Penn State York Summer Institute - Recently Updated Pages

Registration Form

juliebwise — Tue, 31 Jan 2012 14:35:21 CST

Flexible Attendance Opportunities to match any educator's needs and budget:
1. EDUC 497 B: $2,268.00 for 3 non-degree graduate course
(3 credits = 90 Act 48 hours) June 18 - 22, 2012

2. EDUC 5202-001: $520.00 for 1 full week
(37.5 Act 48 hours) June 18 - 22, 2012

Chris Biffle event is FREE.

2012 Break Out Presenters

juliebwise — Fri, 13 Jan 2012 07:40:57 CST

Monday Break-Out Sessions #1

Anne Goudvis, Customize the keynote discussion to your instruction. Ask questions. Get answers.
Professional Learning Community, Your voice matters. Discuss the keynote, share insights from Comprehension Going Forward, and have your questions answered by other local educators.
Erik Wittmer, Twitter, Have you heard the word but don’t know the power of increasing your personal learning network? See how to set up an account and find people to follow.

Monday Break-Out Sessions #2 and #3 for All Teachers

Anne Goudvis, Continue the keynote discussion in small groups in this interactive workshop. This session will run from 12:30–4:15 and counts as sessions #2 and #3.

Monday, Break-Out Sessions #2 and #3 for Elementary Teachers

Julie Beard, Writing Tool Kits: From Here to There, Fill your tool kit with new ideas for writing in a variety of genres. Easy-to-remember formulas will jazz up your students’ writing. Use of color and creativity will unlock their minds as they work individually and in groups to become successful authors.
Paula Gilbert, Book Tasting of the Newest Releases, Sit back for lively presentation about new trade books you can use in your K–6 classroom. Learn about new picture books, read-alouds, fiction, and informational books and suggestions for using them in class. Copies of the books will be available for participants to examine closely.
Heather Lane and Sara Staub, Co-teaching: the More the Merrier, Working collaboratively with the teaching staff is an effective way to enhance student learning in all subject areas. Learn how a co-teaching model benefits both the teachers and the students, as you explore different types of co-teaching approaches. Then reflect to find an approach that best suits you.

Monday Break-Out Sessions #2 and #3 for Secondary Teachers

1. Angela Galgon and Nancy Nadig, I want to Read that one: Motivating kids to read through YA Novels, Discover how to motivate secondary students to read using must-have books for grade 7 and up. Explore how to conduct book talks and keep up with the latest titles as they are released. This session will run from 12:30–4:15 and counts as sessions #2 and #3.

Tuesday Break-Out Sessions #1

Max Brand, Customize the keynote discussion to your current instruction. Ask questions. Get answers.
Chris Biffle, The Wonderland of Whole Brain Reading, Discover Whole Brain Teaching’s wealth of reading strategies and “weave the golden thread of fun” throughout your literacy activities!
Erik Wittmer, Twitter Advanced, You have played with Twitter and are ready for the next step. Learn about Tweetdeck, Hootsuite, and all the chats available via Twitter.

Tuesday Break-Out Sessions #2 and #3 for All Teachers

Max Brand, Continue with the keynote discussion in small groups in this interactive workshop. This session will run from 12:30–4:15 and counts as sessions #2 and #3.
Chris Biffle, Continue with the keynote discussion in small groups in this interactive workshop. This session will run from 12:30–4:15 and counts as sessions #2 and #3.

Tuesday Break-Out Sessions #2 and #3 for Elementary Teachers

Katherine Beauchat and Katrin Blamey, Word Walk: A New Vocabulary Procedure for Storybook Reading with Young Children, Discover the need for instructional strategies in the domain of early literacy and language that develop an instructional sequence designed to foster children’s vocabulary development. The presenters will discuss the ideal context of shared reading within which to embed vocabulary instruction.
Devon Betz, Linda Martier, Deborah Hoover, Comprehension: Getting to the CORE, A literacy coach, a librarian, and a reading specialist team up to deepen students’ comprehension. Get motivational techniques, along with accompanying graphic organizers and foldables, that engage students in learning that will help them meet the Common Core State Standards.

