2018 PROGRAM
Check-in begins at 8 a.m. in the State Farm Hall of Business followed by the Opening Session at 8:30 a.m.
- SESSIONS: 9:00 - 9:50 a.m.
- SESSIONS: 10:00 - 10:50 a.m.
- SESSIONS: 11:00 - 11:50 a.m.
- LUNCH: 12:00 - 12:50 p.m.
- SESSIONS: 1:00 - 1:50 p.m.
- SESSIONS: 2:00 - 2:50 p.m.
- KEYNOTE: 3:00 - 3:50 p.m.
Addressing racial equity through culturally responsive texts
Kathleen Carter, Guadalupe Ricconi, and Yavonnda Smith
(PK-5)
McCormick Hall 183
In this session, participants will be presented with resources and strategies for working with racially diverse students using culturally responsive texts.
Using the SOLVE Strategy to increase students' word problem solving skills
Shaqwana Freeman-Green
(Special Education, K-12)
McCormick Hall 184
This interactive session will focus on the SOLVE Strategy. The SOLVE Strategy is a multi-component mathematical problem solving strategy designed to help students attack word problems. Session participants will learn the instructional process for SOLVE combining explicit instruction and incorporating an established approach to eight systematic stages of instruction.
I get by with a little help from my friends: collaborative teaching
Tammy Pollard, Alison Barnes, and Cathy Dunafin
(Special Education, ELL, PK-5, K-12, 5-8, 6-12)
McCormick Hall 255
Two heads are better than one, right? We know the value of student collaboration in the classroom, but sometimes the benefits of teacher collaboration can be overlooked. Come join us as we discuss positive impacts that teacher collaboration can have upon teachers, students, and learning in the classroom. We will share some ideas about how to get started!
Self-care as a precursor to classroom management
Kyle Miller and Karen Flint Stipp
(PK-5, K-12, 5-8, 6-12)
McCormick Hall 260
This session will explore the link between teacher self-care and classroom management. Collaboratively, we will apply the Four Burners Theory to our lives and how we negotiate our time between health, work, family, and friends. Through a reflective exercise, teachers will evaluate their current efforts to practice self-care and how those efforts impact classroom management and relationships with students. Teachers will then construct a self-care plan for the next school year, and collectively share their visions for a healthier work-life balance. This session endorses the perspective that self-care is not a selfish act. Highly effective teachers focus on their personal needs. In fact, prioritizing self-care can support a healthier classroom climate and relationships with students. Attuning to our needs can help us attune to the needs of our students and classroom.
Getting what you need: grant writing for the new teacher
Kira Hamann
(Special Education, ELL, PK-5, K-12, 5-8, 6-12)
McCormick Hall 262
School funding cuts are the norm across the country, especially in the state of Illinois, with budgets for supplies and materials going down every year. The average teacher spends between $350-$500 and up to $1000 per year from their own pocket, if not more! This is especially true for beginning teachers as they spend more to initially set up their practice. In this workshop, learn how to get your funding needs met through grant-writing and crowdfunding. We'll cover where to find the funding and how to get it. Walk away with practical skills and be ready to get materials for free for your classroom in no time!
Empowering students with the help of technology
April Davenport and Andy Goveia
(Special Education, ELL, PK-5, K-12, 5-8, 6-12)
SFHB 133
As teachers, we must prepare our students for the future--one that we may not yet have imagined. Engaging our students to become lifelong learners requires us to help them develop the attitudes and qualities that provide them with the ability to create, interpret, and think about their world. Technology is a medium through which this can be accomplished. However, it's not about the tool or the strategy or the learning philosophy. It's about using resources that empower our students to collaborate, think deeply, dream, and share their vision for their lives and their future. We will showcase different ways to cultivate an attitude of wonder and commitment to authentic and powerful learning.
