Speaker Series
The Speaker Series is made up of several one-day seminars offered by invited specialists in the field of education.
Close Reading and Text Dependent Questioning Through the Common Core State StandardsWednesday, July 17, 2013
8:30am - 3:00pm
$200 (includes lunch)
Credits:
5 Hours
Instructor: Shira Cohen-Goldberg
How do we provide students of all reading abilities access to a difficult or complicated piece of text? Close reading is a difficult skill, even for adults. Develop strategies for helping students gather evidence, knowledge, and insight from what they readto meet the challenges of the Common Core State Standards. Participate in an adult-level close reading experience. Learn to write text-dependent questions for both narrative and expository genres, and how to provide scaffolds for children with specific learning needs. Participants are encouraged to bring a text in order to develop a close reading lesson that they can use with their own students. #
Learning Language from Statistical Structure: Mechanisms of Change and Individual Differences8:30am - 3:00pm
$200 (includes lunch)
Credits:
5 Hours
Instructor: Shira Cohen-Goldberg
How do we provide students of all reading abilities access to a difficult or complicated piece of text? Close reading is a difficult skill, even for adults. Develop strategies for helping students gather evidence, knowledge, and insight from what they readto meet the challenges of the Common Core State Standards. Participate in an adult-level close reading experience. Learn to write text-dependent questions for both narrative and expository genres, and how to provide scaffolds for children with specific learning needs. Participants are encouraged to bring a text in order to develop a close reading lesson that they can use with their own students. #
Thursday, July 25, 2013
8:30am - 3:00pm
FREE (includes lunch)
Credits:
5 Hours
Instructor: Erik Thiessen
Languages differ on a variety of characteristics. One characteristic that is consistent across languages, though, is that units in the input (words, phrases, sentences) can be detected on the basis of statistical information: elements within a unit (e.g., syllables within a word) are more predictable than elements across units (e.g., syllables across word boundaries). In this session, we will discuss statistical learning from infancy to adulthood, and how sensitivity to statistical structure can be informative for many aspects of language acquisition: identifying phonemes, learning words, understanding their meaning, and discovering syntactic structure. Additionally, we will talk about a variety of factors - both experiential and cognitive - that influence statistical learning, and discuss how these factors may, by altering statistical learning, have important outcomes for language development. #
Teaching Independent Executive Function Skills8:30am - 3:00pm
FREE (includes lunch)
Credits:
5 Hours
Instructor: Erik Thiessen
Languages differ on a variety of characteristics. One characteristic that is consistent across languages, though, is that units in the input (words, phrases, sentences) can be detected on the basis of statistical information: elements within a unit (e.g., syllables within a word) are more predictable than elements across units (e.g., syllables across word boundaries). In this session, we will discuss statistical learning from infancy to adulthood, and how sensitivity to statistical structure can be informative for many aspects of language acquisition: identifying phonemes, learning words, understanding their meaning, and discovering syntactic structure. Additionally, we will talk about a variety of factors - both experiential and cognitive - that influence statistical learning, and discuss how these factors may, by altering statistical learning, have important outcomes for language development. #
Friday, July 12, 2013
8:30am - 3:00pm
$200 (includes lunch)
Credits:
5 Hours
ASHA: This course is offered for 0.5 ASHA CEUs (Intermediate Level; Professional Area)
Instructor: Sarah Ward
Executive function skills enable a student to problem-solve continuously to attain a future goal. Students must use their developing executive function skills to estimate how long tasks will take, to sense the passage of time and to know how to break down the steps for immediate tasks, nightly homework and long term projects. Once engaged in a task, a critical skill of the executive system is the ability to transition fluidly from one mental mindset to another and to be able to stop doing one activity and then move on to and start new tasks. With repeated experience students use their executive skills to create hindsight so they have more automatic processes for knowing how long tasks take, to recall the benefits of hard work, to create and maintain systems to have clean personal and shared spaces, to organize their personal belongings, to create mental methods to complete routine tasks and to know “how to study.”
In this seminar, participants will learn how to teach students:
•to have forethought, hindsight, awareness and goal development skills
•improve independent task initiation through self motivation and task ownership
•to sense the passage of time, accurately estimate how long tasks will take and change and maintain their pace to meet goal demands
•plan ahead and carry out routines for homework and to manage long-term assignments
•think in an organized way and then self initiate to manage their, backpack, papers and personal belongings #
The Pressured Child8:30am - 3:00pm
$200 (includes lunch)
Credits:
5 Hours
ASHA: This course is offered for 0.5 ASHA CEUs (Intermediate Level; Professional Area)
Instructor: Sarah Ward
Executive function skills enable a student to problem-solve continuously to attain a future goal. Students must use their developing executive function skills to estimate how long tasks will take, to sense the passage of time and to know how to break down the steps for immediate tasks, nightly homework and long term projects. Once engaged in a task, a critical skill of the executive system is the ability to transition fluidly from one mental mindset to another and to be able to stop doing one activity and then move on to and start new tasks. With repeated experience students use their executive skills to create hindsight so they have more automatic processes for knowing how long tasks take, to recall the benefits of hard work, to create and maintain systems to have clean personal and shared spaces, to organize their personal belongings, to create mental methods to complete routine tasks and to know “how to study.”
In this seminar, participants will learn how to teach students:
•to have forethought, hindsight, awareness and goal development skills
•improve independent task initiation through self motivation and task ownership
•to sense the passage of time, accurately estimate how long tasks will take and change and maintain their pace to meet goal demands
•plan ahead and carry out routines for homework and to manage long-term assignments
•think in an organized way and then self initiate to manage their, backpack, papers and personal belongings #
Wednesday, July 24, 2013
8:30am - 3:00pm
$200 (includes lunch)
Credits:
5 Hours
Instructor: Michael Thompson
This seminar has two parts:
Best Friends, Worst Enemies: Community, Friendship, Social Power and Bullying in Childhood
Recent media attention on bullying in schools has many teachers seeing childhood social relationships only through the lens of bullying. That focus is simplistic and unfortunate because most school communities are a place of tolerance and inclusion, as well as occasional bullying. For children, the relationship with friends is one of the most important things in their lives, a source of learning and growth. However, all children also discover social power and experiment with teasing and exclusion. Classes are stratified into very popular, accepted, ambiguous, neglected, controversial and rejected children. Dr. Thompson will distinguish between the normal social pain of childhood from which all children learn and actual bullying, which is traumatizing.
The Pressured Child
Dr. Thompson describes the psychological journey that children experience during their thirteen years in school. He reminds adults that children are almost never judging themselves by grades: they are always monitoring their own development and constantly searching for three things: connection, recognition and a sense of power. He illustrates how children find those in many different arenas of school life. There are three kinds of children in school: 1) those whose journeys are characterized mostly by success, 2) those whose journeys are characterized by a chronic but manageable struggle, and 3) those whose journeys are characterized by fury and despair. Each journey has its own different pressures. Every child is constantly developing strategies for coping with the pressures that he or she feels. #
8:30am - 3:00pm
$200 (includes lunch)
Credits:
5 Hours
Instructor: Michael Thompson
This seminar has two parts:
Best Friends, Worst Enemies: Community, Friendship, Social Power and Bullying in Childhood
Recent media attention on bullying in schools has many teachers seeing childhood social relationships only through the lens of bullying. That focus is simplistic and unfortunate because most school communities are a place of tolerance and inclusion, as well as occasional bullying. For children, the relationship with friends is one of the most important things in their lives, a source of learning and growth. However, all children also discover social power and experiment with teasing and exclusion. Classes are stratified into very popular, accepted, ambiguous, neglected, controversial and rejected children. Dr. Thompson will distinguish between the normal social pain of childhood from which all children learn and actual bullying, which is traumatizing.
The Pressured Child
Dr. Thompson describes the psychological journey that children experience during their thirteen years in school. He reminds adults that children are almost never judging themselves by grades: they are always monitoring their own development and constantly searching for three things: connection, recognition and a sense of power. He illustrates how children find those in many different arenas of school life. There are three kinds of children in school: 1) those whose journeys are characterized mostly by success, 2) those whose journeys are characterized by a chronic but manageable struggle, and 3) those whose journeys are characterized by fury and despair. Each journey has its own different pressures. Every child is constantly developing strategies for coping with the pressures that he or she feels. #
Weeklong Graduate Courses
Outreach’s weeklong graduate courses provide an overview of research related to the course topic, and a comprehensive introduction to the related practical strategies that support learners in the classroom.