Tuesday Break-Out Sessions #2 and #3 for Secondary Teachers

Kelly Kessler, The 3 Rs: Reflecting, Rethinking, Refining, All teachers want to improve their craft, engage more learners, and motivate all students to meet and exceed their potential. Using the 3Rs, you can enhance current lessons to maximize teacher’s time, energy, and creativity to increase student learning and outcomes. This session will run from 12:30–4:15 and counts as sessions #2 and #3.

Wednesday Break-Out Sessions #1

Lynne Dorfman and Rose Cappelli, Customize the keynote discussion to your instruction. Ask questions. Get answers
Professional Learning Community, Your voice matters. Discuss the keynote, share insights from Comprehension Going Forward, and have your questions answered by other local educators.
Erik Wittmer, Pinterest, Have trouble thinking outside the box? Pinterest is an addictive, interactive website that will give you—and help you organize—many ideas for your classroom.

Wednesday Break-Out Sessions #2 and #3 for All Teachers

Lynne Dorfman and Rose Capelli, Continue with the keynote discussion in small groups in this interactive workshop. This session will run from 12:30–4:15 and counts as sessions #2 and #3.

Wednesday Break-Out Sessions #2 and #3 for Elementary Teachers

Holly Marsh, The “Write” Time for Poetry, This session shows you how to create a practical framework to introduce, teach and enhance your writing workshop incorporating poetry. It will equip teachers with classroom tested strategies and techniques to help students develop and grow more thoughtful as readers and writers of poetry.
Claudia Simmons, Cruising to Comprehension without a Stop Watch, Discover how to motivate nonreaders to become readers by actively engaging the brain using visual, auditory, and tactile modalities. Examine scaffolding techniques that help students understand how to connect letters and sounds to reading words, then phrases, and finally sentences. Review ways to increase decoding and fluency to increase meaning while reading.
Divonna Stebick, Transforming Literacy Instruction to Meet the Needs of Our 21st Century Learners, In today's fast-paced, highly digital society, teachers compete with numerous distractions in order to create optimal learning environments for elementary students. Participants will learn how to create brain-based, engaging learning opportunities through effective, research-based instructional methods in order to ensure academic success.

Wednesday Break-Out Sessions #2 and #3 for Secondary Teachers

Shari Young, Let’s Do Lunch: Using a Menu of Reading Comprehension Strategies to Plan Effective Lessons, Using a “literacy lesson planning menu,” the presenter examines the Before/During/After framework and how it impacts reading comprehension. Participants will explore how to select appropriate strategies for each stage of the reading process, from appetizers to select appropriate strategies for each stage of the reading process, from appetizers to desserts. This session will run from 12:30–4:15 and counts as sessions #2 and #3.

Thursday Break-Out Sessions #1

Barbara Marinak, Customize the keynote discussion to your current classroom. Ask questions. Get answers
Professional Learning Community, Your voice matters. Discuss the keynote, share insights from Comprehension Going Forward, and have your questions answers by other local educators.
Erik Wittmer, Edmodo, This social learning network is like Facebook for schools. Learn how Edmodo can help you engage in traditional literacy activities, such as guided reading. For instance, you can set up guided reading groups to discuss via Edmodo or post an assessment for groups to answer via Edmodo.

Thursday Break-Out Sessions #2 and #3 for All Teachers

Barbara Marinak, Continue the keynote discussion in small groups in this interactive workshop. This session will run from 12:30–4:15 and counts as sessions #2 and #3.

Thursday Break-Out Sessions #2 and #3 for Elementary Teachers

Kimberly Allen and Shannon O’Malley, Fall in Love with Words, Explore the stages of learning new vocabulary words. You will learn strategies and techniques to integrate vocabulary instruction throughout all content areas, as well as how to choose important words and make these words come alive. Join the fun and fall in love with words all over again.
Emily Reed, Motivating Students to become Independent Readers, Reading lasts a lifetime. All teachers want their students not only to be good readers, but to LOVE reading. Learn practical strategies that you can use to help students become independent readers who love to read. These strategies help students select appropriate books, become interested in books, and learn how to discuss their reading.
Kimberly Kode Sutton, Engaging Learners and Supporting Literacy Using Visual Symbols, Explore the various ways that Boardmaker software can strengthen your literacy program and better engage struggling learners.

