Jan
9
Thu
Day 1: Boost Student Engagement and Motivation – What We Say and How We Say It Matter
Jan 9 @ 9:00 am – 3:00 pm

On January 9 and 10, Mike Anderson, educator, consultant, and author, will be facilitating a two-day NHASCD Winter Conference.

Mike has been an educator for more than 25 years. An elementary school teacher for 15 years, he has also taught preschool and university graduate level classes. He spent many years as a presenter, consultant, author, and developer for Northeast Foundation for Children, a nonprofit organization dedicated to helping create safe, joyful, and challenging classrooms and schools.

In 2004 Anderson received a national Milken Educator Award, and in 2005 he was a finalist for New Hampshire Teacher of the Year. Now, as an education consultant, Anderson works with schools in rural, urban, and suburban settings. He is the author of many books about great teaching and learning, including The Well-Balanced Teacher (ASCD, 2010) and Learning to Choose, Choosing to Learn (ASCD, 2016). His newest book is What We Say and How We Say it Matter: Teacher Talk That Improves Student Learning and Behavior.

Register for both days or just one of the sessions.

 

We all want students who are energized and excited about learning—students who are highly motivated and engaged. And yet so many of our students seem to be apathetic or overly compliant. Some may refuse to do any work at all, while many others do the least amount possible. Even many high-achievers seem to be no more than expert box-checkers—compliant and obedient workers with little real joy or zeal for learning. What’s going on, and what can we do about it?

In this active and interactive two-day conference, K-12 educators will learn many practical and powerful strategies for boosting student engagement and motivation in the classroom. They’ll also explore common pitfalls to avoid—strategies often used by schools with the best of intentions that do more harm than good when it comes to student motivation.

These two one-day workshops are interrelated and make for a perfect pairing, yet each can stand alone as a separate experience. Whether you come for one day or two, you will return to your school with many new strategies to try and with a renewed sense of energy and passion for great teaching and learning!

Day 1: What We Say and How We Say It Matter

We all have the best of intentions when it comes to our students. We want our students to be self-motivated. We want to create warm, supportive, and collaborative learning environments. We want students to grow in their capacity to be responsible, kind, and ethical. And yet…we may find ourselves in language habits that actually undermine many of these (and other) positive goals for students.

“I like the way Mark is sitting so quietly!” is meant to make Mark feel good and promote positive behavior among his classmates. In fact, it may create resentment towards Mark and make others feel devalued. “Wow! You did that math problem so quickly! You’re so smart!” is meant to reinforce and boost confidence, but it likely puts students in a fixed mindset and reduces their chance of taking on challenges or taking risks in math. Although we want our students to feel ownership of their work, we may say things like, “Here are the three things I’ll be looking for in this next project,” or “Here’s what you’re going to do for me next.” Each of these statements actually emphasizes teacher ownership of work.

So, what should we say? That’s what this workshop is all about! Through an active and interactive format, educators will…

·        Learn key content about effective language

·        Consider many language habits that support student motivation and engagement

·        Engage in rich discussions with colleagues

·        Learn a process for changing language

·        Create a personalized plan for shifting a language habit

·        Gain access to an online binder of resources for further reflection and to share with colleagues

·        Receive a copy of What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior (Mike Anderson, 2019, ASCD)

Day 2: Differentiate and Personalize Learning

“When work is a pleasure, life is a joy! When work is a duty, life is slavery.” -Maxim Gorky

There is an uncomfortable truth about many children’s school experiences–with little voice or autonomy, many students languish with schoolwork that has little personal relevance. They view school as something done to them, not something in which they have true power and voice. Additionally, as leaners come to school with more diverse needs than ever before, we know that a one-size-fits-all approach to teaching and learning will leave most kids either bored or overwhelmed. Some school districts’ well-intentioned but misguided attempts to personalize learning through self-paced online portals may offer the promise of differentiating learning without overwhelming teachers, but it rarely leads to joyful or engaged learning.

Is it possible to differentiate learning—and even personalize it—in ways that are manageable by overwhelmed teachers and fun and exciting for students?

Yes!

Through the skillful use of structured choice, teachers can teach students how to make appropriately challenging choices to differentiate their own learning while also tapping into their strengths and interests. When used well, choice doesn’t have to involve herculean teacher planning. In fact, many teachers find that they have more positive energy and passion for teaching when using choice. Their time is spent more efficiently, and they get excited as their students come alive in the classroom.

In this active and interactive presentation, educators will…

·        Understand a process for facilitating choice effectively

·        Explore key strategies that support the effectiveness of differentiation and personalization

·        Gain practical strategies and skills for implementing choice effectively with students

·        See many examples of choice in action

·        Experience meaningful choice as a part of the workshop

·        Gain access to a robust set of resources to help guide their ongoing implementation

·        Receive a copy of Learning to Choose, Choosing to Learn: The Key to Student Motivation and Achievement (Mike Anderson, 2016, ASCD)

Registration fee:

  • One Day:  $195 for NHASCD Members; $245 for non-members
  • Both Days:   $300 for NHASCD Members:  $350 for non-members

Register For This Event

When registering, the option of both days or one day will appear after entering your contact information.

