Below is information regarding our upcoming workshop in Melbourne, Austraiia on May 21-24 2011,
www.marzanoresearch.com or www.hbe.com.au.
you th Annual Hawker Brownlow Education Conference PLAN
Saturday 21 May to Tuesday 24 May, 2011 Brain-Compatible Instruction Professional Learning Communities Differentiated Instruction Curriculum Planning Intervention Instruction Assessment Come to be inspired. Robert Marzano Dylan Wiliam Rich Allen Cassandra Erkens Clinton Golding Kathleen Kryza James Nottingham Michael Pohl Jay McTighe Debra Pickering Patti Drapeau Frances Glascoe Jana Marzano Judy Willis DAY Leave with a plan. In his foundational book The Art and Science of Teaching, Dr. Robert J. Marzano highlights well-researched practices educators use to be truly effective and realize gains in student achievement. Learn which teaching strategies make the most difference in the classroom and how and when to use them. Dr. Marzano and Dr. Debra Pickering share their insights on incorporating quality classroom practices from the perspectives of teacher and leader. You will leave the conference armed with practical strategies, effective solutions, and concretes plan to implement in your classroom. You will: • • increasing student achievement. • • • • • vehicle for teacher professional growth and development. • collaboration and improve pedagogical skills. • language of instruction. Topics: • • • – What will I do to establish and communicate learning goals, track progress, and celebrate success? – What will I do to help students effectively interact with new knowledge? – What will I do to help students practice and deepen their understanding of new knowledge? – What will I do to help students generate and test hypotheses about new knowledge? – What will I do to engage students? • • – What will I do to establish or maintain classroom rules and procedures? – What will I do to acknowledge adherence or lack of adherence to classroom rules and procedures? – What will I do to establish and maintain effective relationships with students? – What will I do to communicate high expectations for all students? – What will I do to develop effective lessons organized into a cohesive unit? • • Improve Pedagogical Skills Robert Marzano Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research Laboratory in Englewood, Colorado. A leading researcher in education, he is a speaker, trainer, and author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include Designing & Teaching Learning Goals & Objectives, District Leadership That Works, Formative Assessment & Standards-Based Grading, On Excellence in Teaching, and The Art and Science of Teaching. Saturday, May 21, 2011 Session 1: The Art & Science of Teaching – An Overview In his foundational book The Art and Science of Teaching, Dr. Marzano highlights well-researched practices educators use to be truly effective and realize gains in student achievement. Learn which teaching strategies make the most difference in the classroom and how and when to use them. Gain insights on incorporating quality classroom practices from the perspectives of teacher and leader. Goals: • model can expand the understanding of effective teaching. • model can be used to expand the effectiveness and variety of feedback to teachers Provide some initial experiences in using The Art and Science model to observe lessons. Session 2: Designing Formative Assessment & Standards Based Gradings to Raise Achievement Teachers regularly make important evaluations about student achievement. How do you know if such decisions are based on sound assessment results? Learn research-based practices for using quality formative classroom and district-level assessments aligned to solid grading practices. Learn to implement an integrated system of assessment and grading. Learn how to design, interpret, and systematically use different types of formative assessments and how to track student progress and assign meaningful grades. Session 3: The Inner Game of Teaching The authors address the thoughts and emotions teachers bring to the classroom, how a teacher’s “inner world” infl uences the “outer world” of his or her behaviour. They present a model for what they refer to as the “inner game” of teaching and discuss how metacognitive awareness and control on the part of teachers about their inner world can make them more effective in addressing diffi cult classroom situation and helping students. Sunday, May 22, 2011 Session 1: The Highly Engaged Classroom The Highly Engaged Classroom operates on the basic premise that student engagement happens as a result of a teacher’s careful planning and execution of specifi c strategies. With this in mind, Dr. Marzano translates research into a practical model of engagement and discusses strategies designed to increase engagement in every student. Session 2: Designing Formative Assessment & Standards Based Gradings to Raise Achievement (Repeat) Session 3: The Inner Game of Teaching (Repeat) The Marzano Institute The Art and Science of Teaching The Art and Science of Teaching Tuesday, May 24, 2011 Sessions 1, 2 & 3: Implementing the Art & Science of Teaching Debra Pickering Debra Pickering consults with schools and districts across the USA and internationally as a senior scholar for Marzano Research Laboratory. With a Ph D in Curriculum and Instruction, as well as practical