Executive Skills and Strategies for the High School StudentMonday, July 8 - Friday, July 12, 2013
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
ASHA: This course is offered for 3.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructor: Tucker Harrison
Competent executive skills are critical to success in high school and beyond. Without an effective executive managing the brain, papers disappear, deadlines are missed, and answers are left incomplete on tests. High school students who have executive weaknesses require structure, routine, and direct strategy instruction. As students transition to post-secondary pursuits, they need to understand and manage their own executive skills independently. This course provides a practical overview of executive function for the high school teacher. The course begins with a focus on understanding the components of executive function; it then explores practical methods for directly teaching executive study strategies (study skills) and approaches for establishing executive-friendly environments for students. Finally, the course explores assessment tools for measuring executive skills and provides suggestions for introducing students to their personal executive profile. In the mornings, the course will introduce executive skills and study strategies through a variety of instructional mediums that include: lectures, videos, demonstrations, and hands-on, experiential-based activities. In the afternoons, teachers will have opportunities to apply the principles from the morning as they practice strategies, analyze case studies, and create or modify their own materials.
Required Materials: Participants should bring materials (books, assignments, worksheets, tests, projects) from a curricular unit of their choosing for use in the afternoons. #
Language-Based Classroom: Elementary8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
ASHA: This course is offered for 3.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructor: Tucker Harrison
Competent executive skills are critical to success in high school and beyond. Without an effective executive managing the brain, papers disappear, deadlines are missed, and answers are left incomplete on tests. High school students who have executive weaknesses require structure, routine, and direct strategy instruction. As students transition to post-secondary pursuits, they need to understand and manage their own executive skills independently. This course provides a practical overview of executive function for the high school teacher. The course begins with a focus on understanding the components of executive function; it then explores practical methods for directly teaching executive study strategies (study skills) and approaches for establishing executive-friendly environments for students. Finally, the course explores assessment tools for measuring executive skills and provides suggestions for introducing students to their personal executive profile. In the mornings, the course will introduce executive skills and study strategies through a variety of instructional mediums that include: lectures, videos, demonstrations, and hands-on, experiential-based activities. In the afternoons, teachers will have opportunities to apply the principles from the morning as they practice strategies, analyze case studies, and create or modify their own materials.
Required Materials: Participants should bring materials (books, assignments, worksheets, tests, projects) from a curricular unit of their choosing for use in the afternoons. #
Monday, July 15 - Friday, July 19, 2013
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Ann Larsen
Individuals with language-based learning disabilities (LBLD) generally have significantly reduced language capabilities that not only make learning difficult but also may affect performance in the social arena. This course includes an overview of the characteristics of language-based learning disabilities. Current research and researchers’ recommendations regarding the best practices for language-based instruction that enable candidates to learn and perform in today’s classroom more successfully will be introduced. Participants will investigate and discuss the efficacy of creating an elementary language-based classroom that can meet the needs of diverse learners. Practical strategies, activities and techniques for presenting skills-based content will be shared, discussed and practiced as a group. This course is designed to provide a concise overview of current research in the field tied to classroom practice any educator can implement.
Upon completion of this seminar, participants will be able to:
•summarize the dynamics of learning including cognition, language, attention, working memory, and executive function that, in combination, define the neuropsychological profile of students diagnosed with language-based learning disabilities
•understand the implications of language-based learning disabilities on the student, parents, and educators
•define the term “language-based classroom” and critically assess its efficacy in meeting the needs of diverse learners
•define and integrate the basic teaching principles, strategies and recommendations for language-based instruction into daily classroom work #
Phonemic Awareness: A Key to Reading Success8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Ann Larsen
Individuals with language-based learning disabilities (LBLD) generally have significantly reduced language capabilities that not only make learning difficult but also may affect performance in the social arena. This course includes an overview of the characteristics of language-based learning disabilities. Current research and researchers’ recommendations regarding the best practices for language-based instruction that enable candidates to learn and perform in today’s classroom more successfully will be introduced. Participants will investigate and discuss the efficacy of creating an elementary language-based classroom that can meet the needs of diverse learners. Practical strategies, activities and techniques for presenting skills-based content will be shared, discussed and practiced as a group. This course is designed to provide a concise overview of current research in the field tied to classroom practice any educator can implement.
Upon completion of this seminar, participants will be able to:
•summarize the dynamics of learning including cognition, language, attention, working memory, and executive function that, in combination, define the neuropsychological profile of students diagnosed with language-based learning disabilities
•understand the implications of language-based learning disabilities on the student, parents, and educators
•define the term “language-based classroom” and critically assess its efficacy in meeting the needs of diverse learners
•define and integrate the basic teaching principles, strategies and recommendations for language-based instruction into daily classroom work #
Monday, July 22 - Friday, July 26, 2013
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Marie Mirandi
This course presents concepts basic to Landmark’s successful reading instruction. Research verifies the importance of phonemic awareness (the ability to think consciously about and manipulate individual sounds within words) as a precursor to successful reading. This course uses published materials developed by Charles, Patricia, and Phyllis Lindamood to teach participants to identify individuals with poorly developed phonemic awareness, and to develop the student’s ability to perceive, compare, and manipulate sounds within words.
Upon completion of the seminar participants will be able to:
•help students discriminate similarities and differences between individual speech sounds (consonants and vowels) through a conscious awareness of the oral- motor movements required to produce them
•help students perceive and represent the sameness or difference, number, and order of speech sounds both in sequences of isolated sounds and in syllable units
•aid students in perceiving minimal changes within and between syllable units as one syllable is maintained and compared with another
•assist students in associating speech sounds with the alphabet symbols that represent them, and use these sound-symbol associations to spell and read real words, including multisyllable words
•understand appropriate pacing within the scope and sequence of phonemic awareness instruction
Required Materials: Participants are required to bring a LiPS Manual, 4th edition.
Manuals can be purchased at ganderpublishing.com or proedinc.com
There is also an additional materials fee of $15 (payable on first day of course). #
Pragmatic Language Disorders: Direct Instruction of Social Communication Skills8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Marie Mirandi
This course presents concepts basic to Landmark’s successful reading instruction. Research verifies the importance of phonemic awareness (the ability to think consciously about and manipulate individual sounds within words) as a precursor to successful reading. This course uses published materials developed by Charles, Patricia, and Phyllis Lindamood to teach participants to identify individuals with poorly developed phonemic awareness, and to develop the student’s ability to perceive, compare, and manipulate sounds within words.
Upon completion of the seminar participants will be able to:
•help students discriminate similarities and differences between individual speech sounds (consonants and vowels) through a conscious awareness of the oral- motor movements required to produce them
•help students perceive and represent the sameness or difference, number, and order of speech sounds both in sequences of isolated sounds and in syllable units
•aid students in perceiving minimal changes within and between syllable units as one syllable is maintained and compared with another
•assist students in associating speech sounds with the alphabet symbols that represent them, and use these sound-symbol associations to spell and read real words, including multisyllable words
•understand appropriate pacing within the scope and sequence of phonemic awareness instruction
Required Materials: Participants are required to bring a LiPS Manual, 4th edition.
Manuals can be purchased at ganderpublishing.com or proedinc.com
There is also an additional materials fee of $15 (payable on first day of course). #
Monday, July 8 - Friday, July 12, 2013
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
ASHA: This course is offered for 3.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructors: Linda Gross
Many students with language-based learning disabilities struggle with the social use of language, or “pragmatics.” Daily challenges often include maintaining a conversational topic, using language to negotiate or persuade, “reading” and using body language, and establishing and maintaining friendships. These problems are evident both within and outside of the classroom setting. From the perspective of a speech-language pathologist, this seminar will provide an overview of pragmatic language development, as well as characteristics of a pragmatic language disorder. Case studies and sample lessons will be shared. In addition, participants will review current literature, learn how to teach specific social communication skills through direct instruction, and discuss various collaborative models to employ with colleagues.
Upon completion, participants will be able to:
•understand typical pragmatic language development
•recognize a pragmatic language deficit and its impact on daily social situations
•provide appropriate feedback to students in a variety of social situations
•create activities and lessons for direct instruction of pragmatic language skills
•collaborate with colleagues to provide effective intervention #
Reading Development8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
ASHA: This course is offered for 3.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructors: Linda Gross
Many students with language-based learning disabilities struggle with the social use of language, or “pragmatics.” Daily challenges often include maintaining a conversational topic, using language to negotiate or persuade, “reading” and using body language, and establishing and maintaining friendships. These problems are evident both within and outside of the classroom setting. From the perspective of a speech-language pathologist, this seminar will provide an overview of pragmatic language development, as well as characteristics of a pragmatic language disorder. Case studies and sample lessons will be shared. In addition, participants will review current literature, learn how to teach specific social communication skills through direct instruction, and discuss various collaborative models to employ with colleagues.