Jan
10
Fri
Day 2: Boost Student Engagement and Motivation – Differentiate & Personalize Learning
Jan 10 @ 9:00 am – 3:00 pm

On January 9 and 10, Mike Anderson, educator, consultant, and author, will be facilitating a two-day NHASCD Winter Conference.

Mike has been an educator for more than 25 years. An elementary school teacher for 15 years, he has also taught preschool and university graduate level classes. He spent many years as a presenter, consultant, author, and developer for Northeast Foundation for Children, a nonprofit organization dedicated to helping create safe, joyful, and challenging classrooms and schools.

In 2004 Anderson received a national Milken Educator Award, and in 2005 he was a finalist for New Hampshire Teacher of the Year. Now, as an education consultant, Anderson works with schools in rural, urban, and suburban settings. He is the author of many books about great teaching and learning, including The Well-Balanced Teacher (ASCD, 2010) and Learning to Choose, Choosing to Learn (ASCD, 2016). His newest book is What We Say and How We Say it Matter: Teacher Talk That Improves Student Learning and Behavior.

Register for both days or just one of the sessions.

We all want students who are energized and excited about learning—students who are highly motivated and engaged. And yet so many of our students seem to be apathetic or overly compliant. Some may refuse to do any work at all, while many others do the least amount possible. Even many high-achievers seem to be no more than expert box-checkers—compliant and obedient workers with little real joy or zeal for learning. What’s going on, and what can we do about it?

In this active and interactive two-day conference, K-12 educators will learn many practical and powerful strategies for boosting student engagement and motivation in the classroom. They’ll also explore common pitfalls to avoid—strategies often used by schools with the best of intentions that do more harm than good when it comes to student motivation.

These two one-day workshops are interrelated and make for a perfect pairing, yet each can stand alone as a separate experience. Whether you come for one day or two, you will return to your school with many new strategies to try and with a renewed sense of energy and passion for great teaching and learning!

Day 1: What We Say and How We Say It Matter

We all have the best of intentions when it comes to our students. We want our students to be self-motivated. We want to create warm, supportive, and collaborative learning environments. We want students to grow in their capacity to be responsible, kind, and ethical. And yet…we may find ourselves in language habits that actually undermine many of these (and other) positive goals for students.

“I like the way Mark is sitting so quietly!” is meant to make Mark feel good and promote positive behavior among his classmates. In fact, it may create resentment towards Mark and make others feel devalued. “Wow! You did that math problem so quickly! You’re so smart!” is meant to reinforce and boost confidence, but it likely puts students in a fixed mindset and reduces their chance of taking on challenges or taking risks in math. Although we want our students to feel ownership of their work, we may say things like, “Here are the three things I’ll be looking for in this next project,” or “Here’s what you’re going to do for me next.” Each of these statements actually emphasizes teacher ownership of work.

So, what should we say? That’s what this workshop is all about! Through an active and interactive format, educators will…

  • Learn key content about effective language\
  • Consider many language habits that support student motivation and engagement
  • Engage in rich discussions with colleagues
  • Learn a process for changing language
  • Create a personalized plan for shifting a language habit
  • Gain access to an online binder of resources for further reflection and to share with colleagues
  • Receive a copy of What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior (Mike Anderson, 2019, ASCD)

Day 2: Differentiate and Personalize Learning

“When work is a pleasure, life is a joy! When work is a duty, life is slavery.” -Maxim Gorky

There is an uncomfortable truth about many children’s school experiences–with little voice or autonomy, many students languish with schoolwork that has little personal relevance. They view school as something done to them, not something in which they have true power and voice. Additionally, as learners come to school with more diverse needs than ever before, we know that a one-size-fits-all approach to teaching and learning will leave most kids either bored or overwhelmed. Some school districts’ well-intentioned but misguided attempts to personalize learning through self-paced online portals may offer the promise of differentiating learning without overwhelming teachers, but it rarely leads to joyful or engaged learning.

Is it possible to differentiate learning—and even personalize it—in ways that are manageable by overwhelmed teachers and fun and exciting for students?

Yes!

Through the skillful use of structured choice, teachers can teach students how to make appropriately challenging choices to differentiate their own learning while also tapping into their strengths and interests. When used well, choice doesn’t have to involve herculean teacher planning. In fact, many teachers find that they have more positive energy and passion for teaching when using choice. Their time is spent more efficiently, and they get excited as their students come alive in the classroom.