#weneed(to find)diversebooks: locating and evaluating diverse literature for Pre-K-12 classrooms
Sherry Sanden and Julie Derden
(PK-5, 5-8, 6-12)
McCormick Hall 183
The We Need Diverse Books website starts with a lovely aspiration: "Imagine a world in which all children can see themselves in the pages of a book." As our classroom populations come to replicate our more diverse society, it becomes increasingly challenging to meet the goal that all of our students can catch a glimpse of themselves and others (Bishop, 1990) in our book choices. Challenging, but not impossible. In this session, we will share many book examples and a variety of tools and techniques for locating and evaluating texts that allow all of our students to see themselves reflected in what we've chosen to include on our shelves and in our instruction.
Conferring in reading and writing workshop
Karen Johnson
(PK-5)
McCormick Hall 184
The focus of this presentation is on one of the most important parts of reading and writing workshop: the independent work time. This is when teachers aim to support students in the ways they most need-when they target instruction so that it is exactly aligned with each individual member of the class. Conferring allows us to make our teaching responsive. But the question remains: How, when there is so much to plan for and so much to do, can we pull this off on a regular basis? This presentation is designed to help you to understand what conferring is and maximize your conferring time, making independent reading and writing more efficient, more powerful, and easier.
Building positive relationships with students through trauma-informed practices
Regina Nottke
(Special Education, PK-5, 5-8)
McCormick Hall 255
Students have lives outside of school. How do you build emotional resiliency in order to impact school success? Relationships may be the key. This workshop will discuss the impact of trauma on student behavior, discuss ways to enhance your relationships with students and their parents and strategies for success.
Presentation Resources: Social Emotional Learning and Strategy Cards
What would you do? How to manage behavior in your classroom
Traci Hayward, Amanda Roberts, and Caryn Fuiten
(PK-6)
McCormick Hall 260
Three teacher educators (K, 2nd grade and PE) will present classroom management scenarios and then deliberate the best ways to handle each situation. Current trends in classroom management, such as ClassDojo, clip charts and PBIS will also be discussed. Presenters will talk about how they have implemented various classroom management techniques and the pros and cons of them. This presentation will be geared towards elementary teachers, including specialists.
Tweet me in the middle
Peter Richey and Kristin Richey
(5-8)
McCormick Hall 262
This session, designed for the middle-level educator, is geared towards understanding the importance of the use of technology to foster a strong connection and increased communication with students and parents.
The power of you
Christopher McGraw
(Special Education, K-12, 5-8, 6-12)
SFHB 133
At this time in education, the frequency and focus on relationships within a school is critical. It is a personal thing, a within school thing, and a system-wide thing. However, do the interactions between individuals in a school really create a measurable difference in learning? How does a teacher even foster growth-oriented student and staff relationships? Pulling from over 560 actual middle school (6-8th grade) student responses, this presentation analyzes the students' self-identified cornerstones of how to make positive connections between staff and students. Participants will also walk away with research-based strategies to invest in and develop student connections, create a supportive classroom environment open to risk-taking, raise the performance of others, and increase the quality of their school.
We have the books, now what? Facilitating classroom conversations with diverse texts
Erin Quast
(PK-5, 5-8)
McCormick Hall 183
Have you created a classroom library of diverse texts but still struggle getting students engaged in reading? In this interactive session, we will explore ways to hold rich, meaningful, and equity-oriented book conversations. Using classroom examples from a variety of grade levels (even preschool!), we will discuss approaches to reading multicultural literature that inspire conversation and prompt social reflection. Time will be given for attendees to explore books and brainstorm instruction that supports critical conversations while also meeting the standards.
Successful math centers
Sue Mainville
(PK-5)
McCormick Hall 184
Math centers are a wonderful way to allow the exploration of mathematics, while providing time for teachers to work with small groups. Participants will gain knowledge on organizing and managing math centers. They will leave the session with several activities that can be used in centers.
Using co-teaching in your classroom: models and methods
Samuel Whitley and Allison Kroesch
(Special Education, PK-5)
McCormick Hall 255
This presentation will provide attendees with conceptual knowledge related to the varied models of co-teaching that commonly occur in K-12 classrooms. This conceptual knowledge will include a discussion of each model's strengths, weaknesses, power dynamics, and process of implementation. Key concepts will be highlighted and accented with applied experiences.
