[1] Differentiating Instruction:
Access to the General Education Curriculum for All
Topics include
approaches to differentiating the content students learn, the
process through which they learn it, and how they demonstrate
what they have learned. A Retrofit and a Universal Design for
Learning (UDL) approach to differentiation will be learned, practiced,
and viewed via DVD footage of actual classrooms. Participants
also will explore whole class, group, and individualized instructional
strategies designed to meet the needs of a diverse student body.
Length 3 to 6 hours
[2] Co-Teaching
Through presentation and viewing of DVD footage, participants
become familiar with 4 approaches to co-teaching. In addition,
scheduling, role clarification, administrative support, lesson
planning, and other logistical issues will be explored.
Length: 1-1/2 hours to 2 days
[3] Designing
Environments for Successful Learning: Collaborative Planning,
Co-Teaching, and Differentiation of Instruction
Participants
become familiar with the five critical elements of an effective
collaborative team and the four approaches to co-teaching. In
addition, a Retrofit and a Universal Deign for Learning (UDL)
approaches to differentiation will be explored and viewed via
DVD footage of actual classrooms.
1-1/2 to 6 hours
[4] Restructuring for Caring
& Effective Education: The Inclusive School
Participants become familiar with the characteristics
of inclusionary schools, rationales for change, organizational,
and instructional strategies to support inclusionary schooling,
and successful examples from elementary, middle and high school.
Length: 1-1/2 to 6 hours
*Longer sessions allow for more active audience
involvement, additional student examples, and time for questions
and answers.
[5] Exchanging Dissonance
for Harmony: Creative Responses to Students Experiencing Behavioral
and Emotional Challenges
Participants explore the relationships
between theories of motivation, communication, and student
behavior. They learn to distinguish between punishment and discipline,
and examine assumptions underlying discipline systems. The workshop
highlights a constellation of supports and services for meeting
the needs of learners who experience behavioral and emotional
challenges.
Length: 2 to 6 hours
*A two-day guided practice workshop is
available to school teams.
[6]
Collaborating with Students in Teaching, Decision Making,
and Advocacy: The Untapped Resource
Participants explore ways in which students can collaborate
with adults to meet the needs of a heterogeneous student body.
Topics include the student's role in instruction (e.g., cooperative
group learning, partner learning, and co-teaching), student involvement
in advocacy for self and others. Determining accommodations and
modifications, peer advocates on IEP and transition planning meetings,
peer mediators, peer buddy systems, and Circles of Friends, and
student-centered decision making (e.g., having students set classroom
and school rules, provide feedback to teachers and administrators
and join school committees such as the school board).
Length: 1-1/2 to 3 hours
[7] Cooperative Group Learning
Participants experience the three learning/goal structures-competitive,
individualistic, and cooperative-that teachers can use to facilitate
student learning. They also learn the critical elements of the
model of cooperative group learning developed by David and Roger
Johnson, and explore the role of the teacher in establishing cooperative
groups.
Length: 3 to 5 days
*In 6-hour sessions, participants also develop lesson
plans that include accommodations for learners of differing abilities.
This training may be extended to five days, so that participants
have multiple opportunities to design, deliver, and evaluate cooperative
lessons, and to receive direct observational feedback and coaching
from the instructor
[8]
Effective Instruction
In this intensive training program, participants
develop skills in effective instruction. These include selecting
an objective, teaching to an objective, focusing a learner’s attention
on the objective, monitoring and adjusting instruction based upon
students progress, and reinforcing and motivating learners.
Length: 15 to 30 hours
[9]
Changing Organizational Cultures
Participants in this workshop explore models for
systems change, and work out strategies for implementing change
in their own organizations.
Length: 3 to 6 hours
[10]
The Four C’s: Collaboration, Creativity, Communication,
And Conflict Resolution
Participants learn and practice strategies for
effective collaboration, creative problem solving, communication,
and conflict resolution.
Length: 3 to 6 hours
[11]
Collaborative Teaming
Participants become familiar with the five critical
elements of an effective collaborative team, as well as stages
of group development and a recommended agenda format for team
meetings.
Length: 1-1/2 to 3 hours
*Collaborative team training can be extended
for an additional 15 to 20 hours. The additional time allows team
members to establish goals, set norms, analyze team functioning,
develop agendas, run meetings, and receive feedback. Team members
are trained in select social skills such as trust building, communication,
distributed leadership, creativity, and conflict resolution.
[12] The Possible Futures
of Education
Participants travel across time to explore the Possible Futures
of Education and emerging roles and responsibilities of students
and school personnel. A synthesis of what is known to date about
transferring school systems to be more responsive to student diversity
will be provided. Length: 1-1/2 to 3 hours
Other
We will work with organizations and individuals to
design training consultation, technical assistance, or program
evaluations to meet their unique needs.
