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Havergal College Summer Institute for Teaching and Learning 2014

Summer 4 Learningyour

Havergal College Summer Institute for Teaching and Learning 2014

June 17, 2014

Powerful Playwith Laura Logaridis, Leslie Siegrist-Hood and Katie Tranter

June 24–25, 2014

Executive Functioning for Studentswith Cathi Bremner and Richard Guare

June 26–27, 2014

Project Based Learning Workshopwith Blair Hatch and Ann Peel

August 11, 2014

“Thought-Full” Classrooms: Considering Opportunities, Language & Discoursewith Mark Church

August 18–19, 2014

Assessment with the End in Mind with Jay McTighe

www.havergal.on.ca/pd

Powerful Play JUNE 17, 2014 • $100 • 9AM–4PM

Engage in a rich and thought-provoking dialogue surrounding best practices in early learning. The goal of this workshop is to examine best practices in early learning to support educators as they respond to the Full-Day Early Learning Kindergarten Program in Ontario. Educators Laura Logaridis, Leslie Siegrist-Hood and Katie Tranter will take you on a journey through the early years program at Havergal College. Based on research and classroom experiences, the workshop will explore principles of play-based learning, Reggio Emilia-inspired settings and inquiry and social constructivist theories. Attendees will immerse themselves within the classroom environment, examining the organization of the space, pedagogical documentation and project work. Educators will reflect upon the ways in which authentic and student-initiated learning promote literacy and numeracy development as well as essential learning skills, such as collaboration, critical thinking and communication. This will be a powerful experience to connect and learn with fellow educators who work and learn within an emergent curriculum.

Highlights:

• Supports the development of the “6 Cs”: Collaboration, Confidence, Communication, Creative Innovation, Communication and Content.

• Reflects upon how the classroom environment can support student learning.

• Discusses and examines current research on learning in the early years.

• Engages in Reggio Emilia-inspired emergent project work and examines pedagogical documentation.

Laura Logaridis received her Master of Teaching from Griffith University. Leslie Siegrist-Hood has a Master of Teaching from OISE and a diploma in Early Childhood Education from York University. Katie Tranter has a Master of Education from OISE.

This two-day workshop explores the nature and importance of executive functions for students and social success. Based upon the book, Executive Functions of Children and Adolescents by Drs. Peg Dawson and Richard Guare, this practical workshop will introduce participants to the neurological basis of executive functions, how these critical cognitive processes develop, the dynamic interaction between brain development and ever-changing societal demands, and the key role executive functions play in children’s behaviour and school performance.

Participants will learn how to:

• recognize executive function deficits in children and adolescents;

• use effective strategies and tools to promote executive skill development;

• help students circumvent executive function challenges; and

• implement environmental modifications, classroom and individualized instruction and individual coaching to promote the functions.

By examining case studies and specific interventions for reading, math and writing, participants will have the opportunity to plan a course of action for the upcoming school year.

Cathi Bremner is a life-long special education educator who works with students from JK to Grade 12. She is an experienced presenter of Schools Attuned to All Kinds of Minds and PYP International Baccalaureate workshops.

Richard Guare, Ph.D., D-BCBA, is a neuropsychologist and board certified behaviour analyst who serves as Director of the Center for Learning and Attention Disorders at Seacoast Mental Health Center in Portsmouth, NH.

Executive Functioning for Students JUNE 24–25, 2014 • $300 • 9AM–3PM

Project Based Learning Workshop JUNE 26–27, 2014 • $400 • 9AM–3PM

This workshop allows teachers to design projects that cater to their passions. Discussion and hands-on activities provide structure for teachers to create an effective plan of action. In this Project Based Learning (PBL) environment, teachers learn from both presenters and each other while creating products that have practical value in the classroom. Teachers will participate in the critique and revision process to polish projects and experience its value in the classroom. There will be discussions with colleagues within and across both subject disciplines and grade levels. Teachers will leave the workshop with a developed project.

