Blended and Online Learning Design for All
At Concept Schools we know how important it is for educators to develop their skills, and professional learning can often be costly. This is why Concept Schools proudly presents EdWisely.
During the pandemic, schools have made significant investments in technology and developing teachers’ capacity to provide high-quality online and hybrid instruction that both challenges and supports our students.
Through EdWisely, Concept Schools will help educators further develop and leverage these tools as schools return to in-person instruction at the Concept BOLD Summit: Blended & Online Learning for All.
The Concept BOLD Summit: Blended & Online Learning Design for All focuses on the following themes:
Lessons from the Pandemic
Diversity & Equity
Student & Adult SEL
Sustainable Blended Learning
2021 Concept BOLD Summit will be held on Wednesdays & Fridays, March 10, 12, 17 & 19
FREE Virtual sessions over Zoom
Sessions at 12:30, 1:40 & 2:50 PM Central Time each day
Asynchronous Keynotes to inspire you
2021 Concept BOLD Summit Virtual Conference Speakers
Dr. Sarah Thomas
Sarah-Jane Thomas, PhD is a Regional Technology Coordinator in a large district in Maryland. She is the founder of the EduMatch project, which promotes connection and collaboration among educators around the world. Through EduMatch, Sarah has published several collaborative and individual books. EduMatch is also a recognized Google for Education professional development partner.
Sarah serves as President on the Board of Directors for EduMatch Foundation, Inc., a nonprofit that supports grassroots work of students and educators. In addition, she is a co-author of the ISTE publication series, Closing the Gap, focusing on digital equity, as well as a Google Certified Innovator and trainer.
Sarah graduated from George Mason University with a doctoral degree in Education, and a concentration in International Education. She also holds a Master’s degree from Howard University in the field of Curriculum and Instruction.
Sarah was designated an ASCD Emerging Leader in 2016, and was recognized in EdTech Magazine’s 30 K-12 IT Influencers Worth a Follow in 2020. She was named by the National School Board Association as one of the “20 to Watch” in 2015. She was part of the Technical Working Group that refreshed the International Society for Technology in Education (ISTE) Standards for Educators in 2016-2017, and in 2017, she received the ISTE “Making IT Happen” Award.
Ann loves to explore, share, and contribute and has spent 20 years dedicated to transforming education as a classroom teacher, Innovation & Instructional Support TOSA, and as an Educator Innovation Lead on Team Flipgrid at Microsoft. Believing that “Play is our brain’s favorite way to learn,” Ann loves to bring the fun and is passionate about helping others learn how to meaningfully integrate technology into teaching and learning. She is a member of the Apple Distinguished Educator Class of 2015 and Leading Edge Certified as a Professional Learning Leader. Connect with her on Twitter at @annkozma723
Ali Uslu, Chief Academic Officer of the Concept Schools, is responsible for oversight and operation of all the academic programs for all schools under Concept Schools’ management. He has extensive experience as a science teacher, administrator, and published textbook author, which he brings to Concept. He has been influential in Concept Schools’ success as has been with Concept since 2001. He holds a degree in teaching biology. He received his Master’s degree in charter school leadership from Central Michigan University. He is married and has three children.
Andy Flaherty is the Director of English for the Concept Schools’ network. He writes curriculum for grades 6-12, provides observation feedback and cognitive coaching, and creates customized professional development on a wide range of literacy topics. Prior to joining Concept Schools, he was part of the literacy planning team for Chicago Public Schools and an Internal Baccalaureate (IB) English and THeory of Knowledge teacher at Amundsen High School. Known for his consulting with IB and Chicago Area Writing Project (CAWP), Andy has applied these approaches to his professional development of teachers and other adults. He has worked with numerous student teachers and as adjunct for Northwestern and Roosevelt Universities to name a few. He is agile and modifies learning strategies as needed to ensure training is interactive and dynamic. Described as a visionary, driven and accountable, he thrives in creating projects that are interdependent and collaborative. Prior to his work in education, Andy managed million dollar advertising and marketing projects focused on implementing effective communication, data analysis, and product launches. Topic area (s): Backward Design/Essential Questions, Cognitive Coaching, Evidence- Based Writing, Instructional Development, Inquiry Based Learning, Guided & Close Reading, Poetry and Performance, and Reciprocal Teaching
M.Sc in Math, M.Ed in School Leadership,Central Michigan University.