Upon completion, participants will be able to:
•understand typical pragmatic language development
•recognize a pragmatic language deficit and its impact on daily social situations
•provide appropriate feedback to students in a variety of social situations
•create activities and lessons for direct instruction of pragmatic language skills
•collaborate with colleagues to provide effective intervention #
Monday, July 15 - Friday, July 19, 2013
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Adam Hickey
This week-long survey course will provide students with an intensive opportunity to explore, analyze, and discuss the theoretical underpinnings of reading development and research-driven instructional practices. This course begins with an overview of three theories of reading: bottom up, top down, and the interactive model. Next, through the use of lecture, extensive readings, case studies, and discussion, the class will review the following key components of the contributing factors to reading success: metacognition, prior knowledge, schema theory, and text consideration. Finally, participants will apply their theoretical knowledge to develop instructional practices that are grounded in research.
Upon completion participants will be able to:
•understand the research about literacy acquisition as a developmental and educational process
•recognize and understand the causes of reading disabilities
•understand the etiology of reading disabilities and those factors contributing to it
•apply reading development knowledge to the instruction of reading skills
Chapter one of Wolf’s Proust and the Squid: the story and science of the reading brain must be read before the start of the first class.
Required Book: Wolf, M. (2007). Proust and the Squid: the story and science of the reading brain. New York: HarperCollins. #
Special Education Law8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Adam Hickey
This week-long survey course will provide students with an intensive opportunity to explore, analyze, and discuss the theoretical underpinnings of reading development and research-driven instructional practices. This course begins with an overview of three theories of reading: bottom up, top down, and the interactive model. Next, through the use of lecture, extensive readings, case studies, and discussion, the class will review the following key components of the contributing factors to reading success: metacognition, prior knowledge, schema theory, and text consideration. Finally, participants will apply their theoretical knowledge to develop instructional practices that are grounded in research.
Upon completion participants will be able to:
•understand the research about literacy acquisition as a developmental and educational process
•recognize and understand the causes of reading disabilities
•understand the etiology of reading disabilities and those factors contributing to it
•apply reading development knowledge to the instruction of reading skills
Chapter one of Wolf’s Proust and the Squid: the story and science of the reading brain must be read before the start of the first class.
Required Book: Wolf, M. (2007). Proust and the Squid: the story and science of the reading brain. New York: HarperCollins. #
Monday, July 8 - Friday, July 12, 2013
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
ASHA: This course is offered for 3.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructor: Dan Ahearn, Esq.
This seminar presents an analysis and discussion of key legal concepts in the law of special education. The Individuals with Disabilities Education Act (IDEA 2004) and Section 504 of the Rehabilitation Act as well as the latest implementing regulations for both statutes will be addressed. In addition, leading cases associated with special education law will be reviewed and analyzed. The class will discuss specific issues such as eligibility, evaluation, services, placement, discipline, dispute resolution, and bullying & harassment as it relates to students with disabilities. Finally, practical application of the law to hypothetical situations will be used.
Upon completion, participants will be able to:
•explain and differentiate the key statutes involved in special education
•recognize and understand the leading federal cases dealing with special education
•understand the key legal requirements under each component of special education law
•apply legal theories and principles to practical fact patterns and situations #
Strategies for Expository Expression8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
ASHA: This course is offered for 3.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructor: Dan Ahearn, Esq.
This seminar presents an analysis and discussion of key legal concepts in the law of special education. The Individuals with Disabilities Education Act (IDEA 2004) and Section 504 of the Rehabilitation Act as well as the latest implementing regulations for both statutes will be addressed. In addition, leading cases associated with special education law will be reviewed and analyzed. The class will discuss specific issues such as eligibility, evaluation, services, placement, discipline, dispute resolution, and bullying & harassment as it relates to students with disabilities. Finally, practical application of the law to hypothetical situations will be used.
Upon completion, participants will be able to:
•explain and differentiate the key statutes involved in special education
•recognize and understand the leading federal cases dealing with special education
•understand the key legal requirements under each component of special education law
•apply legal theories and principles to practical fact patterns and situations #
Monday, July 15 - Friday, July 19, 2013
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
ASHA: This course is offered for 3.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructors: Terry Jennings
Writing research indicates that students who understand how sentences and paragraphs are structured are able to use this knowledge as they learn to write. Children with language-based learning disabilities do not implicitly form patterns about language structure nor do they automatically map their knowledge of oral language onto its written forms. This course examines ways to introduce and strengthen writing skills at the sentence, single paragraph, and multi-paragraph levels. A theme-centered developmental curriculum will be used to demonstrate basic sentence and paragraph development. Techniques to activate a student’s background knowledge and facilitate brainstorming of key vocabulary and concepts will be covered.
Upon completion, participants will be able to:
•understand the cognitive-linguistic requirements of language instruction
•engage in extensive oral language scaffolding, cueing strategies for word retrieval, mnemonics, and oral rehearsal
•implement systematic hierarchical instruction at the sentence level including sentence combining techniques with emphasis on matching the logic of sentence with the logic of paragraph
•implement micro-united scaffolding techniques for elements of paragraphs
Required Text: From Talking to Writing by Terrill Jennings and Charles Haynes.
Text may be purchased at landmarkoutreach.org. #
Teaching Algebra & Beyond8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
ASHA: This course is offered for 3.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructors: Terry Jennings
Writing research indicates that students who understand how sentences and paragraphs are structured are able to use this knowledge as they learn to write. Children with language-based learning disabilities do not implicitly form patterns about language structure nor do they automatically map their knowledge of oral language onto its written forms. This course examines ways to introduce and strengthen writing skills at the sentence, single paragraph, and multi-paragraph levels. A theme-centered developmental curriculum will be used to demonstrate basic sentence and paragraph development. Techniques to activate a student’s background knowledge and facilitate brainstorming of key vocabulary and concepts will be covered.
Upon completion, participants will be able to:
•understand the cognitive-linguistic requirements of language instruction
•engage in extensive oral language scaffolding, cueing strategies for word retrieval, mnemonics, and oral rehearsal
•implement systematic hierarchical instruction at the sentence level including sentence combining techniques with emphasis on matching the logic of sentence with the logic of paragraph
•implement micro-united scaffolding techniques for elements of paragraphs
Required Text: From Talking to Writing by Terrill Jennings and Charles Haynes.
Text may be purchased at landmarkoutreach.org. #
Monday, July 15 - Friday, July 19, 2013
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Jenn Sauriol
Common Core emphasizes the importance of reasoning, critical thinking and communication as standards for mathematical practice. Within the requirements of these standards, this seminar gives examples of ways to successfully engage students with language-based learning disabilities in these practices. This course offers effective strategies for teaching and reviewing Algebra, Functions, Number and Quantity and Geometry concepts. Participants will discuss various learning theories and styles as ways to better understand the students in their classroom so that they can better prescribe activities to help their students learn mathematical concepts. The focus of the seminar is to provide alternative techniques for teaching difficult math concepts, engaging students in discussion and sense making about mathematics. Activities that will allow all levels of students the ability to engage and participate in these conversations will be explored, examined and readily replicated by participants.
Upon completion, participants will be able to:
•implement methods to incorporate study skills into daily math activities
•implement techniques for reviewing and maintaining math skills
•create and use activities that will support the students’ multi-modal needs
•identify techniques for developing problem solving skills, increasing comprehension of key concepts, and improving metacognition
•recognize a students’ level of understanding mathematics topics and the importance of that information for assessing a students’ degree of mastery of those topics #
Teaching Mathematics Using Alternative Strategies and Modalities8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Jenn Sauriol
Common Core emphasizes the importance of reasoning, critical thinking and communication as standards for mathematical practice. Within the requirements of these standards, this seminar gives examples of ways to successfully engage students with language-based learning disabilities in these practices. This course offers effective strategies for teaching and reviewing Algebra, Functions, Number and Quantity and Geometry concepts. Participants will discuss various learning theories and styles as ways to better understand the students in their classroom so that they can better prescribe activities to help their students learn mathematical concepts. The focus of the seminar is to provide alternative techniques for teaching difficult math concepts, engaging students in discussion and sense making about mathematics. Activities that will allow all levels of students the ability to engage and participate in these conversations will be explored, examined and readily replicated by participants.
Upon completion, participants will be able to:
•implement methods to incorporate study skills into daily math activities
•implement techniques for reviewing and maintaining math skills
•create and use activities that will support the students’ multi-modal needs
•identify techniques for developing problem solving skills, increasing comprehension of key concepts, and improving metacognition
•recognize a students’ level of understanding mathematics topics and the importance of that information for assessing a students’ degree of mastery of those topics #
Monday, July 22 - Friday, July 26, 2013
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Christopher Woodin
This interactive course features innovative methods to manipulate numbers using minimum language demands. Students perform the four basic operations of whole numbers, fractions, percentages, and elementary algebraic concepts using concrete manipulatives, graphic organizers, gross motor/kinesthetic processing, and visual imagery techniques. After problems are solved through alternative modalities, language is used to describe and document the solution process. Thematic, language-based instruction will be presented in a hands-on format which aids student comprehension by integrating concepts and procedures with related word problems through experiential learning. Participants will explore several thematic units and will receive the necessary guidance and materials to adapt one for their own use. While these methods are essential for individuals with auditory processing issues and/or executive function disorders, all students can benefit from these strategies.