Goals of the workshop are to become more conversant with and practiced in:

• team/collaborative teaching;

• the application of new technologies and media to instruction;

• alternative methods of assessment including digital portfolios and public presentations of learning;

• experiential and applied learning; and

• student-centred learning and the creation of a peer learning environment.

Blair Hatch is a multimedia and biology teacher at High Tech High Charter School in San Diego.

Ann Peel is the Director of the Institute at Havergal College. She has a law degree from the University of Toronto and her work focuses on community development and social innovation.

One could walk into any classroom, at any grade level, on any given day, and be sure to see an abundance of activity. Both students and teachers seem overwhelmingly occupied, minute-by-minute, with many things to do and much material to cover. Schools indeed are busy places. One might wonder though: just how much of all that is being done daily in our classrooms is simply a matter of work for work’s sake rather than for meaningful engagement that leads to deep understanding?

Over the past few years, many teachers in the Greater Toronto Area have been exploring and implementing ideas from Harvard Project Zero’s Making Thinking Visible research — specifically using thinking routines to take more notice of students’ thinking. This workshop is designed to help educators look beyond the use of thinking routines in order to foster a culture of thinking in their classrooms. Participants will have a chance to reflect upon their own and others’ classroom efforts to shift beyond simply carrying out good classroom activities towards “bumping up” thinking opportunities and promoting richer language and discourse in “thought-full” classrooms.

Target Audience:

• Classroom teachers (K–12), instructional coaches and school leaders.

Mark Church is an accomplished educator who helps teachers and school leaders think deeply about their efforts to cultivate thinking and learning opportunities for students. Mark is a consultant for various Harvard University Project Zero Cultures of Thinking and Teaching for Understanding initiatives around the world, and coauthor of the book Making Thinking Visible: How to Promote Engagement, Understanding and Independence for All Learners.

“Thought-Full” Classrooms:Considering Opportunities, Language & Discourse

AUGUST 11, 2014 • $200 • 9AM–3PM

Students educated for success in the 21st century must apply their learning to closely read and comprehend complex texts, to write for various purposes and audiences, to tackle challenging problems and persevere in attempting to solve them, and to create and critique arguments. Schools demand more authentic and rigorous assessments to prepare learners for success in higher education and the workplace.

In this workshop, participants will learn how to create effective and authentic performance assessment tasks based on the experience of renowned educator and author Jay McTighe. Following the tenets proposed in his new interactive ebook, Core Learning: Assessing What Matters Most, Jay will provide practical and proven methods for designing rich tasks aligned to curriculum expectations and using assessments to enhance learning, not just measure it.

Highlights:

• Discuss samples of rich performance tasks for meaningful learning and relevant assessment.

• Learn practical and proven methods for designing performance tasks aligned to curriculum expectations.

• View video interviews with teachers planning and using authentic performance assessments.

• Analyze high-quality rubrics to guide learning and assessment.

• Review classroom videos of teachers using a variety of formative assessment techniques to advance learning.

An experienced educator and noted author, Jay McTighe provides consulting services to schools, districts, regional service agencies and state departments of education.

Assessment with the End in Mind AUGUST 18–19, 2014 • $400 • 9AM–3PM

Preparing young women to make a difference

1451 Avenue Road Toronto, Ontario M5N 2H9 Telephone: 416.483.3519 Fax: 416.483.6796

www.havergal.on.ca/pd

Havergal College Summer Institute provides

exciting opportunities for colleagues to both

learn and share practical strategies that

effectively enhance student understanding.

TO REGISTER, VISIT: Visit www.havergal.on.ca/pd

FOR MORE INFORMATION, EMAIL: summerinstitutes@havergal.on.ca

LOCATION: All workshops will be held at Havergal College in the Upper School, with the exception of Powerful Play, which will be in the Junior School.

COST: Workshop costs (in Canadian funds) include materials, lunch and snacks.

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Summer 4 Learning