In this active and interactive presentation, educators will…

Understand a process for facilitating choice effectively

  • Explore key strategies that support the effectiveness of differentiation and personalization
  • Gain practical strategies and skills for implementing choice effectively with students
  • See many examples of choice in action
  • Experience meaningful choice as a part of the workshop
  • Gain access to a robust set of resources to help guide their ongoing implementation
  • Receive a copy of Learning to Choose, Choosing to Learn: The Key to Student Motivation and Achievement (Mike Anderson, 2016, ASCD)

Registration Fee:

  • One Day:  $195 for NHASCD Members; $245 for non-members
  • Both Days:   $300 for NHASCD Members:  $350 for non-members

Register For This Event

When registering, the option to register for both days or one day will appear after entering your contact information.

May
8
Fri
Social-Emotional Learning
May 8 @ 9:00 am – 3:15 pm

Leading and Learning Through SEL Implementation

In order for our students to achieve at their highest academic levels and be fully prepared for learning, living, and leading to their fullest potential, it is essential that they are placed at the center of education. Through the alignment of policy and practice, we can establish a Whole Child environment in which social emotional learning is fostered and developed.

In this full-day session, we’ll examine the five components of social emotional learning (SEL) and the academic benefits of a fully-aligned and integrated SEL culture. Participants will discuss and participate in activities that centers on critical considerations when embarking on SEL implementation.

Through experiential activities, attendees will explore four ways in which to integrate SEL into educational practices so that every classroom and building becomes a social, emotional, and academic learning community in which everyone feels included, valued, and accepted. Though deep dialogue after the activities, we will delve into the interpersonal aspects of SEL reflection.

Finally, participants will have an opportunity to begin conducting an SEL assessment to investigate areas of strength and opportunities for growth, resulting in a basis for a viable plan of action towards SEL implementation.

Join us for a day of deepening our commitment to student-centered educational practices, sharing high-quality resources, and assessing progress towards the goal of “Every Child, Every Day.”

Krista Leh, a 2012 ASCD Emerging Leader and founder/owner of Resonance Educational Consulting, began her career 20 years ago as a high school teacher, then as an instructional technology and curriculum coach. She co-developed a student leadership organization inspiring her to focus on social emotional learning. Since then, Krista has worked with educators in more than 25 states on SEL as well as diversity, equity, and access.

Krista holds a B.S. in education from The Pennsylvania State University and an M.Ed. in curriculum and instruction from Kutztown University. In 2019, she will earn her Ed.D. in educational leadership from Lehigh University.

Registration Fee:  $195 for NHASCD Members; $245 for non-members

Register for this event

Oct
9
Fri
2020-21 Series: Collective Teacher Efficacy: Implications for School Leaders, Teachers & Instructional Coaches
Oct 9 @ 9:00 am – 3:00 pm

Overview

What is it, specifically, that instructional leaders and teachers do to support and implement Collective Teacher Efficacy?  In this interactive and engaging session, participants will learn how teacher efficacy and clarity can make a significant difference to student learning.

Empirical studies have recognized teacher efficacy as a major predictor of teachers’ complete commitment to teaching – more powerful than self-concept, self-esteem, and perceived control.  Four seminal reviews of the impact of teacher efficacy by Ross (1998), Goddard et al. (2000), Labone (2004), and Hattie (2015) reveal consistent findings:  teachers who report a higher sense of efficacy, both individually and jobs, display greater effort and motivation, take on extra roles in their schools, and are more resilient across the span of their career.

According to Professor John Hattie (Visible Learning), Collective Teacher Efficacy ranks number one out of 200 influencers that impact student achievement and progress.  With an overall effect size of 1.39, simply stated, student achievement improves when teachers and leaders work together to make each other better!

This session includes design templates and other tools to acquire efficacy through disciplined collaboration and research-based instructional strategies.  Remember, Visible Learning is founded on evidence, not sacred cows.  Participants will examine effective instructional practices in order to determine the “collective impact” on student achievement and learning.

About Steve

Stephen Ventura is a Professional Development Associate for The Leadership and Learning Center. He is a highly motivational and knowledgeable speaker who approaches high stakes data collection and decision making armed with practical, research-based strategies.

He is a former elementary, middle, and high school teacher. His administrative experiences encompass those of assistant principal, principal, director, and superintendent.

In addition to his professional development work with teachers and administrators, Steve is also a frequent speaker at state and national conferences and has contributed to several books focused on teaching, learning, and leadership. Titles include Standards and Assessment: The Core of Quality Instruction (2011) and Activate: A Leader’s Guide to People, Practices, and Processes (2011).

Through his own reality-based experiences, Steve has inspired teachers and leaders across the nation to pursue higher levels of implementation with greater focus, rigor, and clarity. He has a strong moral aspect, intelligence, easy way with people, and saving a sense of humor that support him in his life and work.

Mr. Ventura resides in the small community of Templeton, Ca. He enjoys wakeboarding, racquetball, and reading.

Join Steve for an unforgettable session, and learn how to pursue higher levels of collective efficacy with greater focus, and clarity.

Check back for more information and registration access.