Upon completion participants will be able to:
•identify cognitive parameters that impact math learning by reviewing trends expressed on cognitive testing (including the WISC and R.O.C.F.)
•implement teaching methods that utilize multiple modalities that are modeled in class, and described in required readings
•implement techniques for enhancing mathematics learning in children with varied abilities through peer teaching exercises
•demonstrate direct instruction of math procedures using manipulatives during peer teaching exercises
Appropriate for educators at the elementary and middle school levels. #
8:30am - 4:00pm
$900 (includes lunch and graduate credit fee)
Credits:
30 Hours/PDPs
3 graduate credits
Instructor: Christopher Woodin
This interactive course features innovative methods to manipulate numbers using minimum language demands. Students perform the four basic operations of whole numbers, fractions, percentages, and elementary algebraic concepts using concrete manipulatives, graphic organizers, gross motor/kinesthetic processing, and visual imagery techniques. After problems are solved through alternative modalities, language is used to describe and document the solution process. Thematic, language-based instruction will be presented in a hands-on format which aids student comprehension by integrating concepts and procedures with related word problems through experiential learning. Participants will explore several thematic units and will receive the necessary guidance and materials to adapt one for their own use. While these methods are essential for individuals with auditory processing issues and/or executive function disorders, all students can benefit from these strategies.
Upon completion participants will be able to:
•identify cognitive parameters that impact math learning by reviewing trends expressed on cognitive testing (including the WISC and R.O.C.F.)
•implement teaching methods that utilize multiple modalities that are modeled in class, and described in required readings
•implement techniques for enhancing mathematics learning in children with varied abilities through peer teaching exercises
•demonstrate direct instruction of math procedures using manipulatives during peer teaching exercises
Appropriate for educators at the elementary and middle school levels. #
Two-Day Seminars
Outreach’s two-day seminars target a specific approach to supporting learners in the classroom, and provide participants with handouts they can use or adapt for their students.
Algebra Make and TakeThursday, July 11 - Friday, July 12, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructors: Beth Coakley
Have you thought of making interactive engaging activities for your algebra classroom but don't have enough time? This two-day seminar will discuss some of the reasons why students struggle with algebra and then interact with different activities that help students engage and explore topics in the algebra curriculum (all levels will be included). Participants will learn how to think through the process of creating engaging and purposeful activities, discuss the value of these interactions to the specific learning needs of the students with whom they work and brainstorm how these activities can be integrated into their classroom, tutorial or resource center. Participants will leave with resources for immediate use.
Appropriate for educators at the middle and high school levels. #
Formative Assessment8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructors: Beth Coakley
Have you thought of making interactive engaging activities for your algebra classroom but don't have enough time? This two-day seminar will discuss some of the reasons why students struggle with algebra and then interact with different activities that help students engage and explore topics in the algebra curriculum (all levels will be included). Participants will learn how to think through the process of creating engaging and purposeful activities, discuss the value of these interactions to the specific learning needs of the students with whom they work and brainstorm how these activities can be integrated into their classroom, tutorial or resource center. Participants will leave with resources for immediate use.
Appropriate for educators at the middle and high school levels. #
Wednesday, July 10 - Thursday, July 11, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Patricia Newhall
Formative assessment is the process of documenting the development of students' skills and knowledge during learning versus after learning. Research demonstrates that gains triggered by formative assessment are among the largest ever reported for educational interventions. Even better, the most significant gains are realized by low achieving students. The teacher-student feedback loop that provides the foundation for formative assessment guides instructional decisions for teachers, increases effort and engagement for students, and fosters the essential skill of self-assessment for both. This seminar shares formative assessment techniques and examples for how to transform current classroom activities and assessments into a formative process. Participants will also learn a variety of methods for gathering and analyzing data, and for implementing the process with students. #
Language-Based Classroom: High School8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Patricia Newhall
Formative assessment is the process of documenting the development of students' skills and knowledge during learning versus after learning. Research demonstrates that gains triggered by formative assessment are among the largest ever reported for educational interventions. Even better, the most significant gains are realized by low achieving students. The teacher-student feedback loop that provides the foundation for formative assessment guides instructional decisions for teachers, increases effort and engagement for students, and fosters the essential skill of self-assessment for both. This seminar shares formative assessment techniques and examples for how to transform current classroom activities and assessments into a formative process. Participants will also learn a variety of methods for gathering and analyzing data, and for implementing the process with students. #
Wednesday, July 17 - Thursday, July 18, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Kaia Cunningham & Ariel Martin Cone
As students with learning disabilities move into high school, the reading, writing and study skills necessary for being successful in the content areas can create “make or break” moments for students. This seminar is designed to provide an overview of the characteristics of language-based learning disabilities (LBLD) and the best practices for language-based instruction that enable students to learn and perform in today's classroom more successfully. Practical strategies, activities, and techniques for teaching reading comprehension and written expression skills, as well as improving study skills and executive function, will be shared, discussed, and practiced. As a result, general and special educations can position their curriculum and employ these recommendations and strategies to help the high school student with learning disabilities succeed and make an effective transition to post-high school education or work. #
Language-Based Classroom: Middle School8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Kaia Cunningham & Ariel Martin Cone
As students with learning disabilities move into high school, the reading, writing and study skills necessary for being successful in the content areas can create “make or break” moments for students. This seminar is designed to provide an overview of the characteristics of language-based learning disabilities (LBLD) and the best practices for language-based instruction that enable students to learn and perform in today's classroom more successfully. Practical strategies, activities, and techniques for teaching reading comprehension and written expression skills, as well as improving study skills and executive function, will be shared, discussed, and practiced. As a result, general and special educations can position their curriculum and employ these recommendations and strategies to help the high school student with learning disabilities succeed and make an effective transition to post-high school education or work. #
Thursday, July 11 - Friday, July 12, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructors: Ann Larsen
As students with language-based learning disabilities move into middle school, the reading, writing, and study skills necessary for success in the content areas can create "make or break" moments for students. This seminar begins with an overview of the characteristics of language-based learning disabilities. Current research and researchers’ recommendations regarding best practices for language-based instruction will be discussed. Participants will investigate and discuss the efficacy of creating a language-based classroom that can meet the needs of diverse middle school learners. Practical strategies, activities and techniques for presenting skills-based content will be shared, discussed and practiced as a group. This course is designed to provide a concise overview of current research in the field tied to classroom practice any educator can implement. As a result, general and special educators can position their curriculum and employ these recommendations and strategies to help the middle school student with language-based learning disabilities succeed. #
Language-Based Learning Disabilities and the Neuropsychological Evaluation8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructors: Ann Larsen
As students with language-based learning disabilities move into middle school, the reading, writing, and study skills necessary for success in the content areas can create "make or break" moments for students. This seminar begins with an overview of the characteristics of language-based learning disabilities. Current research and researchers’ recommendations regarding best practices for language-based instruction will be discussed. Participants will investigate and discuss the efficacy of creating a language-based classroom that can meet the needs of diverse middle school learners. Practical strategies, activities and techniques for presenting skills-based content will be shared, discussed and practiced as a group. This course is designed to provide a concise overview of current research in the field tied to classroom practice any educator can implement. As a result, general and special educators can position their curriculum and employ these recommendations and strategies to help the middle school student with language-based learning disabilities succeed. #
Monday, July 22 - Tuesday, July 23, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Melody ONeil
Students with learning disabilities often go through school with their difficulties overlooked or misunderstood. This introductory seminar focuses on identifying students with language-based learning disabilities (LBLD); understanding the differences between LBLD and a non-verbal learning disability (NVLD); and understanding/interpreting the evaluation process including neuropsychological, educational, and speech-language testing. Topics will also include how to interpret the scores (what it all means and what the specific tests measure), services available, and how to develop practical teaching strategies and techniques (remediation vs. accommodation). A brief overview of receptive/expressive language disorders will also be addressed.