Thursday Break-Out Sessions #2 and #3 for Secondary Teachers

Jonathan Reichard, Differentiated Instruction in the Secondary Classroom, Discover classroom-tested, student-approved strategies to differentiate your instruction. Participants will engage in hands-on study strategies, including alpha boxes, storyboard six, foldables, and choice board groups. This session will run from 12:30–4:15 and counts as sessions #2 and #3.

Friday Break-Out Sessions #1

David Booth, Customize the keynote discussion to your instruction. Ask questions. Get answers.
Professional Learning Community, Your voice matters. Discuss the keynote, share insights from Comprehension Going Forward, and have your questions answered by other local educators.
Erik Wittmer, Diigo, Learn about social bookmarking with Diigo, a site that will allow you to bookmark, highlight, and annotate useful websites and then share selection information with your class.

Friday Break-Out Sessions #2 and #3 for All Teachers

David Booth, Continue the keynote discussion in small groups in this interactive workshop.
Exploration Station, Leave the institute with plans in place to apply the knowledge you learned throughout the week to the upcoming 2012–2013 school year.

Requirements

juliebwise — Sat, 31 Dec 2011 06:30:18 CST

COURSE REQUIREMENTS for GRADUATE CREDIT:

Professional Learning Communities: Educators will be required to read and evaluate two research chapters in Comprehension Going Forward: where we are and what's next. Educators will be prepared to discuss the author’s message and recommendations for applying the research to improve their curriculum. (25 points each/50 pts)

Reflective Blog: The nature of this course requires student engagement, reflection, and analysis of the application of concepts presented. Informal reflections and reactions will be recorded daily on an on-line discussion board at: www.psusummerinstitute.info.
(5 points each/ 25 pts)

Educational Initiative Presentation: Educators will present the findings and recommendations from the Summer Institute to inform and motivate other educators in their home district. (25 pts)

COURSE REQUIREMENTS for ACT 48 Hours:

Attend all Keynote and Break-out Sessions : 37.5 hours will be granted for attending the whole week, or 6.5 hours for each day attended.

Professional Learning Communities: Educators will be required to discuss the keynote message and recommendations for applying the research to improve their curriculum.

Optional: Those attenting for ACT 48 Hours are invited to read Comprehension Going Forward: where we are and what's next, share comments on the blog, and create an implementation plan, however, this is NOT a requirement for ACT 48 attendees as this work is completed outside the hours of the course.

· Note: Accommodations will be provided to those that experience an extended school year due to weather related issues.

2012 Keynote Speakers

juliebwise — Sat, 31 Dec 2011 06:19:59 CST

Anne Goudivis, Real World Reading: Comprehension Instruction Across the Curriculum, Content literacy gets kids excited about the real world and fosters understanding across the disciplines. Whether its science, history, or literature, kids are reading, writing, talking, drawing, viewing, listening, and investigating. This presentation will focus on comprehension practices that: immerse students in topics they can sink their teeth into, honor their question, curiosities and interests, and encourage the active use of knowledge.

Max Brand, Creating Space and Places for Words, Vocabulary is an essential ingredient to understanding in the classroom. Research has shown that the depth of learners’ vocabulary is reflected in their achievement level. This presentation will explore how to integrate systematic vocabulary instruction into classroom rituals, routines and structures.

Chris Biffle, The Wonderland of Whole Brain Reading, From phonics to deep comprehension, from sight words to language arts state standards, from pre-K through advanced 6th graders, discover Whole Brain Teaching’s wealth of reading strategies. Weave the Golden Thread of Fun through all your literacy activities! Learn why tens of thousands of educators have downloaded over 10 million pages of learning materials from WholeBrainTeaching.com, one of the world’s most popular (and free!) education websites.

Lynne Dorfman and Rose Cappelli, Success for All Writers with Mentor Texts The authors of Mentor Texts and Nonfiction Mentor Texts will explore the powerful concepts of mentorship. They will use a variety of rich literature to model focus lessons for the writing workshop, demonstrating the gradual release of responsibility with guided practice and reflection as key components.

Barbara Marinak, Read for Real: High Impact Teaching Using Informational Texts, The session will provide a brief overview of recent research related to choosing and using informational text. In addition, a wide variety of evidence-based reading methods that can be used to differentiate instruction will be demonstrated. Participants will be provided with each method, directions, and the necessary organizers/templates.

