Research-Based Instructional Strategies

The Leadership for Literacy course gives administrators the unique opportunity to expand their own knowledge of best practices in literacy and content area instruction. During this two-day course, administrators will also explore research-based leadership strategies to facilitate the change process and develop an action plan they can implement immediately to support the professional growth of their staff. Strategies learned can support implementation of Rigby’s Literacy by Design, or other instructional resource being implemented.

Length:
Two days

Objectives

• Understand literacy foundations for instruction and academic success
• Analyze school academic and literacy programs and how to strengthen them
• Utilize research-based models for instructional leadership
• Plan and implement professional development utilizing all resources available
• Provide the on-going leadership necessary for sustained growth and success

College Credit Pending

Professional Learning Communities (PLCs) are a vital way to engage educators in ongoing, job-embedded professional development. The Professional Learning Communities course guides participants through establishing PLCs as an integral part of the school culture. Different models for forming groups are shared, as well as protocols for various collaborative activities that can occur within a PLC. This interactive training will allow participants to engage in PLC activities to practice facilitating high-level conversations that keep the focus on teaching and learning.

Length:
One day

Objectives

• Create a school climate that values ongoing professional development
• Establish staff as a community of learners
• Use various methods to form and facilitate PLC groups
• Promote collaboration and teamwork
• Identify common learning goals based on current needs
• Understand the learning cycle to establish PLCs as an ongoing generative process
• Engage in various PLC activities such as: book discussions, lesson study, collaborative analysis of student work, peer coaching, etc.
• Utilize PLC protocols to provide structure and keep focus on teaching and learning

College Credit Pending

As students progress into advanced courses it is important that they acquire advanced content while continuing to develop their cognitive capacity as learners. During the Advanced Learning course, teachers apply backward curriculum design to develop units using an inquiry approach. Key cognitive learning strategies are identified and tools are provided to support organization and management.

Participants engage in unit planning, incorporating teaching strategies explored during the seminar. In planning units, content objectives are paired with learning strategy objectives. Participants practice modeling cognitive learning strategies while engaged with textbooks and other content materials. The teacher can then take on the role of learning facilitator, coaching students to become advanced self-directed learners. This process of learning ensures students are prepared for college-level course work.

Length:
One day

Objectives

• Plan units using an inquiry approach, matching content objectives with strategy objectives
• Model key cognitive learning strategies and coach students to apply them while engaged in research
• Use textbook to deliver initial content while modeling cognitive learning strategies
• Use student questions to launch inquiry studies
• Empower students to research, teach themselves, and teach others
• Integrate technology into inquiry projects

College Credit Pending

Classroom Management is a one-day professional development course designed for grades pre-K–12 educators. During this hands-on course, participants explore current research on classroom management, learning its critical role and impact on curriculum, instruction, and learning. In addition, various techniques of organizing the classroom environment and optimizing learning spaces are explored. Teaching rules and procedures are critical for a productive and safe learning environment. Educators learn ways to teach rules and procedures so that students know how to work successfully in the classroom. Participants learn several effective ways to organize students, space, time, and materials for students to flourish in their learning.

Length:
One day

Objectives

• Understand current classroom management research
• Know how to organize the classroom
• Establish classroom rules and procedures
• Be prepared to manage all aspects of the classroom
• Plan and conduct instruction using a variety of groupings
• Have a plan to manage small-group instruction

College Credit Pending

Are boys resistant to schooling or is traditional instruction simply not engaging to boys? Closing the Gender Gap: Engaging Boys is a one-day professional development workshop designed to explore meeting the needs of male students by making minor adjustments to instruction. During this hands-on workshop, participants will examine the current research on brain-based learning and how it relates to boys and the impact these differences have on engagement and motivation. Teachers will learn best practices for engaging boys and practical application strategies to apply to lesson plans and daily instruction.

Length:
One day

Objectives

• Apply research to instruction as it relates to brain-based learning and boys
• Motivate and engage boys through a variety of instructional strategies
• Identify the criteria for selecting resources that will engage boys in the reading process
• Develop a plan for the application of this knowledge to daily instruction

College Credit Pending

Teaching to Gender Differences is a one-day professional development session designed to explore meeting the needs of both male and female students by making minor adjustments to instruction. Teachers will examine the current research on brain-based differences between boys and girls and the impact it has on instruction, while also preparing for the practical application of this research to daily instruction.

Length:
One day

Objectives
After completing Teaching to Gender Differences, participants will:

• Recognize the brain-based genetic differences between girls and boys
• Understand and be able to employ a variety of explicit instructional techniques designed to motivate and teach based on gender differences
• Redesign lessons to meet the specific learning needs of boys and girls
• Apply this knowledge to daily instruction

College Credit Pending