experience as a classroom teacher and district administrator, she provides training and support to teachers at all levels, helping them to continually improve student learning. Dr Pickering helps educators to translate theory into practice with a combination of theoretical grounding and practical experience. Saturday, May 21, 2011 Session 1: Designing Instruction to Maximize Technologies Attend this session to increase your understanding of how research-based instructional strategies can be even more effective when they are enhanced with technology. Learn how technologies help you with instructional feedback, formative assessment, non-linguistic representations, thinking skills and student engagement. Interactive Whiteboards, Learner Response Systems (Clickers), Interactive Internet Sites. Session 2: Building Academic Vocabulary Attend this session to increase your understanding on how to implement a comprehensive approach to teaching academic vocabulary at the classroom and school. A six-step process for teaching vocabulary terms so students develop deep understandings of the terms. Fun and engaging activities and games that help students add to their knowledge of vocabulary terms as they review and play with the terms. Session 3: The Highly Engaged Classroom Student engagement happens as a result of a teacher’s careful planning and execution of specifi c strategies. This basic premise drives The Highly Engaged Classroom. This workshop will provide an in-depth understanding of how to generate high levels of student attention and engagement. Using these strategies, every teacher can create a classroom environment where engagement is the norm, not the exception. Sunday, May 22, 2011 Session 1: Art & Science of Teaching: Focus on Learning Goals & Feedback Session 2: Art & Science of Teaching: Focus on Students Interacting with New Knowledge Session 3: Art & Science of Teaching: Focus on Thinking Skills for Deepening Understanding Learn which teaching strategies make the most difference in the classroom and how and when to use them. Dr. Debra Pickering will share her insights on incorporating quality classroom practices from the perspectives of teacher and leader. You will leave the conference armed with practical strategies, effective solutions, and concretes plan to implement in your classroom. Monday, May 23, 2011 Session 1, 2 & 3: Art & Science of Teaching (Repeat) Tuesday, May 24, 2011 Session 1: Formative Assessment & Grading: Focus on Grading Issues Session 2: Formative Assessment & Grading: Focus on Feedback that Guides and Encourages Learning Session 3: Formative Assessment & Grading: Focus on Designing Classroom Assessments Jay McTighe Understanding by Design (UbD) Dr Jay McTighe brings a wealth of experience developed during a rich and varied career in education. Jay has experience as a classroom teacher, resource specialist and program coordinator, and has an extensive background in staff development. Known worldwide for his work with UbD, and author of numerous journal articles and books. Saturday, May 21, 2011 Session 1: Understanding by Design: An Introduction What is understanding and how does it differ from knowing? Learn the framework to plan better, more results-oriented curriculum. Session 2: Understanding by Design: Developing Essential Questions Learn and understand the characteristics of good essential questions and the ideas that assist in generating them. Session 3: Understanding by Design: Assessing Understanding Examine various assessment methods to use in assessing the degree of student understanding, explore six ‘facets’ of understanding and the GRASPS format of assessing understanding and apply selected design tools to create performances of understanding based on the six ‘facets’. Sunday, May 22, 2011 Sessions 1, 2 & 3: UbD: Introduction to Curriculum Design – Day 1 & 2 What do we want students to understand and be able to do? What ‘enduring’ knowledge is worth understanding? What is ‘understanding’ and how does it differ from ‘knowing’? This introductory workshop will explore these questions through a series of thought-provoking exercises and design experiences. More specifi cally, participants will: review a ‘backward design’ model for the development of curriculum, assessment and instruction; use essential questions to frame curriculum and focus on ‘big ideas’; examine various assessment methods to use in assessing the degree of student understanding; explore six ‘facets’ of understanding and the GRASPS format of assessing understanding and apply selected design tools; preview internet-based resources to support UbD curriculum design. Note to participants: participants should bring their own content standards, resource materials, etc. They must have their own copy of Understanding by Design: Professional Development Workbook (Hawker Brownlow Education, 2006), and a laptop computer if possible. Power will be available on-site. Who Should Attend? Tuesday, May 24, 2011 Session 1, 2 & 3: UbD: Intermediate Curriculum Design Designed for educators who are familiar with UbD. It will build on the Introductory Workshop: Curriculum Design and address the following questions: How can ‘backward design’ help build a more coherent curriculum at the course and program level? How do we evaluate student performance in consistent ways? What is effective curriculum