David Booth, Boys, Literacy, and Technology: Comprehending the iPad Generation, How can we encourage authentic literacy behaviors in boys who are “wired” and “wireless”? This session will explore the different types of texts tat boys do, could or might read, both in print and on line, and examine the teacher and learning strategies that can support critical and creative responses. Without essentialising the stereotypes, dispositions and attitudes of boys, we need to select texts and activities that engage them, extend their proficiencies and widen and enrich their choices.

Penn State York presents:

juliebwise — Sat, 31 Dec 2011 06:17:25 CST

Are you overwhelmed with curriculum choices and data-driven instruction? Quality teaching involves many interactive components which require the teacher to be the bridge between research and practice. Instead of teaching disconnected approaches, high-impact literacy practices establishes a scaffold approach that layers teacher modeling on top of guided practice and independent application. The 2012 Penn State Summer Institute provides an opportunity to explore the latest research, collaborate with experienced educators, and time to create an action plan for the 2012 – 2013 school year. The nationally recognized keynote speakers will identify the instructional strategies that have the greatest impact on student achievement.

Our keynote speakers are leading literacy experts and professional development providers:

Anne Goudivis, Real World Reading: Comprehension Instruction Across the Curriculum
Max Brand, Creating Space and Places for Words
Chris Biffle, The Wonderland of Whole Brain Reading
Lynne Dorfman and Rose Cappelli, Success for All Writers with Mentor Texts
Barbara Marinak’s, Read for Real: High Impact Teaching Using Informational Texts
David Booth, Boys, Litearcy, and Technology: Comprehending the iPad Generation

Action plans and tools described in Comprehension Going Forward, is the perfect fit for district-wide or idividual professional development. Download a free chapter: http://www.heinemann.com/shared/onlineresources/E04163/CGF_web_sample.pdf

Attend the full Summer Institute for three (nondegree) graduate credits or for Pennsylvania Act 48 hours.

If you work with students in grades K–12, you cannot afford to miss this event!

Keynote Speakers Break-Out Sessions Course Objective Course Requirements Registration

FACULTY Julie B. Wise is the coordinator of the Summer Institute at Penn State York and teaches courses in undergraduate and graduate education. In addition to teaching at the college level, she provides professional development seminars for teachers and administrators throughout central Pennsylvania.

NONDEGREE GRADUATE STUDENT STATUS (Does not apply to educators attending for one day or for Act 48 hours only). Any student who has a baccalaureate degree but has not been admitted to the Penn State Graduate School must apply for admission as a nondegree graduate student in order for graduate transcripts to be issued. Application is only required one time for a fee of $30.00. If you are taking the course for graduate credits, your registration cannot be processed if you have never completed this form. Go to www.hbg.psu.edu or call 717.771.4060 Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce.


Keynote Speakers	Break-Out Sessions	Course Objective	Course Requirements	Registration

2012 Course Objectives

juliebwise — Sat, 31 Dec 2011 06:13:39 CST

· Define effective teaching principles and high-impact strategies in language and literacy.
· Learn to establish an instructional framework that infuses theory and research with practical classroom application.
· Develop flexible grouping plans to increase teaching effectiveness and enhance student learning through multimodal technologies.
· Participate actively in thought-provoking conversations about assessments that inform future instruction.
· Learn how to incorporate effective techniques to boost responsiveness to instruction and intensify instruction for nonresponders.
· Identify systematic and comprehensive approaches that support the needs of pre-K–12 students.

Agenda

juliebwise — Tue, 27 Dec 2011 10:07:09 CST

High Impact Literacy Practices

DAILY AGENDA: June 18 - 22, 2012

Monday, June 18, 2012
7:30 – 8:00 Registration and Breakfast
8:00 – 10:00 Anne Goudivis, Real World Reading: Comprehension Instruction across the Curriculum
10:00 – 11:45 Break-out Session #1
11:45 – 12:30 Lunch
12:30 – 2:15 Break-out Session #2
2:15 – 4:15 Break-out Session #3

