All children bring to their learning of math and science unique scientific, mathematical, social, cultural, and linguistic knowledge that teachers can draw upon to advance their students’ STEM learning. In this course, educators will explore the particular ways that language is used in math and science in order to identify strategies to support multilingual and all students to meaningfully engage in STEM learning.
This course brings together two important bodies of research, “The Science of Reading” (research recognizing the importance of phonics instruction in the process of learning to read) and “Culturally Responsive Teaching” (research acknowledging the importance of building on students’ linguistic and cultural resources), to offer a vision of equity-focused phonics instruction that builds on the assets of both teachers and students.
This workshop will engage educators in supporting students’ critical thinking skills and using intentional counternarratives to challenge students to unlearn or relearn what they thought they knew. We will explore popular images (social media, ads) and stories (Cinderella, Little Red Hen) as opportunities to engage students in dismantling stereotypes and in reframing those narratives toward justice.
Join Dr. Sylvia Bagley in a conversation with teacher leaders who are impacting schools on the daily and centering students’ needs in all they do. Panelists will share their experiences with taking on a variety of teacher leadership roles, including supporting colleagues, engaging in inquiry-driven projects, and broadening their reach beyond the classroom.
All children bring a wealth of social, linguistic, cultural, and mathematical knowledge to their work in the elementary math classroom. In this session, we will explore how teachers can be supported to learn about their students and design their instruction to build on these strengths through collaborative opportunities to learn about, plan, and enact instructional practices like math interviews and community math walks.
Today, the country is facing what has been commonly referred to as a "literacy crisis". Join us for a conversation where we collectively draw on our own research and practice to discuss ways to honor and support youth identities through expansive approaches to literacy.
This session will focus on the ways that instructors can make decisions and apply practices that shift toward educational justice. As educators, we can disrupt traditional power structures and enable students to take ownership of their learning. This workshop will describe the philosophy of ungrading and invite critical unlearning of our socialization about grading practices that undermine student agency and growth mindsets.
Schools ought to be places where both students and teachers learn and grow. In this webinar, we will utilize a framework for teacher learning to explore an approach to phonics instruction that includes both explicit instruction and authentic reading. In doing so, participants will gain a deeper understanding of how to support teacher learning as well as an instructional practice that supports beginning readers.
Join us for the second annual School Psychology Program Speaker Series featuring invited guest speaker, Dr. Michelle Hosp. In this talk, What School Psychologists Need to Know about The Science of Reading, Dr. Hosp will share about the research on The Science of Reading and how school psychologists can leverage their background in research and data to better serve students, educators, and families.