design? More specifi cally, participants will: apply backward design to ‘macro’ curriculum development at the course and program levels and school initiatives; examine recurring cornerstone assessment tasks to provide evidence of increasing understanding over time; design rubrics for evaluating performance of understanding; apply the W.H.E.R.E.T.O. framework to design engaging and effective instruction. Note to Participants: Design: Professional Development Workbook and a laptop computer. Who should attend? attended UbD workshops at previous Hawker Brownlow Education conferences. Cassandra Erkens Professional Learning Communities @ Work Cassandra Erkens is president of Anam Cara Consulting, Inc., based in Minnesota. Cassandra has served as a high school English teacher, district-level director, and facilitator of state programs. She is both a PLC and Assessment Associate for Solution Tree. Saturday, May 21, 2011 Session 1: Professional Learning Communities @ Work – Introduction What are Professional Learning Communities? How do you make them work? What would you DO if you were in one? This session, grounded in the work of Rick DuFour, will provide an overview of the concept of PLCs along with some practical, research-based ideas for getting your own PLC started. Session 2: PLC’s@Work – Creating a Culture of Collaboration Collaboration is hard work that requires commitment, focus and consistency. How can we as teacher leaders guide our peers on the PLC journey? This session explores the tools and strategies team leaders can use to help their teams answer the four questions of a PLC. Session 3: PLC’s@Work – Leading in a Collaborative Culture How do leaders lead in a collaborative culture? Fortunately, the work of PLCs leads to consistency and clarity. This session is designed to help leaders at all levels, explore the specifi c protocols, procedures, and processes we can use to support and monitor teams. Sunday, May 22, 2011 Session 1: PLC’s@Work – Designing Common Assessments A common assessment is an assessment that a team collectively owns. It is collaboratively designed, delivered, and scored for the purposes of shared learning, instructional planning and the assessment itself. This session explores both the design considerations and processes high functioning PLCs use when engaged in the work of common assessments. Session 2: PLC’s@Work – Delivering Common Assessments How might the work of common assessments – which by nature require things to happen in similar time frames – work to support learners and teachers in continued learning? This session offers practical strategies and ideas for PLCs interested in creating common assessment delivery structures. Session 3: PLC’s@Work – Interpreting Common Assessment Data How do PLCs use the data from common assessments to make informed, responsive decisions? This session examines how we can use the common assessment process to not only monitor student learning but also promote continued learning – for student and teacher alike. Monday, May 23, 2011 Session 1: PLC’s@Work – Formative Assessment – From Instruction to Meaningful Data While the research on the use of formative assessments is compelling, the practice seems mind-boggling and overwhelming to well-intentioned teachers. This session offers strategies, tools, and examples of real classroom practices in the design and effective use of formative assessments so that we might gather meaningful data during instruction. Session 2: PLC’s@Work – Rigour Relevance in Teaching & Learning This session explores the work of Dr. Fred Newmann on Authentic Intellectual Work and highlights how to use the criteria for rigor and relevance during instruction and assessment processes so we can prepare our learners for a highly technical, global, and information rich world. Session 3: PLC’s@Work – Instructional Strategies That Achieve Results This session will offer teachers an opportunity to dig in to the most effective research-based instructional strategies, explore the criteria and standards for rich and meaningful learning experiences, and identify some practical ideas for bringing the “science” of teaching to collaborative and unique classroom applications. Tuesday, May 24, 2011 Session 1: PLC’s@Work – How to Respond When Students Don’t Learn This session outlines the process of creating a Pyramid of Intervention and offers examples of school schedules and sample pyramids as well as decision making criteria to support such work at the school level. Session 2: PLC’s@Work – Protocols for Student Work This session is set up to engage teachers in the process and protocols to engage in examining student work and it moves into using that same process to support learning at the classroom level. Session 3: PLC’s@Work – Leading Change School improvement research continually highlights the signifi cance of leadership in the change process, but there is no consistent, step-by-step manual. This session focuses on knowledge, strategies, and skills to manage the change process. Patti Drapeau Differentiated Instruction and Planning Patti Drapeau is an educational consultant, trainer, author, and internationally known presenter. She has over twenty fi ve years of classroom experience teaching students and coordinating programs. Saturday, May 21, 2011 Session 1: Differentiation: Organise Your Differentiation Efforts