My passion is to empower all learners to reach their full potentials and give them the opportunity to achieve whatever they are capable of. It’s been11 years since I started working at Concept Schools. This job, after spending 15 years in the classroom and starting the day with the kids around you every day, fueled up with their energy, has been a wonderful experience for me. I believe in the power of innovative digital content and technology integration, and that this will bridge the learning gap and promote active learning, engagement, and equitable learning environment for all learners. I love helping teachers access meaningful, relevant, and engaging resources and strategies. It was around high school when I decided that I wanted to become a math teacher. At this point in time, I had an amazing teacher, one who treated students as individuals whose ideas and opinions mattered. Not only did he help to nurture his love of learning, but he helped me to realize that I could make a difference in other peoples’ lives as well.
I also worked for a publishing company for 4 years right after i graduated from college and published several math textbooks for HS Mathematics.
I am an experienced web developer who chose to dedicate himself to help society after working couple years with corporations. I love practicing and sharing my knowledge with scholars along with my enthusiasm to technology. I believe establishing strong relationship with scholars will help majority of teachers to excel their teaching skill and achievements.
For over 23 years, Dincer Coach has been in education as a teacher and an administrator driven from the philosophy of “Serving to Others”. Dincer Coach works as director of science education at the Concept Schools’ Charter Network. He earned his master’s degree at the Central Michigan University. Dincer Coach also worked internationally and founded two schools abord.
Dr. Chris Murphy
Upon graduating from Illinois State University, Dr. Christopher Murphy taught high school science and coached baseball in Chicago Public Schools, during which he earned Master’s degrees in education from DePaul University and Northeastern Illinois University. While serving as a principal in the Chicago suburbs, he successfully earned his Doctorate in Education from National-Louis University with his research focused on Social Change Theory.
Chris first joined Concept Schools in 2016 and now serves as Chief Strategic Growth & Communications Officer. In this capacity, he oversees Communications & Marketing, Community Relations, and Charter School Advocacy, Growth & Sustainability. Chris deeply believes in the potential of all students and is committed to expanding high-quality educational opportunities for all low-income, minority students.
He currently lives in Chicagoland with his wife Mary and their two children.
Elif Polat has been working as a high school science teacher in a charter school for 8 years. She is self-motivated and passionate about creating and building a learning environment. She nurtured and empowered students through personal development, community service, physical activities, and educational adventures. Elif Polat has designed and taught science courses focused on STEM activities, test-taking strategies, and advanced science concepts
Elisa Salazar, MS, MA, LMSW graduated from GVSU with her Master’s degree in social work in 2010 and her second Master’s degree in communications in 2020. Her background is in diverse settings including juvenile justice, special education, and substance abuse; however, she has spent most of her career as a therapist working with children, families, and individuals from mild to severe mental illness. She currently works in higher education. She also owns Embrace Strategies, LLC where she does presentation on emotional wellness.
Ihsan Ozulas has been the Head of Foreign Language Department at Concept Schools since 2011.Before starting to serve as the Department Head, he taught English as a second language and Turkish as a foreign language. He also initiated the organizations of Art and Language Festival at Concept Schools to promote and honor the diverse cultural and linguistic backgrounds of the language learners.
Kimber serves as the Director of Educational Technology at Concept Schools. She has worked internationally, has served as the Director of Technology at a K-8 school specializing in students with learning differences, and has taught multiple subjects and grade levels K-12. She has her EdM in Learning Design and Leadership and is a Google Certified Educator and Trainer. She loves working with students and educators to integrate technology into teaching and learning, and believes technology can be life-changing for students as it allows them to both access knowledge and share their ideas in ways not otherwise possible.
