum for an asynchronous environment by using formative assessments, collaboration, discussion boards, Web 2.0 tools, prescriptive learning, and more.
Audience Level: Middle/Secondary
Audience: Teacher Leaders/Teachers
Session Level: All
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