Flipped-Mastery Learning Model: Students in Charge of Learning, Part II

Jonathan Bergmann and Aaron Sams

In this second part of the two-part series from the authors of Flip Your Classroom, Bergmann and Sams will continue their discussion of the techniques of the flipped classroom and the structure of a flipped lesson.

They will examine appropriate formative assessment systems and share specific objectives on how to use assessments to help students determine their own level of mastery. Using their own experiences, Bergmann and Sams will cover the ups-and-downs of implementation, using summative assessments within school guidelines, and more.

September 12, 2012, 3:00 p.m. eastern time

The Teacher Evaluation Conundrum: Value-Added or Devalued Teaching?

Heidi Hayes Jacobs

The controversy is raging around the role of testing in determining the quality of teaching and what it reveals about learning. Heidi Hayes Jacobs contends that the current focus on the narrowness of old style testing is actually working against the needs of 21st century learners.

In this interactive session, Jacobs will raise concerns about the narrow focus of specific isolated tests in providing useful feedback for teachers and administrators. She will explore alternative models to contemporary teacher and schoolwide accountability approaches that align with 21st century learning. Please join us for a lively session on this critical issue for our profession.

September 25, 2012, 3:00 p.m. eastern time

Flip Your Classroom: Reach Every Student in Every Class Every Day, Part I

Jonathan Bergmann and Aaron Sams

The first of this  two-part series will begin with a discussion of the techniques of the flipped classroom and the structure of a flipped lesson—from the technical to the teaching. They’ll walk through the implementation of a flipped class or lesson, learning from their missteps and “ah-ha” moments.

Participants will learn and understand

• The reasons behind creating a flipped classroom
• The structure of flipped learning
• Why educators should flip their classroom
• How to implement flipped learning

Recorded June 12, 2012e

Beyond Differentiation

Robyn Jackson

Are you bogged down trying to plan differentiated lessons to meet the diverse needs of all of your students? If so, join this webinar to learn how to create a customizable lesson plan that allows for differentiation without creating a lot of extra work for you.

You'll take away strategies you can use to customize your own lessons so that one lesson meets the diverse learning needs of all the students in your classroom.

Recorded June 20, 2012

Creating a Culture of Achievement

Douglas Fisher and Nancy Frey

What does it feel like to walk into your school? Is it a welcoming place where everyone feels valued? Most school improvement efforts focus on academic goals. But what makes or breaks your learning community are the intangibles—the relationships and connections that make up its culture.

In this webinar, we will share our experiences with leading schools that support good teaching and learning by building a culture of achievement.

Recorded July 10, 2012

Reading for Meaning: How to Build Students’ Comprehension, Reasoning, and Problem-Solving Skills

Harvey Silver

With the higher expectations from the Common Core State Standards, students need to do more than answer comprehension questions; they need to read for meaning, restate important ideas, draw conclusions, and defend those conclusions with evidence.

This webinar will explore Reading for Meaning, a research-based strategy that motivates students to read critically and builds the reasoning and inference skills found in the best readers. (Reading for Meaning is part of The Strategic Teacher PLC Guide Series, published by ASCD.)

Recorded July 12, 2012

Learning Targets: Helping Students Aim for Understanding in Today’s Lesson

Connie M. Moss

Improving student learning and achievement happens in the immediacy of an individual lesson or it doesn’t happen. After all, that’s how kids live their learning and that’s how effective teachers plan for their students. Based on ideas from her upcoming book of the same name, this webinar from Connie M. Moss shows how learning targets help teachers create daily lessons and learning experiences that amount to something enduring and meaningful over time.

Learn how to place learning targets in the hands of your students to give them choice and voice. As full partners in the teaching and learning process, students can learn to take charge of their own learning; set their own goals; assess the quality of their own work; and choose the most effective strategies to improve their work, as they are producing it.

None of this is possible, however, without three key elements in each lesson:

• A learning target and student "look fors."
• A performance of understanding.
• A formative learning cycle that feeds learning forward.

In this interactive webinar, Moss will share examples from her extensive work in the classroom that will help you put these game-changing elements to work for you and your students in today’s lesson and every lesson.

Recorded July 17, 2012

Virtual Summer Camp: The Newest Tools on the Web to Explore for Instruction

Mike Fisher

Looking for new web tools to engage your students? Come to Virtual Summer Camp! In this webinar, Mike Fisher will explore some of the exciting web tools of the moment and explain how educators can use them for instruction.

Fisher will discuss specific tasks and appropriate tool choices, as well as share helpful examples that have been implemented in real classrooms.

Recorded July 24, 2012

Using Technology with Classroom Instruction that Works

Howard Pitler

How can you integrate technology into your instruction to maximize student learning and engagement? This session will focus on how to use technology effectively to enhance quality instruction.

Based on the ASCD book Using Technology with Classroom Instruction that Works, this webinar will give you ideas on how technology can invigorate your lessons and increase student motivation and interaction. You'll also get a preview of what's new in the second edition of the book, to be published in the fall of 2012.

Recorded August 7, 2012

Ask Dr. Judy: How Can Resisting Immediate Gratification and Long-Term Goal Development Be Developed in Students?

Judy Willis

Ability to delay gratification has been correlated with students’ academic performance in secondary school and found to be greater predictor of academic performance than I.Q. Until young adulthood, however, the brain is wired to seek immediate gratification. The executive functions of gratification delay, planning, and achieving long-term goals are still developing into their mid-20s.

The ability to delay immediate gratification varies among students, and interventions can change low-resisters into delayers. This webinar will describe ways educators can incorporate guided opportunities into existing units of instruction to strengthen the neural networks that resist immediate gratification and promote goal-directed habits in students at all grade levels.

Recorded August 14, 2012