Kristina is an Education Specialist based on a small island in Alaska known for its large bear population and friendly people. She specializes in teaching reading and providing engaging, relevant instruction for learners of different needs. Kristina is proudly neurodivergent and uses her experience with ADHD and ASD to help students understand their own minds.
Lacey Rose Lawson
I received my BA in English Language Arts from Indiana University where I was the student speaker for my graduating class. I have been teaching middle school ELA for 8 years in Indianapolis. Prior to taking my position four years ago at IMSA North, I ran the High Ability Track program for Paramount School of Excellence. I have completed several professional development courses focused on equity in the classroom, including “Equity Matters: Confronting Implicit Bias” in which I received my certification.
LarGlendal Wallace is an educator, poet, and diversity trainer. She earned her B.A. in Journalism and M.S. in Education from Purdue University. She is the author of two poetry collections, several essays and articles that address the role of education and its impact on our society. As a board member of the St. Louis Poetry Center, her main goal is to encourage, teach and inspire students at all levels.
Megan Parker is in her 14th year as an educator. She was a middle school Social Studies teacher for 10 years before moving into administration, where she has been both Assistant Principal of School Culture and Assistant Principal of Academics. Prior to administration, she performed a variety of roles alongside her teaching responsibilities, including Grade Lead, Social Studies Department head, and curriculum support. Since attending the Ideas for Our Future conference in 2018 on the Opiod crisis in Ohio, she has had an expanded interest in trauma and how it affects children in the classroom. By attending several professional development seminars and conferences on the subject, she has become a Trauma Informed Trainer.
Dr. Regina Armour
Regina Armour is currently the Director of Diversity, Equity & Inclusion for Concept Schools. She started 8 years ago as the Director of Community Engagement & New School Development. She received her doctorate from National Louis University’s National College of Education and her research focuses on instructional & organizational coaching and culture transformation. Her work in schools began with becoming an intermediate and upper grade teacher of biological sciences and math. She has also taught high school, community college and university graduate students.
Sam Davis is a math teacher and a college counselor. He is currently working at Concept Schools as the director of college counseling and assessment since 2012. He has two masters degree in high school teaching and educational leadership. He works with colleges counselors at 12 high schools and assessments coordinators at 30 Concept Schools.
Sara is a classroom educator who recently transitioned to her new role as Director of Upper Elementary at Concept Schools. Sara’s passion comes from education, especailly supporting teachers and adminstration in urban and diverse environments. Sara graduated with her Bachelors in Early Childhood Education and recieved her EdM in Educational Leadership from Grand Canyon University in 2019.
Sarah is the director for the social studies department. Before working in this role, she was a middle school social studies teacher in Chicago for five years and a English language teacher in South Korea for four years. She has a masters degree in secondary education with a focus in English Language Learners.
Shabana is a PLTW-PBS & HBS/AP BIO/BIO Teacher, an Adjunct Faculty member and a Researcher.
She holds two Masters degrees, one in Microbiology and another in Biotechnology from IIT as well as ESL endorsement from UIC. She has completed Education related course work from Benedictine University and recently got Ed.S in Educational Leadership from National Louis University. She has been Delivering Professional Development activities at Horizon Science Academy, HSA SW, 2019-to date. She is also a PLC – Science Team Lead and PSAT/SAT data analysis team member at her school.
Stephanie has been working in Pickerington Schools since 2014. She is currently the Middle School and Junior High Instructional Technology Coordinator for Pickerington Schools. She enjoy working with staff and students to increase the use of instructional technology. Stephanie has spoken at conferences such as ISTE, ITIP and OETC and her most recent achievements are being apart of the team named ISTE’s Distinguished District, WOSU Leadership Award, a Google Innovator, and PLSD’s Innovative Leader award. Stephanie is one of the founding members of Global GEG. Stephanie has a masters in Curriculum and Instruction and Educational Leadership.