Clip up, clip down? Upsides and downsides to behavior management systems
Catherine Joy and Jodie Flanigan
(PK-5, 5-8)
McCormick Hall 260
Walk into an elementary or middle school classroom and you will commonly see a behavior management system which incorporates rewards and consequences. Behavior management systems are widespread because they are effective, at least in the short term. As educators, it is essential to consider, does the use of such systems align with the goals of creating a positive classroom community? Come explore the upsides and downsides to behavior management systems in classrooms.
Using digital technologies to communicate effectively with families and students
Aaron Gierhart
(K-12)
McCormick Hall 262
Digital technologies offer a variety of multimodal approaches to facilitate and enhance communication with students and families. In this session, Mr. Gierhart will share examples from his third grade classroom of how he uses digital tools to communicate with families as well as online modes of daily communication he and his students use. Examples of digital tools that will be shared and discussed include Gmail, YouTube, Google Classroom, Google Photos, hyperlinking, Symbaloo, and much more.
Navigating relationships in teaching
Carly Schweinberg
(Special Education, ELL, PK-5, K-12, 5-8, 6-12)
SFHB 133
New teachers will gain insight into how to positively engage with students, parents of students and staff in their roles as educators. Relationships are number 1 in education, let's give relationship building the attention it deserves!
LUNCH
McCormick Hall 252 (Gym)
Introduction to restorative practices and utilizing circles effectively
Kevin Jones
(Special Education, ELL, PK-5, K-12, 5-8, 6-12)
McCormick Hall 183
This presentation explores the fundamental principles, philosophy, theories, practices, models and skills of restorative practices. Special emphasis will be placed on proactive and responsive circles, restorative conferencing and the informal application of these processes. Issues critical to the development of restorative practices, such as models of human interaction, theories of behavior and current research will be considered. Students will assess the role of human emotion, especially shame, in social relationships. Strategies and resources will be shared.
Empowerment through service learning: what and how?
Miranda Lin
(Special Education, ELL, PK-5, K-12)
McCormick Hall 184
Teachers will learn about what service-learning is and how to get their students involved in their classrooms or communities. Teachers will learn the theories, stages of service-learning, types of service-learning, and standards for quality classroom practice. In addition, teachers will be required to think critically about the issues that their communities face and the causes of the issues as well as to examine their own beliefs system. Examples of service-learning projects of various grade levels will be shared.
G Suite 4 U: using Google tools for domain 4
Sean Eichenser
(6-12)
McCormick Hall 255
With the mountain of responsibilities placed on new teachers, Domain 4 of the Danielson Framework can sometimes become an afterthought. Using a variety of Google and G Suite tools, you can automate, streamline, and simplify a lot of these day-to-day tasks to maintain your academic records, and connect with families in real and meaningful ways. Build personalized newsletters, set-up an easy call log, create a sign-up calendar for a multitude of uses, and much more. Distinguish your Domain 4, with Google technology.
Connecting social-emotional learning to effective teaching
Kate Lapetino and Amy Kuras
(Special Education, ELL, K-12)
McCormick Hall 260
Participants will learn effective teaching strategies focusing on the social-emotional learning of all students through an interactive slideshow, music, videos, hands on activities, and group participation. All participants will leave with ready to use ideas and strategies in their toolbox for teaching the whole child.
The power in positive
Kristin Richey and Peter Richey
(Special Education, ELL, PK-5, K-12, 5-8, 6-12)
McCormick Hall 262
This presentation will encourage and empower new teachers as they begin their post-college journey. Attendees will learn how to take the passion and excitement they are feeling now and turn it into a journey of lifelong learning and leading. They will be reminded of the power of believing in themselves and their students, learn tips to avoid the dreaded teacher burnout, and ultimately discover how to have the courage to be yourself while helping your students do the same.
Facilitating language development for your students in special education
Abbey Steele and Liz Heisler
(Special Education)
SFHB 133
Language is a broad, dynamic area of education. It is especially important for children receiving special education services. Collaborating with your speech-language pathologist can be a time-consuming and overwhelming task, but we have ways of making it easy! In this co-taught lecture by a special education teacher and a speech-language pathologist, we will review classroom supports, such as visual sentence strips, core vocabulary language boards, and augmentative and alternative communication to empower your students to use their own voice. We will provide ideas to train support staff to foster a language-rich environment and activities to support language acquisition in the classroom. In addition, we will review ways to jointly establish meaningful IEP goals and gather data targeted for language development.