with a Framework & Structures Strengthen your differentiation efforts by utilising a variety of structures to help you to articulate and organise your differentiated instruction. See how you can get much better results when you use a framework to structure, when and how to differentiate instruction in your classroom Session 2: Differentiation: Meeting the Needs of Six Types of Learners To meet the needs of these six types of learners – academic, perfectionist, creative, invisible, struggling and high energy learners – you will use the presenter’s survey to identify the potentialities and discover appropriate differentiation techniques Session 3: Differentiation: Tier Instruction Using the Formulas At this level of differentiation, the presenter will identify fi ve formulas which will help teachers tier questions. By choosing the right formula, the teacher can easily scaffold questions to promote challenge for all. Sunday, May 22, 2011 Session 1: Instructional Tools & Strategies for the Differentiated Classroom Part I Bursting with fun activities to use in the classroom, this session focuses on getting students out of their seats and engaging them in the learning process. These strategies meet the needs of learners by targeting rigor, engagement, and motivation. Session 2: Instructional Tools & Strategies for the Differentiated Classroom Part II Teachers can differentiate a lesson by using the fl ip ‘n spin strategy to differentiate the content, process, and/or product of a lesson. Additional strategies and tools that can be used to differentiate activities. Session 3: Cognitive Graphic Organisers as Tools to Target Students’ Ability Levels in the Differentiated Classroom In this workshop, examples of students’ real responses using a variety of organizers demonstrate how graphic organizers can be used with simple or complex content and with lower or higher level thinking. Monday, May 23, 2011 Session 1: Graphic Organisers as Tools to Target Students’ Thinking Styles in the Differentiated Classroom Part I Teachers will see how the use of critical and creative thinking graphic organizers targets their student’s cognitive style which will result in higher achievement. These graphic organizers will engage students in a much deeper level of comprehension in a style that suits them. Session 2: Graphic Organisers as Tools to Target Students’ Thinking Styles in the Differentiated Classroom Part II This session focuses on critical and creative thinking skills. These tools can be used to help students refi ne their responses from a superfi cial answer to an in depth level. Session 3: Graphic Organisers as Tools for Achievement An approach to graphic organiser usage results in increased achievement. By using a structured approach, graphic organisers can provide much more than an engaging lesson. Frances Glascoe Assessment Dr. Glascoe is the author of PEDS, co-author of the PEDS:DM, and has conducted abundant research on these measures as well as other screening tools. For 12 years she directed the rotation in developmental and behavioural paediatrics at Vanderbilt University and is the recipient of the American Academy of Paediatrics Dale Richmond Award for contributions in child development. Dr. Glascoe is a Professor of Paediatrics at Vanderbilt University, and serves on the editorial board of the Journal of Developmental and Behavioural Paediatrics. Monday, May 23, 2011 Session 1: Brigance Screens: An Overview Early detection of children with development, behavioural and emotional delays risks and disabilities problems is an important responsibility for families. Dr Frances Glascoe will provide background information on screening and surveillance. There is a broad consensus that early identifi cation of developmental delays is both feasible and important. Improving the effectiveness of developmental screening and surveillance has the potential for improving the lives of countless children and families. Session 2: Building Social Emotional Skills This workshop will canvas many social and emotional skills that can and should be taught. Parents often worry that their child is “bossy”,”a loner”, “doesn’t get along with others” or is shy. Children’s personality’s, emotions and social skills and how you behave with them all shape how they will react with others. Session 3: PEDS DM adds confi dence to your decision making. Every young child needs regular development checkups. Quick easy developmental screening picks up problems before they become obvious or have a chance to fester and grow. It also opens the door to intervention early on, when it can do the most good. Early intervention works and the sooner a possible problem is spotted and effectively addresses, the sooner the child will reap the benefi ts. Rich Allen Mind, Brain and Learning Rich Allen’s books TrainSmart and The Ultimate Book of Music for Learning by Hawker Brownlow Education. A former maths teacher, Rich has had an interesting and diverse career as a best-selling author, off-roadway actor and recording artist. He holds a PhD in Educational Psychology and is the president of Education Illustrated, an international consulting company that trains teachers and trainers all over the world. Saturday, May 21, 2011
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The Heath, Caulfi eld Racecourse,
Caulfi eld, Melbourne, Victoria