Tammie currently serves as the Director of Primary Education at Concept Schools. She loves supporting teachers and developing curriculum as part of her role in making primary education as awesome as possible. Before joining Concept, Tammie taught second grade and was the PLC coach for a school district in the suburbs of Chicago. In her spare time, Tammie enjoys spending time with her husband, her family, and her Bernese Mountain Dog named Winston. Tammie earned her Elementary Education degree from Northern Illinois University.
Masters Degree from the University of Cincinnati in Educational Leadership
Executive Certificate from Duke University in Nonprofit Leadership
Certificate from Duke University in Nonprofit Management
Superintendent Licensure Program student at Ohio State University (OSU)
Victoria Thompson is a STEM Integration Transformation Coach at Technology Access Foundation–a nonprofit leader redefining STEM education in public schools–and a consultant for Ignite EdTech. She has been in education for five years and began her journey teaching fifth and sixth grade math and science in Summerville, SC. After completing her masters degree in curriculum and instruction she moved to the Seattle, WA area in 2018, where her career has pivoted to focusing on STEM integration in schools, K-12 mathematics instruction with research on decolonizing mathematics curriculum for teachers and learners, creating inclusive math environments, and using technology to bridge equity gaps in math education. She has presented at ISTE, ImpactEducation, CUE, and DigCitSummit on topics such as creating inclusive math classrooms, culturally responsive STEM education, and equity in educational technology.
All participants will receive a link to the prerecorded session
12:30 PM – 1:30 PM CST
Trauma 101: Introduction and Methods of Support
This session offers an introduction into childhood trauma. You’ll better understand what causes trauma and what effects it has on the mind and body. Then, you’ll receive strategies to help your students who have experienced trauma to help with behaviors and build resilience.
Creating a Classroom Website
Whether you’re new to Google applications or have been using them for a while, this session is for you. A website is an excellent way to help students, caregivers and administration stay up to date. Looking for a place to store all your resources for easy access without having to send additional emails? Join our workshop and learn the basics of creating an interactive website for your school, your classroom, or your grade level team.
Why Equity? Why Now?
This presentation will unpack why inequities in schooling, especially for Black and Brown children is the current “hot” conversation of the day. Now that equity is squarely on the table as the next civil right for children of color, now what? How do schools change centuries of toxic culture and norms? Outlined here will be a step-by-step approach to initiating a quest for equity, belonging, dignity, and empowerment within and across our school communities. This approach is rooted in compassion, empathy and building brave spaces for school leaders, teachers, staff members, students, families and communities. It is not about shame or blame, but how to engage and affirm difference in order to prepare our students for the different world they will be entering once emancipated from us.
Student-Driven Inquiry Projects
We will walk through models and resources for student-driven inquiry, and discuss how to modify depending on objectives and learner needs. We will focus primarily on free inquiry, but will also give strategies to modify for more guided or structured inquiry.
1:40 PM – 2:40 PM CST
In this session, research related to Implicit Bias will be shared. If you think you are NOT biased when you make daily decisions, then this presentation is for you. You will be surprised how biases hid in your subconscious mind. After taking the Harvard Test, you will notice how the biases shape your decisions.
Math Activities and Online Tools
GeoGebra, Desmos, How to Create Assignment in Google Classroom, Google Jam board, Countdown Math Game, Math jokes, Digital components of our math textbooks, interactive math games
Stirring Awareness to Promote Fairness
What does it take to motivate and lead our children? How do we meet their need? Learn how multicultural awareness can help you cultivate an environment of fairness, respect and equality in the classroom and school. You can meet this need.
Balanced Communications that Educate, Inform, and Celebrate
Dr. Chris Murphy
In this session, Dr. Murphy will provide an overview of the current digital landscape and share the Concept Schools’ communication and marketing guidelines and strategies. These strategies are intended to be put into action at the school-level by those with a basic understanding of the digital platforms currently used by your schools.