Upon completion, participants will be able to identify and:
•define the characteristics of Language-Based Learning Disabilities, Non-Verbal Learning Disabilities, ADD/ADHD, Receptive/Expressive Language Disorders, Executive Functioning
•understand the evaluation process
•understand and interpret neuropsychological evaluations including cognitive testing, academic/achievement testing, speech-language testing, psychosocial testing and perceptual-motor testing
•analyze recommendations on neuropsychological evaluations and how to link it to effective remediation needed for teaching children with language-based learning disabilities. #
Motivation and LBLD8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Melody ONeil
Students with learning disabilities often go through school with their difficulties overlooked or misunderstood. This introductory seminar focuses on identifying students with language-based learning disabilities (LBLD); understanding the differences between LBLD and a non-verbal learning disability (NVLD); and understanding/interpreting the evaluation process including neuropsychological, educational, and speech-language testing. Topics will also include how to interpret the scores (what it all means and what the specific tests measure), services available, and how to develop practical teaching strategies and techniques (remediation vs. accommodation). A brief overview of receptive/expressive language disorders will also be addressed.
Upon completion, participants will be able to identify and:
•define the characteristics of Language-Based Learning Disabilities, Non-Verbal Learning Disabilities, ADD/ADHD, Receptive/Expressive Language Disorders, Executive Functioning
•understand the evaluation process
•understand and interpret neuropsychological evaluations including cognitive testing, academic/achievement testing, speech-language testing, psychosocial testing and perceptual-motor testing
•analyze recommendations on neuropsychological evaluations and how to link it to effective remediation needed for teaching children with language-based learning disabilities. #
Monday, July 8 - Tuesday, July 9, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Bill Chamberlain
What portion of my time is spent motivating students? Should it be more? Less? What does that look like? What could that look like? What part does it play in the improvement of study skills and executive function, leading to metacognition and independent learning? How does it help students become proactive learners? How does it aid in making thinking transparent? The course content will be supported by cognitive, behavioral, and brain research; it will discuss motivation as a skill that a teacher can improve and possess.
In the world of LBLD, a teacher’s motivation skills apply more acutely because many students with LBLD have difficulty generating self-confidence. In part, this is because they learn atypically which is not addressed easily in a typical setting, generating a cycle of failure. Motivation skills are useful in the remediation of low self-confidence; they enhance learning.
This seminar will study motivation by examining a variety of topics such as: teaching style, teaching method, memory and retention, critical thinking/problem solving, creativity, curiosity as a trait, exploration as an action, micro-managing units of time, the use of games and movies, empathy, student thinking, practice and repetition/fluency, cognitive ability vs cognitive style, physical exercise and cognition, impact of sleep, etc. The class will also briefly cover how the brain is wired, how brain activity is measured, and how brain research has evolved. #
Practical Strategies for Building Reading Comprehension8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Bill Chamberlain
What portion of my time is spent motivating students? Should it be more? Less? What does that look like? What could that look like? What part does it play in the improvement of study skills and executive function, leading to metacognition and independent learning? How does it help students become proactive learners? How does it aid in making thinking transparent? The course content will be supported by cognitive, behavioral, and brain research; it will discuss motivation as a skill that a teacher can improve and possess.
In the world of LBLD, a teacher’s motivation skills apply more acutely because many students with LBLD have difficulty generating self-confidence. In part, this is because they learn atypically which is not addressed easily in a typical setting, generating a cycle of failure. Motivation skills are useful in the remediation of low self-confidence; they enhance learning.
This seminar will study motivation by examining a variety of topics such as: teaching style, teaching method, memory and retention, critical thinking/problem solving, creativity, curiosity as a trait, exploration as an action, micro-managing units of time, the use of games and movies, empathy, student thinking, practice and repetition/fluency, cognitive ability vs cognitive style, physical exercise and cognition, impact of sleep, etc. The class will also briefly cover how the brain is wired, how brain activity is measured, and how brain research has evolved. #
Thursday, July 25 - Friday, July 26, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Santo Brillati
Teaching reading comprehension can involve many obstacles that need to be addressed daily in classrooms, resource rooms, and in one-to-one tutorials. This seminar examines many of these obstacles and barriers that detract from or prevent the comprehension of fiction or non-fiction reading selections. The practical visual strategies that are presented, discussed, and practiced in this seminar will facilitate a student’s oral and written analysis of the reading selections.
Upon completion, participants will be able to:
•effectively use graphic organizers and visual guides to assist students as they organize their thoughts for oral and written expression
•practice each of the visual comprehension strategies that can facilitate a student’s oral and written analysis of reading selections
•assess which comprehension strategies are appropriate and when to use these strategies
•understand how to break down comprehension tasks to help students reach their goals
•employ effective comprehension strategies to help students with diagnosed learning disabilities to increase their oral and written expression
This seminar is appropriate for those who work with students at the middle school and high school level. #
Reading Fluency8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Santo Brillati
Teaching reading comprehension can involve many obstacles that need to be addressed daily in classrooms, resource rooms, and in one-to-one tutorials. This seminar examines many of these obstacles and barriers that detract from or prevent the comprehension of fiction or non-fiction reading selections. The practical visual strategies that are presented, discussed, and practiced in this seminar will facilitate a student’s oral and written analysis of the reading selections.
Upon completion, participants will be able to:
•effectively use graphic organizers and visual guides to assist students as they organize their thoughts for oral and written expression
•practice each of the visual comprehension strategies that can facilitate a student’s oral and written analysis of reading selections
•assess which comprehension strategies are appropriate and when to use these strategies
•understand how to break down comprehension tasks to help students reach their goals
•employ effective comprehension strategies to help students with diagnosed learning disabilities to increase their oral and written expression
This seminar is appropriate for those who work with students at the middle school and high school level. #
Thursday, July 18 - Friday, July 19, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Brett Hall and Marie Mirandi
This course presents a discussion and analysis of reading fluency and the decoding components which comprise it. The scope and sequence of decoding patterns from sound-symbol relationships through advanced patterns will be presented. Error recording and analysis will be practiced. Selected fluency programs will be summarized. Finally, activities to enhance students' decoding and reading fluency will be presented. This course is designed for classroom teachers who desire practical strategies to enhance the reading fluency of their learners.
Upon completion, participants will be able to:
• Explain the key components of reading fluency
• Recognize the scope and sequence of decoding skills
• Accurately record reading miscues and develop a plan for remediation
• Select and create appropriate materials/ programs to assist in reading instruction
Recommended Text:
The Fluent Reader (2nd Edition): Oral & Silent Reading Strategies for Building Fluency, Word Recognition & Comprehension
by Timothy Rasinski
Available at several online booksellers including Scholastic.
Appropriate for educators of all levels. #
Structuring for Success: the Expressive Language Student8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Brett Hall and Marie Mirandi
This course presents a discussion and analysis of reading fluency and the decoding components which comprise it. The scope and sequence of decoding patterns from sound-symbol relationships through advanced patterns will be presented. Error recording and analysis will be practiced. Selected fluency programs will be summarized. Finally, activities to enhance students' decoding and reading fluency will be presented. This course is designed for classroom teachers who desire practical strategies to enhance the reading fluency of their learners.
Upon completion, participants will be able to:
• Explain the key components of reading fluency
• Recognize the scope and sequence of decoding skills
• Accurately record reading miscues and develop a plan for remediation
• Select and create appropriate materials/ programs to assist in reading instruction
Recommended Text:
The Fluent Reader (2nd Edition): Oral & Silent Reading Strategies for Building Fluency, Word Recognition & Comprehension
by Timothy Rasinski
Available at several online booksellers including Scholastic.
Appropriate for educators of all levels. #
Tuesday, July 16 - Wednesday, July 17, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Caitlin Parker & Kate Yedinak
This seminar will focus on recognizing students with expressive language deficits, developing practical teaching strategies and classroom techniques, and promoting individual student success through direct instruction of expressive language skills. Profiles of students with written as well as oral and pragmatic language deficits will be discussed. Participants should expect to leave with a practical, easy to replicate lesson plan, strategies that encourage expressive language in their classroom and a better understanding of how to work with students with expressive language deficits.
Topics included: overview of language-based learning disabilities (LBLD) and expressive language disorders; samples of neuropsychological reports and testing for students with expressive language deficits; practical case studies; scaffolding for written expression; strategies for communicating using the five domains of language - phonology, morphology, semantics, syntax, discourse; samples of student work and lesson plans for implementation in the classroom; pragmatic language skills, both verbal and nonverbal, that are important for communicating effectively in social situations.
#
Study Skills: Elementary & Middle School8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Caitlin Parker & Kate Yedinak
This seminar will focus on recognizing students with expressive language deficits, developing practical teaching strategies and classroom techniques, and promoting individual student success through direct instruction of expressive language skills. Profiles of students with written as well as oral and pragmatic language deficits will be discussed. Participants should expect to leave with a practical, easy to replicate lesson plan, strategies that encourage expressive language in their classroom and a better understanding of how to work with students with expressive language deficits.
