Redbird Educator Series
The Redbird Educator Series, hosted by the Borg Center at Illinois State University, features College of Education faculty in one-hour virtual professional development sessions designed for PK-12 teachers. In this series, faculty share their research and evidence-based practices on relevant topics in education. Join us for each session or choose the ones that are most relevant to you. Each session is free and you could earn one PD credit.
Spring 2021 Schedule
Thursday, January 28 at 4 p.m.
Teaching in the times of COVID-19, racial injustice, and inequities
Shamaine Bertrand, Assistant Professor, School of Teaching and Learning
In the past year the world has been impacted by the COVID-19 pandemic, as well as heightened racial injustice and inequities. In the midst of all that has happened and continues to happen educators are still expected to teach and students are still expected to learn. This webinar will begin with educators critically reflecting on their positionality and the role this may play in the classroom. The discussion will then follow with an opportunity for educators to gain knowledge and ideas on how to co-construct and co-create classroom communities alongside their students that are racially inclusive and provide space for transparency and safety. Throughout the webinar insight on how to support students who are experiencing the trauma caused by the pandemic and racial trauma will be shared.
Thursday, February 25 at 4 p.m.
What's the word? Using explicit vocabulary instruction to support all learners
Kate Peeples, Assistant Professor, Department of Special Education
Direct, explicit instruction of vocabulary can be a strong support for students who struggle in content areas such as mathematics and science, where students’ ability to understand and use the “language of the discipline” plays a large part in their academic success; yet, many teachers report feeling underprepared to teach vocabulary in their subject. The purpose of this webinar is to present and discuss the implementation of explicit vocabulary instruction in general and special education settings. Participants will learn about the applications of the explicit instruction framework and the Cognitive Load Theory (CLT) in vocabulary learning, and how to put them to work for student success across content areas. Participants will actively engage in an examination of their current practice and will draw on the primary principles of explicit instruction and CLT, as well as current evidence-based practices and the science of reading, to make instructional decisions about incorporating vocabulary instruction into their practice.
Wednesday, April 21 at 4 p.m.
Towards engaging and relevant disciplinary literacy
Erin Quast, Assistant Professor, School of Teaching and Learning
This webinar will focus on literacy approaches that invite students into disciplinary thinking while honoring their cultural and social identities. As a field, I will encourage us to push beyond antiquated framings of “every teacher is a teacher of reading” towards literacy practices that foreground inquiry. Participants will 1) explore the key theoretical differences between content literacy and disciplinary literacy, 2) consider barriers of inclusion and equity within disciplinary instruction, and 3) work towards cultivating inquiry-based literacy learning environments. Together, we will witness and imagine literacy teaching that centers students, constructs content knowledge, and develops disciplinary reading, writing, and speaking practices. From early childhood to high school, this workshop applies to all educators supporting future generations of scientists, mathematicians, writers, politicians, and global citizens.
Fall 2020 Schedule
Wednesday, September 23 at 4 p.m.
Building anti-racist educators through embodied contemplative practices
Becky Beucher, Assistant Professor, School of Teaching and Learning
WATCH THE RECORDED SESSION
Session Resources
Thursday, October 8 at 4 p.m.
Inclusive mathematics: e-learning methods and routines that promote mathematical thinking
Tara Kaczorowski, Assistant Professor, Department of Special Education
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Session Resources
Tuesday, October 27 at 4 p.m.
Rethinking the role of knowledge in the literacy classroom
Courtney Hattan, Assistant Professor, School of Teaching and Learning
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