2:50 PM – 3:50 PM CST
Creating a Positive Learning Environment
Positive, productive learning environments are key to students’ academic, emotional, and social success in school. Unfortunately, positive learning environments do not just happen on their own—they must be created. There are many components that go into making a positive learning environment for students. This PD goes over areas of focus in creating a safe and learning-conducive environment for students.
Part 1 -Making English Virtual Using Writable
Teachers will engage in a discussion of what technology works best for their goals and how to use Writable (the stand alone tool or embedded in the Collections dashboard) technology to enhance their virtual classrooms.
Virtual Science Fairs and STEM Activities
Dincer Coach & Elif Polat
Rethink your approach and make your events virtual! Against all odds, schools can continue to provide the high quality STEM activities and extracurricular programs. In this session, we will focus on how to run science fairs virtually and implement STEM activities in instruction.
Digital Breakout Games to Build Content Knowledge & Critical Thinking
Digital Breakouts are an engaging way to capture your students’ interest while building content knowledge and critical-thinking skills. We will look at the BreakoutEDU platform as well as discuss how to build Breakouts using Google Forms.
12:30 PM – 1:30 PM CST
Interpersonal Effectiveness for Work and Life
Need to have a difficult conversation, but don’t know where to start? This training will help participants communicate effectively and will provide specific tools to address barriers of effective communication. Participants will learn how to use mindfulness to manage emotions that can interfere during interpersonal communication, and how to validate and listen more effectively. They will develop tools to help when communicating with people from diverse backgrounds and different disciplines. During the training, all participants will be able to use real life examples to role play and practice using the skills they learned. They will work through a specific script that will help them hone in on their message
Part 2 - Making Teaching Virtual Using Writable Writing
Teachers will take an exisitng assignment in Writable and adapt it. Also, created their own orginal assignment including a prompt and readings.
Ensuring Students are Learning: Look fors for Effective Science Teaching
The conceptual understanding is grounded in the psychology of learning, specifically in a constructivist perspective. Students get knowledgeable about their own metacognition when they are coached along, but not dictated by teachers merely lecturing. In this session, we will mostly discuss the conceptual understanding and the components of successful science instruction. The participants will engage in understanding the process of transforming students’ understanding in more meaningful ways through the use of the different instructional methods
Using Scratch as an Acknowledgment Tool
Ugur Zengince & Burak Tenduras
Participants will learn how they can implement their assignments to Scratch to have students use their creativity.
1:40 PM – 2:40 PM CST
Adverse Childhood Experiences: Not Destiny, But Correlation
This session will give the background and a general understanding of ACE (Adverse Childhood Experiences). We will discuss the correlation between ACE scores and their effect on a student’s social emotional relationships, behaviors, and diseases. We will also examine how we, as educators, can help reduce the impact of the ACE score.
Online Tools for Blended Math Instruction
Sharing challenges and best practices using Jamboard; components of successful math classroom; low starting – high ceiling tasks, open middle activities; five ways to start your lesson; Which one does not belong; Math mistakes website, What is real world math problem; Freyer Vocabulary model, Visuals and Graphic organizers in math, progression of math standards across different grade levels, challenges of today’s students in online classroom
Culturally Relevant Classrooms
Identifying authentic and meaningful solutions to increase culturally responsive environments within the classroom. Whether you’ve been teaching for years or just entered the educational world every teacher can learn new tactics that support the growth and development of children from all backgrounds while fostering profound education.
Question Formulation Technique (QFT) -- Better Questions for Deeper Learning
QFT is a thinking routine in which students not only ask questions, but also work with their questions to develop more robust questions to access prior knowledge and guide inquiry. We will conduct a QFT and look at how it can be applied for different grade levels and purposes.