Tuesday, June 19, 2012
7:30 – 8:00 Registration and Breakfast
8:00 – 10:00 Max Brand, Creating Space and Places for Words
10:00 – 11:45 Break-out Session #1
11:45 – 12:30 Lunch
12:30 – 2:15 Break-out Session #2
2:15 – 4:15 Break-out Session #3

Wednesday, June 20, 2012
7:30 – 8:00 Registration and Breakfast
8:00 – 10:00 Lynne Dorfman and Rose Cappelli, Success for All Writers with Mentor Texts
10:00 – 11:45 Break-out Session #1
11:45 – 12:30 Lunch
12:30 – 2:15 Break-out Session #2
2:15 – 4:15 Break-out Session #3

Thursday, June 21, 2012
7:30 – 8:00 Registration and Breakfast
8:00 – 10:00 Barbara Marinak, Read for Real: High Impact Teaching Using Informational Texts
10:00 – 11:45 Break-out Session #1
11:45 – 12:30 Lunch
12:30 – 2:15 Break-out Session #2
2:15 – 4:15 Break-out Session #3

Friday, June 22, 2012
7:30 – 8:00 Registration and Breakfast
8:00 – 10:00 David Booth, Boys, Literacy, and Technology: Comprehending the iPad Generation
10:00 – 11:45 Break-out Session #1
11:45 – 12:30 Lunch
12:30 – 2:15 Break-out Session #2
2:15 – 4:15 Break-out Session #3

Hotel

juliebwise — Thu, 01 Dec 2011 14:00:37 CST

Do you need a place to stay?
Heritage Hills Golf Resort and Conference Center (6 min from PSU York)

Heritage Hills Golf Resort
2700 Mount Rose Avenue, York, PA 17402.
phone: 1.877.782.9752
www.hhgr.com

It is right down the street from Penn State York and has two great restaurants, a spa, and golfing.

To reserve, refer to booking ID: PEN061812

Hotel Location:	6 min route between hotel and Penn State York (Pullo Center)

Julie Wise

juliebwise — Thu, 01 Dec 2011 13:59:55 CST

Welcome to the PSY Summer Institute

Coordinator of Institute

Currently I am an Instructor of Reading at Penn State York and Past President of South Central Reading Council. I am also an independent literacy consultant providing professional development seminars that leave educators laughing, learning, and loving the teaching profession. Finally, I established myreadingsecrets.com; a collection of advice, written by those who understand the power of reading, meant to inspire and motivate readers everywhere. I am married and have two children.

Email: jbm149@psu.edu

Phone: 7READ4LIFE ( 773.234.5433 )

Website: www.myreadingsecrets.com

Twitter: www.twitter.com/readingsecrets

Youtube: www.youtube.com/juliebwise

Facebook: http://www.facebook.com/myreadingsecrets

2011 Break-Out Sessions

juliebwise — Thu, 01 Dec 2011 13:01:15 CST

Tuesday Break-out Sessions for Elementary Teachers:

Dr. Joan Crouse, "Assessment Should Be a Video Rather Than a Snapshot" This session will discuss the importance of universal screenings along with district benchmarks and a variety of assessments to determine appropriate interventions. The tracking of student progress will also be shared.

2011 Keynote Speakers

juliebwise — Thu, 01 Dec 2011 13:00:20 CST

Marjorie Y. Lipson, “RTI: Promises, Possibilities, and Potential Problems.” In this session, Dr. Lipson will briefly introduce key concepts related to response to intervention and demonstrate how this approach can improve literacy instruction for all students. Using the work of the International Reading Association Commission on RTI, she will identify key attributes necessary for success and signal potential challenges faced by schools and districts as they move toward adopting an RTI approach to literacy instruction and intervention.

Flexible Attendance

juliebwise — Mon, 25 Oct 2010 07:40:51 CDT

Three Graduate Credits - EDUC 425 Literacy Assessment
Act 48 hour workshop - 37.5 total hours (pending state approval)

Monday only - 6.5 total hours
Tuesday only - 6.5 total hours
Wednesday only - 6.5 total hours
Thursday only - 6.5 total hours

2011 Course Objectives

juliebwise — Mon, 25 Oct 2010 07:36:27 CDT

· Establish an instructional framework that infuses theoretical research with practical classroom application.

· Participate in cognitive conversations about assessments that inform future instruction.

