When

October 15

3:30 – 4:30 p.m.

Managing Small Group Learning

December 3

3:30 – 4:30 p.m.

Co-Teaching Playbook

January 7

3:30 – 4:30 p.m.

Developing Literacy through Small Group Rigorous Discussions

February 4

3:30 – 4:30 p.m.

Assessing Learning when Students Work in Small Groups

March 3

3:30 – 4:30 p.m.

Self-Regulation (Part 1):  Setting Realistic and Productive Goals

April 14

3:30 – 4:30 p.m.

Self-Regulation (Part 2):  Student Driven Monitoring and Evaluation of Learning

 

May 5

3:30 – 4:30 p.m.

Structuring Student Choice

June 2

3:30 – 4:30 p.m.

Planning Effective Formative Assessment


Add to Calendar 

Where

This is an online event. 
 

 
 

Contact

Fred Buglione and Kerri O'Keefe 
New Jersey Coalition for Inclusive Education 
732-613-0400 
njcie@njcie.org 

  The New Jersey Coalition for Inclusive Education Presents:

ALL-ED with Dr. Rhonda Bondie Webinar Series 

FREE EVENT

Please join NJCIE for our All Learners Learning Every Day (ALL-ED) Webinar Series hosted by Rhonda Bondie P.h.D. assistant professor of special education at Fordham University.

During this series teachers will learn practical routines used to tailor instruction in inclusive classrooms to engage, value, and stretch all learners every day.

This webinar series is being offered free of charge, register online today!

Why do we need ALL-ED? 

Academic Diversity Challenges Novice and Experienced Teachers in Inclusive Classrooms.

Inclusive practices and an increasing demand of college readiness for all students, results in a wide range of academic levels in P-16 classrooms. This academic diversity has changed the expected starting places for learning in higher level courses posing new challenges for often accomplished and experienced teachers.  In addition, millennial students with extremely diverse life experiences, interests, and needs are demanding relevant learning experiences and accessible curriculum.  While teachers strive to accommodate students as individuals, at the end of the day, teachers know that all students must attain common standards.  Both novice and experienced teachers need preparation and ongoing professional development to learn how to effectively and efficiently engage the full range of students in their classrooms, including those with disabilites, creating equal and optimal learning opportunities for all students every day.

What is ALL-ED?

An evidenced-based solution to tailoring instruction for specific learning needs while fostering student independence.

ALL-ED is based on a network of evidence-based practices that enable teachers to problem-solve on their feet in the classroom to respond to the diverse academic needs of all learners every day.  The practices are group learning, self-regulation, and planning curriculum with clarity, access, rigor, and relevance with routine specialized instruction (CARRS). Planning and instruction are oriented through routinely learning from evidence in student work.  ALL-ED professional development models instructional routines based on these practices that are easily used in daily instruction to effectively engage and stretch all learners. The routines are based on years of empirical evidence showing a positive impact on student learning.  The instructional routines are modeled in the webinars allowing teachers to both learn how to use research such as Universal Design for Learning (UDL) and to experience themselves professional learning that is personalized and relevant.

 

ALL-ED routines achieve three goals, teachers:

1.ensure that each member of the learning community is engaged, valued, and stretched.

2.provide precise, efficient, and effective teaching for the established curriculum within given time constraints.

3.build daily classroom culture that values thinking and fosters self-regulated learning as a habit.

Date and Time

Title

Description

Goals

October 15

3:30 – 4:30 p.m.

Managing Small Group Learning

Learn five management techniques that enable students to work in small groups without constant teacher support. Examples will be shared from classrooms showing how teachers give directions that result in 100% student engagement and use self-assessment to monitor learning.  Participants will learn how to revise a small group learning activity to increase engagement and rigor for all students.  Efficient methods for observing and listening to monitor student learning will be showcased.  Data from this assessment can be used to tailor instruction to meet student learning needs.


December 3

3:30 – 4:30 p.m.

Co-Teaching Playbook

Bring a co-teacher to discover how “playbooks” save planning time, by providing a visible instructional plan used by both teachers and students.  Once established, playbooks can be used in direct response to what is occurring in the classroom – responding to student learning needs during lessons.  Practical examples of sustainable effective differentiated instruction and effective use of two or more teachers in the classroom will be shared. Teachers will learn how to incorporate evidence-based practices into playbooks to ensure that students receive specialized instruction during daily co-teaching.

Outcomes:

Teachers will further their understanding of:

  1. • how to create a visual description of a lesson plan with regular instructional routines
  2. •  evidence-based practices that close achievement gaps and extend learning

   scaffolding as a tool to increase student access and mastery of learning objectives

 

January 7

3:30 – 4:30 p.m.

Developing Language and Literacy through Small Group Rigorous Discussions

Explore how group learning routines facilitate the development of language, including multiple languages, while promoting text-based literacy strategies such as reading comprehension and building arguments in the immersion classroom.  See practical examples of how assessment data from discussions can be used to tailor instruction for student instructional needs and provide opportunities for student self-regulation of learning.

February 4

3:30 – 4:30 p.m.

Assessing Independent and Collaborative Thinking when Students Learn in Small Groups

Rigorous discussions provide a rich source of assessment data revealing student understanding, thinking processes and products, vocabulary use, questions, and ability to apply knowledge. In this webinar, participants will explore small group management techniques that promote student autonomy and accountability and routines for collecting and analyzing assessment data during lessons.  Participants will discover how once student discussions are independent the teacher is free to collect rich formative assessment data and use this data on their feet to tailor instruction to student learning needs.

Outcomes:

Participants will be able to implement with students a group learning routine where the teacher's role is to:

1. listen to and observe student learning.

2. collect and analyze assessment data through a group learning routine.

3. use assessment data to tailor instruction to address specific student learning needs during a lesson.

 

Note:  This webinar builds on the small group management techniques such as giving directions to foster student autonomy and motivation from the webinar, Managing Small Group Learning

March 3

3:30 – 4:30 p.m.

Do it Yourself Learning: Promoting a Culture of Self-Regulated Learning

When instruction is designed to address different learning needs, students are often expected to work by themselves or together in small groups.  Therefore, facilitating the development of autonomous, self-regulated learners is imperative to the effective functioning of an inclusive classroom where instruction must be differentiated.  Participants will learn how to promote student driven learning through goal setting, monitoring, and reflection and structured student choice.

Outcomes:

Participants will be able to implement with students:

  1. Goal setting,
  2. Student self-monitoring and evaluation of learning,
  3. Structured student choice,
  4. Using the classroom as a resource for learning, and
  5. Using peers as a reliable feedback source.

Participants will be able to explain self-regulated learning theory to a colleague and/or parent.

 

April 14

3:30 – 4:30 p.m.

Student Driven Monitoring and Evaluation of Learning

Learn how to instantiate a mastery-oriented approach to instruction using monitoring tools and group learning routines. See examples of how evaluation of learning can lead to new goal setting. This webinar builds on the goal setting from the Do it Yourself webinar.

May 5

3:30 – 4:30 p.m.

Responding to Student Learning Needs

Ensure that students never leave class confused by assessing student learning and responding to student academic needs in real time during a lesson.  This webinar reviews group learning routines and self-regulation tools as a means for collecting data and finding time to think through an instructional response on your feet while working with students.

June 2

3:30 – 4:30 p.m.

Planning Effective Formative Assessment

It is challenging to plan instruction that is both aligned to the established curriculum and responsive to learner variability. In this webinar, teachers will tackle this challenge of planning instruction for widely academically diverse students using one-page planning tools to increase curriculum clarity, access, rigor and relevance for all learners and daily learning routines.