2:50 PM – 3:50 PM CST
Using Seesaw in the Classroom for New Users
Learn how Seesaw can increase engagement and make blended learning a breeze. During this session, participants will learn the basics of Seesaw, how to create activities, and utilize the “community” to score awesome ideas, and much more!
Blended Social Studies Lessons
Please join this session with 1-2 strategies and/or resources to share with the group so we can all become stronger educators in person and virtually.
Technology for Students Who Learn Differently
In this seminar, we will take a detailed look at accessibility and assistive technology features built into the Google Chrome operating system and Google Workspace, some Google Chrome browser extensions, plus more tools and strategies.
12:30 PM – 1:30 PM CST
Emotional Strength Training
We understand the importance of physical conditioning; what about emotional conditioning? How strong and resilient are we during stressful and trying times? How do we handle the constant pressure to perform in rapidly changing environments? This training focuses on strengthening emotional well-being, which is accomplished by caring for ourselves. Much like a physical regimen, this experience intends to build emotional muscle through self-compassion and increased emotional agility. Be prepared to work through personal or work-related situations, and leave with a tangible process to approach situations in the future.
Number-Mania and Great American Race: Lesson Frames for SS
Kimber Coté & Sarah Chambers
Social Studies content often involves lots of people, dates, and places, which can be challenging for students to connect to. We will look at two student-centered EduProtocols that will spice up your Social Studies lessons and help students connect with the material.
Technology Integration in Science Education
This session will focus on technology use in the middle/high school science classrooms. We will look at ways students can utilize tech to show and share their learning with others
Yes! Personalize My Learning
Personalized learning within a mastery framework has historically been difficult to implement. Delivering content, monitoring student progress, and grading can quickly become overwhelming and undermine the success of a competency based approach. The Grid Method can help teachers reach personalized learning in their classroom.
1:40 PM – 2:40 PM CST
Releasing the Unreleased -An SEL Teacher Workshop on Lessons about Life, Stress and Coping in Today's Classroom
In the name of accountability and education reform…we have left our teachers unrenewed, unrefueled and just plain overloaded. “”Releasing the Unreleased”” is an wellness-workshop designed to help YOU “release the inner stuff” that gets stored, stacked and packaged in the form of “pure dee stress.”
DOK, Standards, and Instruction in a Virtual Environment
Teachers will engage in activities to reinforce the need for synthesis of these elements in a virtual learning environment.
School to Prison Pipeline
How did the school to prison pipeline begin? How does it impact our students? How does the pressure of testing increase the likelihood of severe consequences? In this PD, we’ll discuss the answers to all of these questions and what we can do as educators and in school-wide approaches to better serve our students to break the school to prison pipeline
Must-Have Elements to Make Blended Lessons Accessible
Blended and virtual learning environments can be challenging for students without the proper scaffolds in place. We’ll look at ways to make sure your blended lessons are accessible to all your learners!
2:50 PM – 3:50 PM CST
Trauma 201: Trauma Informed Schools
In this session, we’ll discuss how trauma impacts our students and their relationships with others. We’ll discuss methods to build a trauma-informed and resilience-focused school.
Math Tools and Strategies for Differentiating Instruction
Participants will get acquainted with applying five basic components of differentiated instruction to content area instruction: pre-assessment, differentiating environment, differentiating content, differentiating process, differentiating product, and how to apply content-based, differentiated tools and strategies in order to meet the diverse learning needs of students. Other objectives are to inform the participants about the characteristics of the basic mathematical learning styles and how to assess both mathematical teaching style and students’ mathematical learning styles and how to use a variety of mathematical teaching tools and strategies to differentiate instruction and increase student engagement.
How Equity Can Transform Culture Across a School or Across a Network
Dr. Regina Armour
This presentation will explore the implementation cycle of equity in schools along with the dysfunctional cycle of equity that results from both internal and external pressures through two case studies. One, a community urban K-12 school. One, a suburban, affluent HS. Intentionally presented to show the conditions and strategies in common and unique to each case. so that school leaders can make connections. Participants will learn to build structures that support legacy, not just a trend that disappears as leadership changes.