· Define differentiated instruction and intensified intervention in language and literacy.

· Incorporate effective techniques to boost responsiveness to instruction and intensify instruction for non-responders.

· Create informal assessments to monitor students learning and diagnose ability levels.

· Identify systematic and comprehensive approaches that support the needs of all preK-12 students.

2010 Home

juliebwise — Wed, 20 Oct 2010 22:35:39 CDT


Keynote Speakers	Break-Out Sessions	Objectives	Requirements

Keynotes

juliebwise — Wed, 20 Oct 2010 20:50:29 CDT

Penn State Summer Institute 2010
Keynote Speakers

Dorothy Strickland: The Essentials of Early Literacy: Making a Difference through Policy and Practice This session will focus on research applications to improve literacy instruction in the early years - pre kindergarten through the early primary grades. Both the research base and classroom applications, as reflected in the reading literature, will be explored. Suggestions that focus on the use of literature, fostering comprehension, fluency, vocabulary, word study, and writing will be offered. Ideas for assessing children’s progress and making home/school connections will be given.

Doug Fisher and Diane Lapp: Supporting Every Student’s Comprehension While too little comprehension instruction occurs in schools, research supported instructional insights exist that illustrate how literacy learning for all students across all content areas could be a reality. This will be the focus of the keynote that Doug Fisher and Diane Lapp present. www.fisherandfrey.com and http://edweb.sdsu.edu/people/DLapp/DLapp.html

Tim Rasinski: Effective Teaching of Fluency -Still the Neglected (and Abused) Goal of the Reading Curriculum Fluency in reading has been found to be a critical element of any successful reading program (National Reading Panel). Despite its importance many students fail to achieve sufficiently in this area and many teachers do not feel completely competent in their knowledge and teaching of this reading component. In this presentation, Dr. Timothy Rasinski will provide theoretical and research background and definition to fluency. He will share approaches to assessing and monitoring progress in this key aspects of reading. Finally, he will share effective and engaging strategies for teaching this all-important reading component that will move students toward better comprehension and greater proficiency in reading. www.timrasinski.com

Michael Graves: Teaching 50,000 Words and Erasing a 30 Million Word Deficit Michael Graves will provide participants with an overview of a practical, research-based, multi-faceted approach designed to build powerful vocabularies in students in grades K-12. The approach—described in detail in The Vocabulary Book (2006) and used as the framework for Essential Readings on Vocabulary (2009)—is specifically designed to be broad and flexible enough to fit the needs of all learners, including struggling readers, special education students, English language learners, average readers, and gifted readers. The session will also provide participants with information on additional resources for designing powerful vocabulary instruction.

Richard Allington: Will RTI Benefit Struggling Readers? We know a lot about effective reading instruction but most of what we know is not reflected in remedial reading or special education reading lessons. If we want RTI to achieve its goal of substantially reducing the numbers of struggling readers then we must create supplemental reading programs that actually reflect what we know about effective teaching. Six principles for the design of RTI will be presented. www.teachersread.net

Linda Gambrell, Jackie Malloy, Barb Marinak: Creating Classroom Cultures that Foster Reading Motivation This session will focus on creating classroom cultures that support and nurture students in becoming motivated, engaged readers. The major question to be addressed is, "How do we motivate reluctant readers and help them develop into motivated and strategic readers?"Evidence-based insights about reading motivation and comprehension, drawn from recent research, will be presented. Motivational strategies and techniques for promoting strategic reading will be shared.

Dixie Winters: Teaching Critical Thinking Skills and Metacognitive Awareness: The Key to Increased Student Achievement Teachers should be teaching students how to think, not just what to think. Teaching critical thinking and metacognitive skills provides students with the skills necessary to make judgments about their own learning and adjust their behavior accordingly. In this interactive, multi-media session, participants will learn how to (1) use critical thinking skills instruction to differentiate lesson for all students, (2) incorporate the eight characteristics of critical thinking that help to identify when students are thinking critically, and (3) teach metacognitive skills to make students aware of the way they process their thoughts so that they become self-directed, self-disciplined, self-monitored, and self-corrective.