Topics included: overview of language-based learning disabilities (LBLD) and expressive language disorders; samples of neuropsychological reports and testing for students with expressive language deficits; practical case studies; scaffolding for written expression; strategies for communicating using the five domains of language - phonology, morphology, semantics, syntax, discourse; samples of student work and lesson plans for implementation in the classroom; pragmatic language skills, both verbal and nonverbal, that are important for communicating effectively in social situations.
#
Tuesday, July 23 - Wednesday, July 24, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructors: Deirdre Mulligan & Faith Hall
This seminar will provide an overview of Landmark’s Study Skills model as well as practical hands on application of study skill strategies and teaching techniques. Specific topics such as organization (e.g., time, space and materials), identifying main ideas and details, two-column note-taking, study strategies, and microuniting and structuring projects will be covered. Participants will have the opportunity to practice and apply these strategies during the sessions to see how the skills can be applied across the curriculum.
Upon completion participants will be able to:
•define study-skills; explain different study skills strategies
•demonstrate an understanding of how to incorporate these techniques into your curriculum
•generate meaningful activities that integrate curriculum and study skills
•adapt and micro-unit various skills to meet the needs of your students
•discuss ideas and effective methods related to study skills
•recognize the importance of teaching study skills
Appropriate for educators at the elementary and middle school levels. #
Teaching Effective Test-Taking Skills8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructors: Deirdre Mulligan & Faith Hall
This seminar will provide an overview of Landmark’s Study Skills model as well as practical hands on application of study skill strategies and teaching techniques. Specific topics such as organization (e.g., time, space and materials), identifying main ideas and details, two-column note-taking, study strategies, and microuniting and structuring projects will be covered. Participants will have the opportunity to practice and apply these strategies during the sessions to see how the skills can be applied across the curriculum.
Upon completion participants will be able to:
•define study-skills; explain different study skills strategies
•demonstrate an understanding of how to incorporate these techniques into your curriculum
•generate meaningful activities that integrate curriculum and study skills
•adapt and micro-unit various skills to meet the needs of your students
•discuss ideas and effective methods related to study skills
•recognize the importance of teaching study skills
Appropriate for educators at the elementary and middle school levels. #
Monday, July 8 - Tuesday, July 9, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Suzanne Crossman
Classroom tests represent a challenge for all students, particularly those with learning disabilities. However, mastery of test-taking strategies helps students better demonstrate their knowledge. This seminar presents specific strategies teachers can use to prepare students to take both objective and essay exams. Participants will focus on study guide development and use, as well as strategies for approaching a variety of test formats and questions. Following a Landmark model for test analysis, participants will analyze a completed test and learn how to help students identify their particular test-taking strengths and deficits in order to develop strategies to improve their future performance. Finally participants will examine various test formats and strategies for writing tests tha support in developing effective test taking skills.
Upon completion, participants will be able to:
?explain specific test preparation strategies and discuss ways to incorporate those strategies into classroom lessons
?discuss the role of memory and strategies to enhance students’ recall
?discuss specific strategies for taking objective tests
?discuss specific strategies for taking short response and essay tests
?identify and evaluate key elements to writing effective tests
?complete a test analysis and use that to develop further instruction #
Teaching Spelling8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Suzanne Crossman
Classroom tests represent a challenge for all students, particularly those with learning disabilities. However, mastery of test-taking strategies helps students better demonstrate their knowledge. This seminar presents specific strategies teachers can use to prepare students to take both objective and essay exams. Participants will focus on study guide development and use, as well as strategies for approaching a variety of test formats and questions. Following a Landmark model for test analysis, participants will analyze a completed test and learn how to help students identify their particular test-taking strengths and deficits in order to develop strategies to improve their future performance. Finally participants will examine various test formats and strategies for writing tests tha support in developing effective test taking skills.
Upon completion, participants will be able to:
?explain specific test preparation strategies and discuss ways to incorporate those strategies into classroom lessons
?discuss the role of memory and strategies to enhance students’ recall
?discuss specific strategies for taking objective tests
?discuss specific strategies for taking short response and essay tests
?identify and evaluate key elements to writing effective tests
?complete a test analysis and use that to develop further instruction #
Monday, July 15 - Tuesday, July 16, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Deb Blanchard
Individuals with language-based learning disabilities (LBLD) generally have significant weaknesses in spelling performance. This two-day seminar begins with a brief overview of spelling development followed by researchers’ recommendations for interventions to improve student performance. The link between spelling and reading will be explored, with particular attention to phonology and morphology. Practical strategies and techniques will be shared, discussed, and practiced as a group. Case studies will be used to illustrate how error analysis can inform instruction, and informal spelling assessments will be reviewed.
Upon completion of this course, students will be able to:
•summarize the stages of spelling development; define phonology and morphology
•list an array of best practices recommended by research for teaching spelling to students with LBLD
•define certain orthographic conventions (types of syllables, ending rules)
•apply knowledge to analysis of student errors; identify weaknesses in phonological processing represented by specific spelling errors
This seminar is recommended for teachers at the elementary or middle school level. #
Teaching Writing: Paragraphs to Essays8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Deb Blanchard
Individuals with language-based learning disabilities (LBLD) generally have significant weaknesses in spelling performance. This two-day seminar begins with a brief overview of spelling development followed by researchers’ recommendations for interventions to improve student performance. The link between spelling and reading will be explored, with particular attention to phonology and morphology. Practical strategies and techniques will be shared, discussed, and practiced as a group. Case studies will be used to illustrate how error analysis can inform instruction, and informal spelling assessments will be reviewed.
Upon completion of this course, students will be able to:
•summarize the stages of spelling development; define phonology and morphology
•list an array of best practices recommended by research for teaching spelling to students with LBLD
•define certain orthographic conventions (types of syllables, ending rules)
•apply knowledge to analysis of student errors; identify weaknesses in phonological processing represented by specific spelling errors
This seminar is recommended for teachers at the elementary or middle school level. #
Monday, July 22 - Tuesday, July 23, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
ASHA: This course is offered for 1.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructor: Keryn Kwedor
Landmark School uses a five-step, sequential model for teaching writing skills. This includes brainstorming, organizing (via mapping and outlining), writing a rough draft, proofreading, and creating a final product. These writing strategies can be applied to paragraph, multi-paragraph, or essay level writing for assignments across the curriculum. This seminar will also include techniques for oral rehearsal, paragraph framing, and student writing portfolio development. Upon completion, participants will be able to: name the common writing deficits of students with learning disabilities; break down the complexity of the expository writing process; demonstrate brainstorming techniques; discuss organizing techniques and the use of templates; reconstruct the steps in paragraph and essay framing, drafting, and writing.
Upon completion participants will be able to:
•create effective writing assignments that allow students to practice the writing process at their individual levels of ability
•effectively use graphic organizers and templates to assist students as they follow the process of completing a writing task
•micro-unit the skills that are specific to each stage in the progression of writing tasks so that these skills may be taught in isolation
•assess student writing samples to identify strengths and weaknesses
•assess each student’s writing ability and progress
•provide targeted strategies to improve students’ weaker writing skills #
Written Expression Strategies8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
ASHA: This course is offered for 1.0 ASHA CEUs (Intermediate Level; Professional Area)
Instructor: Keryn Kwedor
Landmark School uses a five-step, sequential model for teaching writing skills. This includes brainstorming, organizing (via mapping and outlining), writing a rough draft, proofreading, and creating a final product. These writing strategies can be applied to paragraph, multi-paragraph, or essay level writing for assignments across the curriculum. This seminar will also include techniques for oral rehearsal, paragraph framing, and student writing portfolio development. Upon completion, participants will be able to: name the common writing deficits of students with learning disabilities; break down the complexity of the expository writing process; demonstrate brainstorming techniques; discuss organizing techniques and the use of templates; reconstruct the steps in paragraph and essay framing, drafting, and writing.
Upon completion participants will be able to:
•create effective writing assignments that allow students to practice the writing process at their individual levels of ability
•effectively use graphic organizers and templates to assist students as they follow the process of completing a writing task
•micro-unit the skills that are specific to each stage in the progression of writing tasks so that these skills may be taught in isolation
•assess student writing samples to identify strengths and weaknesses
•assess each student’s writing ability and progress
•provide targeted strategies to improve students’ weaker writing skills #
Thursday, July 25 - Friday, July 26, 2013
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Claire Sullivan
This seminar will provide practical writing strategies for elementary- and early-middle school-aged students. Methods for developing vocabulary and sentences, as well as strategies for writing single- and multi-paragraph compositions, will be discussed. Handouts and templates will be provided.
Upon completion, participants will be able to:
•understand writing demands
•understand the importance of oral rehearsal prior to writing
•implement scaffolded techniques in the classroom to enhance students’ writing both at the sentence and paragraph level
Appropriate for educators at the elementary and early-middle school levels. #
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
1 graduate credit ($190 additional fee payable on first day of seminar)
Instructor: Claire Sullivan
This seminar will provide practical writing strategies for elementary- and early-middle school-aged students. Methods for developing vocabulary and sentences, as well as strategies for writing single- and multi-paragraph compositions, will be discussed. Handouts and templates will be provided.