Board Game Design for Critical Thinking and Summative Assessment
Games aren’t just for playing around. We will look at how game-based learning and game design can be implemented in the classroom to engage students and deepen their learning.
All participants will receive a link to the prerecorded session
12:30 PM – 1:30 PM CST
Building Relationships: Methods
If you are struggling to connect with your students; I have some simple methods for you to try.
Engaging Students in Learning: Mathematical Practices
Explore teaching, learning, and assessment related to the mathematical practices in the Common Core State Standards. Discuss best practices to support students` learning of mathematical content and processes. Learn practical strategies to prepare your students for success in college and beyond
3 Dimensional Learning in NGSS
This workshop develops participants’ understanding of the three-dimensions of science and engineering practices, disciplinary core ideas, and crosscutting concepts
Blended Learning in SPED
Using technology tools and your sparkling personality to engage virtual learners of varying ability levels. Kristina will demonstrate strategies for using technology in small group and one-on-one learning that promote engagement and learning. Warning: It will be silly.
1:40 PM – 2:40 PM CST
College Readiness Program and Naviance Curriculum
This session summarizes the college counseling approach at Concept schools. Aligned with the mission of the network, the practice at schools aims to give a wider vision to the students and parents on getting ready for post high school. The practice is also adjusted based on the historical data and student outcomes. You will find the 20 year college counseling journey at our schools.
Teacher’s connect good teaching with virtual teaching and learning.Teachers will refresh their understanding of differentiation and see how it is enhanced virtually.
Equity in Educational Technology
In education we need to be committed to ensuring our efforts reflect the needs of our classrooms and schools, as well as equity and inclusion. How can we leverage technology to reach our goals? Come learn with us on how to navigate this landscape and how it can be possible. Attendees will learn about the intersectionality of equity and educational technology. New ideas and strategies that attendees will learn include vetting digital platforms and resources through an anti-racist lens, what an educator should look for when searching for equitable technology and technology platforms, the potential dangers of not checking a resource before you give it to students, the importance of student choice and voice, and the importance of elevating women and people of color in curriculum, among others.
Engaging Families in Digital Citizenship
This session is for teachers, admin, and school staff. We will engage in a number of digital citizenship activities from the student perspective, and will discuss how to talk about digital citizenship with families.
2:50 PM – 3:50 PM CST
Utilizing Target Language 90%+ in Language Learning
Foreign language teachers will learn how to increase the use of target language in their classes.
Reading and Writing Strategies for Mathematics
The goal of literacy in Mathematics is to develop in students a curiosity about the world around them. What is Reading in Mathematics, Developing Math Vocabulary, Using and Building Prior Knowledge in Math, Using Prediction and Inference in Math, Think- Aloud and Comprehension, Summarizing in Math, Using Visual Representation of Text, Multiple Reading Comprehension Strategy Instruction Writing helps create the bridge between the content knowledge in math and understanding. Motivating students to write, the Writing Process in Mathematics, Writing Strategies to Teach Vocabulary in Mathematics, Frayer Model, Diagramming and Mapping Strategies in Mathematics
Creating Equity in the Classroom by Avoiding Implicit Bias
Lacey Rose Lawson
In this session we will discuss the role implicit bias plays in education. We will discuss strategies we can implement to avoid these biases in an effort to create equity in the classroom. We will accomplish this by confronting our own implicit biases and the impact they have on our classroom culture. In this session we will delve deeper into crucial topics that are often avoided due to their sensitive subject matter in an honest and welcoming format.
Moving Forward: Lessons from the Pandemic Roundtable Discussion
Kimber Coté, Ali Uslu, Sara Swamidass, Sarah Chambers & Regina Armour
We will discuss best practices to carry forward from our pandemic teaching, including continued family engagement, ubiquitous access, flipped instruction, student choice, and how valuable hands-on activities are when paired with technology to document the learning.