Join other initial candidates for a weekend of facilitated support and collaboration as you work on components two–four of your National Board certification submission. Participants are expected to have a draft of at least one component prior to attendance. Best practices for completing components will be shared.
What is literacy? How does literacy cross all content areas? How can I integrate literacy strategies into my class when I do not teach reading? All teachers share the responsibility of ensuring our students are literate and prepared for college and careers. In this program, specialist teachers will investigate ways to integrate literacy instruction into their content area. This program is designed specifically for teachers who teach art, music, and physical education in the elementary grades.
When teachers know and begin to understand how the brain learns, they can better serve their students, thus increasing positive behavior and academic performance. Understanding the science behind how we are hard wired to learn is empowering for educators. There is a strong relationship between the brain, SEL, and learning. The frontal lobe houses the structures where most brain activity occurs when people care about each other, trust each other, and want to be friends. It is also home to our executive control function, where we make decisions, process information, and learn. Through a combination of interactive lecture, practical activities, and meaningful movement, you will leave with the skills, understanding, and knowledge needed to become an awesome brain-based educator. This course is for grades K-12.
Opportunities to work with students in small groups creates new math understandings and builds fluency. Join this program to focus on essential components of small group instruction including facilitating math running records and strategies to develop conceptual understanding and fluency. This comprehensive program will explore workshop models and include how to create math playlists and choice boards so students can make the most of their time in the workshop block. Time will be included for teachers to collaborate and develop lessons for their classrooms. This program is intended for teachers and instructional coaches in grades K-5.
With growing demands on both teachers and students, the role of library media specialists and instructional technology facilitators as instructional support is more important than ever. These individuals serve as program administrators, teachers, instructional partners, and resource specialists. By working together, teachers in these roles can further their reach and enhance student learning. In this session, focus will be on strategies that media specialists and instructional technology facilitators can use to develop a collaborative teaching role that supports traditional and digital literacy across the curriculum. We will also explore technology tools and digital resources that can be used to grow students’ skills in reading, writing, speaking, and listening and program advocacy. This course is for grades K-12.
Take the indoor classroom outside and bring STEM to life. Using various tools such as GooseChase, Geocaching, iNaturalist, and others, learn to use the “outside” as your main STEM tool. Discover how to integrate STEM into social studies, ELA, and science curriculum. Help students acquire and synthesize knowledge through experiential learning. Design lessons using STEM tools and curriculum that fits your grade level and content area. This course is for grades K-12.
A wealth of research supports the hypothesis that physical activity can boost comprehension, retention, and self-regulation in students of all achievement levels. Teachers who build movement into their lesson designs will have students who are less disruptive and more engaged. Teachers will learn a variety of strategies for integrating instruction with physical activity, but not at the expense of intellectual rigor. Armed with a collection of techniques you can use immediately, design and create your own physically and mentally active lessons. All teachers from pre-K through 12th-grade are encouraged to attend.
“Registration has closed for this course, and we are no longer accepting any more applications or waitlist submissions."
With growing demands on both teachers and students, the role of library media specialists and instructional technology facilitators as instructional support is more important than ever. These individuals serve as program administrators, teachers, instructional partners, and resource specialists. By working together, teachers in these roles can further their reach and enhance student learning. In this session, focus will be on strategies that media specialists and instructional technology facilitators can use to develop a collaborative teaching role that supports traditional and digital literacy across the curriculum. We will also explore technology tools and digital resources that can be used to grow students’ skills in reading, writing, speaking, and listening and program advocacy.
Visual literacy relates to the language of art—how it is organized, and how it is used to communicate as a language of its own. It relates to all aspects of becoming “art literate,” including an understanding of how the Elements of Art and Principles of Design are used for personal expression and for communication through art. In art, visual literacy encompasses the application of creative thinking skills while solving artistic problems. In this program, art teachers will learn how to encompass the use of digital resources to enhance instruction of visual literacy and safety in the art classroom. Art teachers will explore a variety of digital tools in order to create Hyper Docs, ePortfolios, and video/audio products.
Modeling Instruction provides professional development in secondary science through a research-based, reform-oriented pedagogy. Modeling helps correct the many weaknesses of the lecture-demonstration method found in many classrooms, including the fragmentation of knowledge, student passivity, and the persistence of naive beliefs about the physical world. Scientists learn by doing; they construct and deploy models of the real world and test their ability to predict new phenomena. The student-centered Modeling classroom focuses on turning students into scientists to replicate this process. This program will introduce teachers to the instructional methods and units in Modeling Biology.