Introduction to restorative practices and utilizing circles effectively
Kevin Jones
(Special Education, ELL, PK-5, K-12, 5-8, 6-12)
McCormick Hall 183
This presentation explores the fundamental principles, philosophy, theories, practices, models and skills of restorative practices. Special emphasis will be placed on proactive and responsive circles, restorative conferencing and the informal application of these processes. Issues critical to the development of restorative practices, such as models of human interaction, theories of behavior and current research will be considered. Students will assess the role of human emotion, especially shame, in social relationships. Strategies and resources will be shared.
Mistaken goals: cracking the code of adolescent misbehavior in the classroom
Kira Hamann
(Special Education, ELL, 5-8, 6-12)
McCormick Hall 184
Fighting? Lying? Teenage tantrums? Defiance? In your first few years of teaching, have you wondered, "why is this student doing this?!?!?!" In this workshop, learn what may really be going on when your adolescent students engage in these types of behaviors. Learning about how to assess behavior through Mistaken Goals (Dreikurs, 1978) provides teachers with good sleuthing tools that may help to decrease these types of behaviors in classrooms and help both teachers and students feel a greater sense of understanding and cooperation. Building on Adlerian tips and techniques, learn how to break the code of adolescent children's behavior and identify new tools and techniques for helping students meet their needs, while also helping yourself stay calm and feel in control.
It's all in my mind: principles for brain based learning
Terry Husband
(PK-5)
McCormick Hall 255
In recent years, neuroscience research has made a lot of progress related to how the brain works and how it influences learning processes. This interactive presentation outlines and discusses 12 important principles for brain-based learning. Participants will leave knowing how to teach in ways that are more compatible with how the brain naturally learns. In addition, practical implications are discussed.
Let me see you wobble! Utilizing the pose, wobble, and flow framework to challenge media poses in the language arts classroom
Sarah Bonner and Robyn Seglem
(Special Education, 5-8, 6-12)
McCormick Hall 260
In today's participatory information age, the blurring of lines between fact and fiction has become a reality. The need for classrooms to integrate discussions connected to 'fake news' and searching as well as utilizing credible sources continues to be necessary in our currently media climate. Situated in an ELA classroom, presenters will discuss how students can use a book study to help unpack 'spin' in the media, use controversial social topics to develop perspective panel discussions, and implement the Pose-Wobble-Flow framework by Garcia and O'Donnell-Allen (2015) as a means to understand a variety of viewpoints that might challenge personal belief systems.
The power of team roles and accountability for learning
Stacey Knighton
(5-8, K-12)
McCormick Hall 262
Are you frustrated with off task behavior? Not sure how to stop a student from dominating the team? Would you like to see a shared effort for group work? Would you like to get better at measuring which students "got it"? Then this session is for you! This interactive session will utilize Team Roles, Study Team Teaching Strategies, and Participation Quizzes in order to shift your role from teacher to facilitator within the classroom. Leave feeling confident on how to use these effective strategies, increase discourse within your classroom, build individual student accountability, and move towards a student run classroom.
You Khan do it! Using Khan Academy to track student progress and differentiate learning
Sarah Shivers
(4, 5-12, for math)
SFHB 133
Khan Academy empowers teachers to supercharge the practice experience for their students. Teachers can assign standards-aligned content and track student progress at the class and individual level. These real-time insights give teachers the data needed to help fill gaps in understanding and provide a personal, effective learning experience for each student.
Antero Garcia, Keynote Speaker
SFHB 139 - Caterpillar Auditorium
Antero Garcia is an Assistant Professor in the Graduate School of Education at Stanford University where he studies how technology and gaming shape both youth and adult learning, literacy practices, and civic identities. Prior to completing his Ph.D., Garcia was an English teacher at a public high school in South Central Los Angeles and co-designed the Critical Design and Gaming School.
Garcia's most recent book is Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School . Another of his highly-acclaimed works is Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction . He received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles.