Improved Instruction2017-10-04T19:14:52+00:00

Improved Instruction

In-person, On-site Professional Development Workshops

  • In this workshop participants experience the full breadth of active engagement processes. The workshop begins with an explanation and rationale for constructing a fully engaged classroom. The audience considers all aspects of their classroom, such as procedures, rules, classroom construct, and coping with interference. Next, the presenter displays strategies and activities that the participants can employ to assure active engagement during every part of the lesson plan process: initiating instruction, modeling and guided practice, independent practice, evaluating student progress, and checking for understanding.
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  • During this workshop the participants explore methods for developing effective questioning and discussion techniques that elicit students’ previous knowledge and generate their interests in the topic being presented. The presenter leads the group through the stages of questioning that may begin with basic recall (because it is appropriate to the lesson or topic) to the point where students are involved in high level questioning and discussion with their classmates. This workshop is intended for both educators that are just beginning to concentrate on question and discussion techniques and those seeking to further hone their abilities to implement higher levels of technique in their classrooms.
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  • Providing high quality instructional feedback to students is crucial to their learning. This workshop assists educators to improve their ability to provide meaning and timely feedback to their students. Participants watch uncut videos of classrooms and consider where the students were in relationship to the objectives, as well as what the instructor needed to do to get them there. Participants come away with a sharper ability to critique their own feedback techniques and provide better quality instructional feedback going forward.
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  • The purpose of this workshop is to provide both an overview of co-teachings well as detailed information about planning, implementing, and evaluating co-teaching programs. Participants will have the opportunity to explore both the conceptual and the operational aspects of this innovative approach to service delivery as well as learning other collaborative skills that can help co-teachers succeed in teaching all students. This workshop will trace the historical origins of co-teaching, the legal rationale for co-teaching, and the benefits of co-teaching to students, schools, and teachers. Both the general education and special education teacher will share hopes, attitudes, responsibilities, and expectations for their students and classroom.
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  • True differentiation is a hard-to-achieve goal for most educators. This workshop provides the steps to assist teachers in identifying student learning styles, attitudes, and interests. It also explores methods, approaches and tools to create effective differentiation in the classroom. This workshop will provide the tools for teachers to help their students believe that learning involves effort, risk, and personal triumph. Student abilities and learning styles drive content, process, and product. Participants will explore how to differentiate the material that is taught (content), encourage critical thinking (process), and provide a variety of opportunities for students to demonstrate what they have learned (product).
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  • Project-based learning is an approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students attain a deeper knowledge of the subjects they’re studying. During each workshop, participant’s experience an introduction to the elements of PBL units of study, a presentation of different topics, themes, and formats of PBL units of study, and a discussion of the various formative and assessment practices that instructors can utilize to ascertain student progress when implementing PBL units of study. Additionally, during each workshop and following visits to the classroom, the participants will construct an outline of a PBL for English language arts and mathematics that incorporates all identified elements.
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  • A thematic unit organizes a curriculum around a central theme. During this workshop, instructors explore how to create thematic units that integrate subjects across the curriculum, including reading/language arts, social studies, science, and mathematics that all tie into the main theme of the unit. By the end of the workshop, participants will have a complete unit of study.
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  • This workshop will provide an overview of the Backward Design process. Throughout the workshop, participants will consider how each element of Backward Design pertains to the subject of English Language Arts, Mathematics, Science, Social Studies or some combination of subjects selected by the school. The presenter will lead the participants through the three stages: Identify Results, Determine Acceptable Evidence, and Plan Learning Experiences to create units of study. Toward the end of the workshop participants will be provided with time to initiate the construction of a unit of study that employs backward design.
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  • Classroom management is the first step to highly effective teaching. Respect for all, setting up routines and procedures, expedient transitions, and high expectations all set the stage for rigorous instruction. This workshop will lead teachers through aspects of classroom management that include setting high expectations, fostering self-efficacy, establishing routines and procedures, effectively and positively dealing with behavioral issues, setting up the physical space, and delegating responsibility.
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