BethAnn Pratte: Mind, Brain, and Education Medical research is unlocking doors to understanding learning, memory, behavior, and learning differences. Dr. Pratte provides current medical research in a language that educators can understand and in a way that is applicable to immediate implementation in the areas of classroom management, interventions, and instructional design and engagement. www.engagingtheirminds.com

Charles Fay: Practical Strategies for Success with Difficult Students Dr. Charles Fay provides plenty of practical techniques for avoiding power-struggles, gaining cooperation and staying sane around the most challenging students. Known around the world for his humorous, story-based teaching style, you’ll hear solutions for: putting an end to arguing and manipulation, preventing and managing student disruptions, getting kids excited about what you’re teaching, lowering your blood pressure, and much more!www.loveandlogic.com

Break-Out Sessions

juliebwise — Wed, 20 Oct 2010 20:28:35 CDT

Wednesday Break-Out Sessions for Elementary Teachers:
Carolyn Cook –“Motivating Students to Write in Writing Workshop” Purposeful words and gestures can provide support for students during writing workshop. Learn how to make the most of writing conferences and motivate students at the same time.

Kristin Green and Amanda Lighty – “Incorporating Literature into Your Primary Math Curriculum” Liven up your math curriculum with literature, manipulatives, and technology. Discover new ways to get your kids excited about math.

Angela Miller –“Making Judgments” For today’s digital minds, photographs are the perfect place to begin teaching personal opinions. Discover how photographs can be used as a spring board to help students form judgments, select text support, and add personal experience.

Linda Young – “Targeting Vocabulary” This breakout session will give participants an opportunity to acquire best practice vocabulary teaching strategies that will enhance their vocabulary instruction. Participants in this session will be actively engaged in instructional activities that can be immediately implemented in their classrooms to impact and engage student learning.

Tuesday Break-out Sessions for Secondary Teachers:

Barbara Nealon – “Engage and Motivate Secondary Students to Develop Science Literacy” Learn successful, classroom-tested techniques that can motivate and engage students to develop vocabulary skills, reading strategies and written communication skills in the secondary science classroom. These skills can develop confidence in reading, writing and critical thinking as students prepare for the Pennsylvania Science Assessment .

Danielle Runkle –“Content Area Reading Strategies for Secondary Teachers” This session will provide specific researched based reading strategies that will increase comprehension of content area material. These strategies will focus on before, during and after reading. Participants will leave with ready to use ideas for any content.

Tuesday Break-out Sessions for All Teachers:

Chris Enck – “Google Maps and Google Earth: Increase Student Engagement for ANY Subject” By using these tools in a project-based learning environment, students find that their interest and motivation for learning increases. Teachers report that these tools also help them deliver relevant meaningful instruction while allowing students to practice multidimensional technology and critical-thinking skills necessary for their future success.

Nathan Hammond – “The Flash in Flashcards” Do you deal with a lot of vocabulary in your course? Would you like to manage vocabulary online – even help students maintain it over the summer? Wordchamp, Quizlet, and Moodle, are great free multimedia tools that can even learn which words need to be practiced.

David Ryer -“Bringing Down the House – Using Drama and Other Creative Arts in the Classroom” During this interactive workshop, participants will be learning about drama conventions and how to connect them to all aspects of any curriculum. With an emphasis on literacy, they will come away with several engaging, thought provoking, and powerful teaching techniques that are sure to “bring down the house!”

Divonna Stebick –“ Wonderfully Effective Word Study Happens in All Classroom” Participants will learn how to apply Pearson’s Gradual Release Model of Instruction to word study and vocabulary theory and practice. Participants will learn about current vocabulary research and best practices implemented through an integrated approach which has been developed and field tested across multiple grade levels and in numerous content areas.

Wednesday Break-out Sessions for Elementary Teachers:

Michael Bubb – “Essential Engagement: A Productive, Challenged, Happy Classroom” When students are motivated, happy, and secure, they are willing to take risks and engage in challenging tasks across the curriculum.

Paula Gilbert and Shawn Sipe – “New Book Titles for Elementary Teachers” Relax and enjoy browsing the newest and most interesting books on the market.

Kathy Stetter – “Digital Portfolios in the Primary Classroom” Investigate how to create electronic artifacts that show growth in student learning using a varied of common desktop software tools. Educators will also learn strategies to design and organize student-centered, standard-based electronic portfolios, as a powerful tool to guide formative assessment.

