Teacher Clarity: The Pathway to Better Learning
9:00 a.m.–12:00 p.m. (EST)
Teacher clarity is both a method and a mindset, and it has an impressive effect size of .75 (Hattie, 2009). And it’s fairly easy to implement. You don’t have to spend a pile of money. It’s teaching that is organized and intentional. It requires that teachers understand what students need to learn, communicate learning intentions to students, develop with students an understanding of success criteria, deliver lessons in relevant and engaging ways, and ensure that assessment drives instruction.
Integrating Social-Emotional Learning into Everyday Instruction
1:00 p.m.–4:00 p.m. (EST)
Academic learning may be the explicit focus of schooling, but what teachers say, the values we express, the materials and activities we choose, and the skills we prioritize all influence how our students think, see themselves, interact with content and with others, and assert themselves in the world. While social and emotional learning (SEL) is most familiar as compartmentalized programs or specific interventions, the truth is, all learning is social and emotional. This makes the case for taking a deliberate approach to the “hidden curriculum” already being taught, presenting a five-part model of SEL that’s easy to integrate into everyday content instruction.
Learn the why’s and how’s of:
- Building students’ sense of ident ty and the r belief in their ability to learn, overcome challenge, and influence the world around them
- Helping students identify, describe, and regulate their emotional responses
- Promoting the skills of cognitive regulative critical to decision making and problem solving
- Fostering students’ social skills – including teamwork and sharing – and their ability to establish and repair relationships
- Equipping students to becoming active and involved citizens
9:00 a.m.–12:00 p.m. (EST)
The most popular phase in literacy instruction is still confusing for teachers. What should they balance, and how should they do so? Teachers can balance phonics and language-based approaches, informational and narrative texts, small-group and whole-class instruction, reading and writing, and direct and dialogic learning. Literacy learning design is crucial if students are going to read and write at appropriate levels. There is a lot we know about balance and how to achieve it that is not integrated into many district frameworks. Let’s explore the ways in which our instruction can come into balance.
Distance Learning Up Close: Teaching for Engagement and Impact in Any Setting
1:00 p.m.– 4:00 p.m. (EST)
The great experiment in distance learning continues. It’s design time. Let’s be international and purposeful as we work with schools, whether that be physically or remotely. Let’s focus on our daily tasks and our credibility. Let’s create learning experiences that are meaningful. And let’s provide worthwhile feedback that increase our impact. We can do this. We can teach from a distance and ensure students’ learning
Douglas Fisher is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is a member of the California Reading Hall of Fame and was honored as an exemplary leader by the Conference on English Leadership.
He has published numerous articles on improving student achievement and his books include The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind; Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and intervention, Checking for Understanding: Formative Assessment Techniques for Your Classroom; How to Create a Culture of Achievement in Your School and Classroom; and Intentional and Targeted Teaching: A Framework for Teacher Growth and Leadership.