Upon completion, participants will be able to:
•understand writing demands
•understand the importance of oral rehearsal prior to writing
•implement scaffolded techniques in the classroom to enhance students’ writing both at the sentence and paragraph level
Appropriate for educators at the elementary and early-middle school levels. #
One-Day Seminars
Outreach’s one-day seminars offer an introduction to a specific approach and selected strategies to implement in the classroom.
Beyond Creating: Incorporating Language Instruction and Study Skills in the Arts ClassroomFriday, July 19, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Beth Jamieson
This one day seminar will explore the underlying skills taught in a strong arts curriculum. We will discuss the role of language in the arts classroom and ways to enhance language instruction in order to reach all levels of students and enhance their areas of strengths as well as weakness. Some additional focus will be placed specifically on instructing students with LBLD. We will explore hands on activities, lesson planning, and engage in discussion surrounding ways that both language and study skills can be fostered in the Arts Classroom. This seminar is open to arts educators as well as general educators. #
College Readiness: Preparing LBLD Students Meet the Demands of Writing in College8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Beth Jamieson
This one day seminar will explore the underlying skills taught in a strong arts curriculum. We will discuss the role of language in the arts classroom and ways to enhance language instruction in order to reach all levels of students and enhance their areas of strengths as well as weakness. Some additional focus will be placed specifically on instructing students with LBLD. We will explore hands on activities, lesson planning, and engage in discussion surrounding ways that both language and study skills can be fostered in the Arts Classroom. This seminar is open to arts educators as well as general educators. #
Monday, July 22, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Kaia Cunningham
As a key element of transition planning, preparing students with language-based learning disabilities (LBLD) to meet the demands of college level writing is a daunting task. This one-day seminar will examine the essential writing, reading, and study skills students with LBLD need to write successfully at the college level. Participants will learn how to best structure long term writing assignments at all secondary levels; prepare students with LBLD to break down long-term writing tasks, independently narrow and choose appropriate topics for writing and research; and learn how to teach students the necessary self-monitoring to tackle and approach written assignments at the post-secondary level.
Appropriate for educators at the high school level. #
Comprehension: Strategy Implementation and Monitoring THIS SEMINAR IS FULL8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Kaia Cunningham
As a key element of transition planning, preparing students with language-based learning disabilities (LBLD) to meet the demands of college level writing is a daunting task. This one-day seminar will examine the essential writing, reading, and study skills students with LBLD need to write successfully at the college level. Participants will learn how to best structure long term writing assignments at all secondary levels; prepare students with LBLD to break down long-term writing tasks, independently narrow and choose appropriate topics for writing and research; and learn how to teach students the necessary self-monitoring to tackle and approach written assignments at the post-secondary level.
Appropriate for educators at the high school level. #
Friday, July 26, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Meridith Duca
As teachers, the area of reading comprehension is often one of the most elusive and complicated areas for us to address in a systematic, structured manner. Despite our best intentions, there are frequently some students who simply continue to struggle to comprehend what they have read. So, what is the difference between our good readers and our readers who seem to perpetually struggle? This presentation attempts to demystify the reading strategies implemented by good readers in a way that enables us to explicitly teach these to our poor readers. We will focus on the integration of multisensory components, the leveraging of underlying oral language skills, and explicit techniques to increase students’ self-awareness in strategy implementation.
Appropriate for all levels. #
Landmark’s Teaching Principles in YOUR Classroom8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Meridith Duca
As teachers, the area of reading comprehension is often one of the most elusive and complicated areas for us to address in a systematic, structured manner. Despite our best intentions, there are frequently some students who simply continue to struggle to comprehend what they have read. So, what is the difference between our good readers and our readers who seem to perpetually struggle? This presentation attempts to demystify the reading strategies implemented by good readers in a way that enables us to explicitly teach these to our poor readers. We will focus on the integration of multisensory components, the leveraging of underlying oral language skills, and explicit techniques to increase students’ self-awareness in strategy implementation.
Appropriate for all levels. #
Thurssday, July 18, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Caitlin Parker
This seminar will present and discuss Landmark School’s six “Teaching Principles” and how teachers can effectively implement them in their classroom. All too often, students with learning disabilities experience issues in the classroom that get in the way of their ability to learn: poor self-esteem, presentation models lacking creativity and structure, deficits in comprehending the application of concepts, not enough review, too few examples, and a lack of motivation. This seminar will provide an overview of the teaching strategies that Landmark teachers use, and will explain how to use them so as to benefit all students in your particular classroom.
Landmark’s six Teaching Principles:
1. Provide Opportunities for Success
2. Use Multisensory Approaches
3. Micro-Unit and Structure Tasks
4. Ensure Automatization
5. Provides Models
6. Include Students in the Learning Process #
Leadership Development8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Caitlin Parker
This seminar will present and discuss Landmark School’s six “Teaching Principles” and how teachers can effectively implement them in their classroom. All too often, students with learning disabilities experience issues in the classroom that get in the way of their ability to learn: poor self-esteem, presentation models lacking creativity and structure, deficits in comprehending the application of concepts, not enough review, too few examples, and a lack of motivation. This seminar will provide an overview of the teaching strategies that Landmark teachers use, and will explain how to use them so as to benefit all students in your particular classroom.
Landmark’s six Teaching Principles:
1. Provide Opportunities for Success
2. Use Multisensory Approaches
3. Micro-Unit and Structure Tasks
4. Ensure Automatization
5. Provides Models
6. Include Students in the Learning Process #
Wednesday, July 24, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Joe Rose
This seminar introduces specific approaches and strategies to teachers who are interested in incorporating student leadership and character-building skills into their curriculum. Participants will explore and discuss how ethics, morals and values can be integrated into the classroom to better enhance student knowledge, integrity and sense of service. Specifically, the seminar will introduce participants to the 16 “Foundations of Leadership” as a practical tool for character and leadership education. #
Mapping Math Difficulties to Strategies8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Joe Rose
This seminar introduces specific approaches and strategies to teachers who are interested in incorporating student leadership and character-building skills into their curriculum. Participants will explore and discuss how ethics, morals and values can be integrated into the classroom to better enhance student knowledge, integrity and sense of service. Specifically, the seminar will introduce participants to the 16 “Foundations of Leadership” as a practical tool for character and leadership education. #
Wednesday, July 10, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Kathleen Hamon
A variety of factors beyond difficulty with numerical concepts, including language skills, anxiety, and more, can create obstacles for students in mathematics. This seminar will look at diverse students and examine how one might assess difficulties they are having. It will incorporate relevant research to further participant’s understanding of mathematical disabilities that might be affecting students, and then discuss strategies to support students and help them be more successful when encountering various types of mathematical problems.
Upon completion, participants will be able to:
•understand subtypes and aspects of mathematical disabilities
•recognize how other disabilities and difficulties can create challenges in mathematics
•use activities and strategies that support students’ varied needs #
Metacognitive Strategies: Involving the Student in the Learning Process8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Kathleen Hamon
A variety of factors beyond difficulty with numerical concepts, including language skills, anxiety, and more, can create obstacles for students in mathematics. This seminar will look at diverse students and examine how one might assess difficulties they are having. It will incorporate relevant research to further participant’s understanding of mathematical disabilities that might be affecting students, and then discuss strategies to support students and help them be more successful when encountering various types of mathematical problems.
Upon completion, participants will be able to:
•understand subtypes and aspects of mathematical disabilities
•recognize how other disabilities and difficulties can create challenges in mathematics
•use activities and strategies that support students’ varied needs #
Thursday, July 25, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Meghan Sebens
As teachers, our goal is to provide students with the necessary skills to become successful, independent learners. We load them up with decoding, spelling, comprehension, and writing strategies; but how do we help them help themselves? This seminar will examine practical methods to enable students to build and implement independent strategies in spelling, fluency, vocabulary, and proofreading. Educators will leave this seminar with applicable, explicit methods that can be integrated into classroom, small group, and tutorial settings.
Appropriate for educators at the middle and high school levels. #
Oral Communication and the Student with LBLD8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Meghan Sebens
As teachers, our goal is to provide students with the necessary skills to become successful, independent learners. We load them up with decoding, spelling, comprehension, and writing strategies; but how do we help them help themselves? This seminar will examine practical methods to enable students to build and implement independent strategies in spelling, fluency, vocabulary, and proofreading. Educators will leave this seminar with applicable, explicit methods that can be integrated into classroom, small group, and tutorial settings.