Wednesday Break-out Sessions for Secondary Teachers:

Justin Hartman – “Metacognitive Experiences in the Visual Arts” Explore how using technology in the classroom to create a project based lesson improves motivation and reaches all students. Participation in the process of creating meaningful art and using the critiquing process to evaluate the finished project will also be discussed.

Wednesday Break-out Sessions for All Teachers:

Jacquline Clymer – “The Link between Engagement and Standards-based Assessment” Learn about standards-based grading: how it works; the essential role formative assessment plays in informing teacher and student actions; and why it increases student engagement and achievement.

Nathan Hammond – “Recording Engagement--MP3 Style” Learn how you can harness the power of the technology already in your students hands--their cell phones for creating innovative assignments. Also learn free webbased solutions to record students answers (even answers to multiple prompts) without any of the typical hassles.

Emily Kissner – “Making Way for Meaning: Building Comprehension through Talking and Movement” While teachers can’t possibly give students all of the topic knowledge they will need for every text, teachers can build students’ background knowledge of different kinds of text, and help them to learn and refine strategies for working with narrative, informational, and poetic text. In this session, teachers will explore easy ways to get kids talking and moving while still building their schema for reading.

Amy Musone, Kim Thoman, Mandy Wolfe – “Using Web 2.0 Tools for Language Arts Instruction The Internet has many interactive, free tools that can be used to enhance Language Arts instruction across the grade levels. Participants will gain ideas on how to use Skype for comprehension and fluency, Moodle for book discussions, Wikis for writing and research presentations, and Google Docs for the writing process.

Jeff Remington –“ Internet Innovations to Inspire Global Education Partnerships” This workshop will focus on recent Internet platforms and technologies that make access to global learning partnerships easier than ever before. It will highlight an educational wiki that is being used as a model to educate students in developing countries. Teachers will be exposed to a variety of Internet technologies that they may find helpful in their own teaching or for creating a global partnership.

Michele Vitelli – “What does your Body Language Say”? Everybody knows that a firm handshake and direct eye contact are a given for demonstrating positive body language…but beyond that…most people are unaware of how powerful subtle changes in nonverbal communication can influence overall effectiveness. As an educator, pinpointing and eliminating negative body language are critical to successful leadership. Learn how to keenly focus in, and literally see how minor changes in your walk, posture, facial expressions, placement of your hands, etc., can improve overall presence.

Divonna Stebick – “Thinking Digitally” Participants will learn how to use a digital forum when applying Pearson’s Gradual Release Model of Instruction for comprehension instruction. Participants will learn about current comprehension research and best practices implemented through an integrated approach which has been developed and field tested. Participants will also apply a step-by-step process to develop digital think alouds in their own classrooms.

Friday Break-Out Sessions for All Teachers

Professional Learning Communities Integration and Application Session Take some time to integrate and apply all the research and ideas you learned throughout the week. Administrators and literacy coaches will be available to help you streamline your instruction so you are ready to motivate metacognitive minds for the 2010 - 2011 school year.

Jacquline Clymer

juliebwise — Wed, 20 Oct 2010 20:20:32 CDT

The Link between Engagement and Standards-based Assessment


22 years teaching experience including 5 years coordinating the curriculum, instruction and assessment of K-12 science at QCSD. Coauthored an article with Dylan Wiliam in Educational Leadership. PD coordinator for NSF grant studying impact of proficiency-based assessment on achievement of 9th grade algebra students. Adjunct professor at Arcadia University.	jclymer@qcsd.org

Workshop Information:

Description:Learn about standards-based grading: how it works; the essential role formative assessment plays in informing teacher and student actions; and why it increases student engagement and achievement

Michael Bubb

juliebwise — Wed, 20 Oct 2010 20:20:05 CDT

WORKSHOP TITLE 1


Once an educator, always an educator. That is true, for the past 46 years. In classrooms, as a teacher, as a principal, as an elementary supervisor, and a supervisor of student teachers, many techniques were tried and true. Come and see.	mdbubb@aol.com

2010 Motivating Metacognitive Minds

juliebwise — Wed, 13 Oct 2010 13:54:56 CDT

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