Appropriate for educators at the middle and high school levels. #
Tuesday, July 23, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Joe Rose
This seminar explores the importance of oral communications and presentations as a key part of all LBLD classrooms, regardless of the course or content. Participants will learn how to develop a concrete, custom plan for directly utilizing a series of different speech, presentation, and debate style curricula in their classroom. Finally, the seminar will provide practical techniques and strategies to teach students with LBLD how to prepare, write, practice, and deliver oral communications and presentations.
Appropriate for educators at the middle and high school levels. #
Oral Expression Techniques and Strategies for Content Area Teachers8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Joe Rose
This seminar explores the importance of oral communications and presentations as a key part of all LBLD classrooms, regardless of the course or content. Participants will learn how to develop a concrete, custom plan for directly utilizing a series of different speech, presentation, and debate style curricula in their classroom. Finally, the seminar will provide practical techniques and strategies to teach students with LBLD how to prepare, write, practice, and deliver oral communications and presentations.
Appropriate for educators at the middle and high school levels. #
Friday, July 19, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Rebecca Wing
This seminar will focus on teaching techniques and strategies, which promote classroom participation and achievement for students with Oral Expression (OE) deficits in content area classes. Brief profiles of students with oral language deficits will be addressed as well as practical ways for these students to not only access the information in content classes, but also demonstrate their knowledge in a successful manner. Members of the seminar should expect to leave with a thorough knowledge of how to include students with oral language deficits in their daily lessons and how to increase output from these students.
Topics included: brief overview of language based learning disabilities (LBLD) and specifically oral expression deficits, effective cueing strategies, alternative assessment techniques, brainstorming activities, vocabulary comprehension and demonstration, questioning skills, class discussion participation, memory and word retrieval strategies, creating visual aids, generating manipulatives, as well as study and organizational skills which benefit students with oral language deficits. #
Overview of Language-Based Learning Disabilities and Implications for Language-Based Instruction8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Rebecca Wing
This seminar will focus on teaching techniques and strategies, which promote classroom participation and achievement for students with Oral Expression (OE) deficits in content area classes. Brief profiles of students with oral language deficits will be addressed as well as practical ways for these students to not only access the information in content classes, but also demonstrate their knowledge in a successful manner. Members of the seminar should expect to leave with a thorough knowledge of how to include students with oral language deficits in their daily lessons and how to increase output from these students.
Topics included: brief overview of language based learning disabilities (LBLD) and specifically oral expression deficits, effective cueing strategies, alternative assessment techniques, brainstorming activities, vocabulary comprehension and demonstration, questioning skills, class discussion participation, memory and word retrieval strategies, creating visual aids, generating manipulatives, as well as study and organizational skills which benefit students with oral language deficits. #
Wednesday, July 10, 2013
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Ann Larsen
This one-day seminar will offer insight regarding the educational implications of language-based learning disabilities for students in today’s classrooms. Topics of discussion will include an overview of neurodevelopmental variation and the dynamics of learning (cognition, language development, attention, working memory, executive function) for students with language-based learning disabilities. Effective teaching principles, strategies, and recommendations for language-based instruction and academic planning will be offered. Upon completion of this seminar, participants will be able to: summarize the dynamics of learning; understand the impact of neurodevelopmental variation on the learner; list effective teaching principles, strategies, and recommendations that define language-based instruction; advocate for the implementation of best practices recommended by research for educating students with language-based learning disabilities. #
8:30am - 3:00pm
$125 (includes lunch)
Credits:
5 Hours
Instructor: Ann Larsen
This one-day seminar will offer insight regarding the educational implications of language-based learning disabilities for students in today’s classrooms. Topics of discussion will include an overview of neurodevelopmental variation and the dynamics of learning (cognition, language development, attention, working memory, executive function) for students with language-based learning disabilities. Effective teaching principles, strategies, and recommendations for language-based instruction and academic planning will be offered. Upon completion of this seminar, participants will be able to: summarize the dynamics of learning; understand the impact of neurodevelopmental variation on the learner; list effective teaching principles, strategies, and recommendations that define language-based instruction; advocate for the implementation of best practices recommended by research for educating students with language-based learning disabilities. #
Paraprofessional Seminar
This seminar is specifically designed for instructional aides/paraprofessionals who are looking for a variety of strategies for helping their students access the general curriculum and develop independent learning skills.
Target Strategies for Assisting Students with Learning DisabilitiesThursday, July 19 - Friday, July 20, 2012
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
Instructor: Betty Tremblay
This two-day seminar introduces a selection of specific language-based teaching strategies to help children with learning disabilities gain success in school. The seminar will focus on basic, consistent approaches to manage time, materials, and information as well as strategies for supporting specific academic tasks. Strategies include:
Organizational and Planning Skills:
• time management
• materials management
• planning for tests
• planning for writing
• planning for projects and presentations
Specific Academic Skills:
• reading comprehension
• note-taking
• paraphrasing
• brainstorming/prewriting
• composition
This seminar is designed specifically for classroom instructional assistants who work directly with students who need practical, effective strategies to fulfill the critical role of helping students learn. #
8:30am - 3:00pm
$250 (includes lunch)
Credits:
10 Hours/PDPs
Instructor: Betty Tremblay
This two-day seminar introduces a selection of specific language-based teaching strategies to help children with learning disabilities gain success in school. The seminar will focus on basic, consistent approaches to manage time, materials, and information as well as strategies for supporting specific academic tasks. Strategies include:
Organizational and Planning Skills:
• time management
• materials management
• planning for tests
• planning for writing
• planning for projects and presentations
Specific Academic Skills:
• reading comprehension
• note-taking
• paraphrasing
• brainstorming/prewriting
• composition
This seminar is designed specifically for classroom instructional assistants who work directly with students who need practical, effective strategies to fulfill the critical role of helping students learn. #
Blended Course
Blended Courses combine in-person instruction with online learning while providing opportunities for follow-up.
Language-Based Learning Disabilities: Strategies for SuccessMonday, July 8, 2013 and online follow-up
8:30am - 4:00pm
$250 (includes lunch)
Credits:
20 Hours/PDPs
2 graduate credits (Cost included for THIS COURSE ONLY)
Instructor: Keryn Kwedor
This is a blended 2 graduate credit course made up of 3 parts:
1. 1 in-person instruction day (8:30am-4:00pm)
2. 10 hours of online work
3. use of 1 strategy in class with a September follow-up activity
Introductory day: LBLD introduction, overview of course content & online structure, explanation of required course work & follow-up assessment, and time to register & begin work for the online portion of the course.
Online portion: overview of several basic strategies that assist students with LBLD to better manage the volume and complexity of language in school, covering the specific language challenges that students with LBLD face, as well as the impact that their learning differences may have on various aspects of academic behavior. The focus is on 6 areas: LBLD, reading comprehension, expository writing, listening & speaking skills, study skills, and cross-curricular skill application.
In addition to assessments within the online portion, participants will be asked to use 1 course strategy with their students at the beginning of the school year. The course follow-up will involve collecting and submitting 2 pairs of student work samples: 1 from before instruction and 1 from after instruction in order to assess the impact of this strategy. Upon completion, participants will have a deeper understanding of LBLD, be able to identify a student's specific areas of need, and be able to employ useful strategies to help all students maximize their academic potential.
Please bring a laptop & charger (not a tablet) & headphones/earbuds
Required Text: Language-Based Learning Disabilities by Patricia W. Newhall
#
8:30am - 4:00pm
$250 (includes lunch)
Credits:
20 Hours/PDPs
2 graduate credits (Cost included for THIS COURSE ONLY)
Instructor: Keryn Kwedor
This is a blended 2 graduate credit course made up of 3 parts:
1. 1 in-person instruction day (8:30am-4:00pm)
2. 10 hours of online work
3. use of 1 strategy in class with a September follow-up activity
Introductory day: LBLD introduction, overview of course content & online structure, explanation of required course work & follow-up assessment, and time to register & begin work for the online portion of the course.
Online portion: overview of several basic strategies that assist students with LBLD to better manage the volume and complexity of language in school, covering the specific language challenges that students with LBLD face, as well as the impact that their learning differences may have on various aspects of academic behavior. The focus is on 6 areas: LBLD, reading comprehension, expository writing, listening & speaking skills, study skills, and cross-curricular skill application.
In addition to assessments within the online portion, participants will be asked to use 1 course strategy with their students at the beginning of the school year. The course follow-up will involve collecting and submitting 2 pairs of student work samples: 1 from before instruction and 1 from after instruction in order to assess the impact of this strategy. Upon completion, participants will have a deeper understanding of LBLD, be able to identify a student's specific areas of need, and be able to employ useful strategies to help all students maximize their academic potential.
Please bring a laptop & charger (not a tablet) & headphones/earbuds
Required Text: Language-Based Learning Disabilities by Patricia W. Newhall
#
