course / workshop descriptions

Best Practices in Science Teaching, K-8 In Process
In this school year course, we will engage in science inquiry as adult learners in order to become comfortable and confident with inquiry-based science instruction and to plan for it in our instruction. Armed with this understanding, participants will examine and refine a science unit of your choice using the Vermont Grade Expectations for Science, backwards design, Curriculum Topic Study, and other resources to support a well thought out science unit complete with ideas for assessment and inquiry-based learning activities.
To read a more extensive description of the VSI program, download this PDF.
Dates: Oct. 14 and 21, Nov. 4 and 11, Dec. 16, Jan. 9 and 20, Feb. 3, March 6 and 12
Location: Deerfield Valley Elementary, Wilmington
Fees: $790 includes two graduate credits from Johnson State College (There is no non-credit option for this course).
Instructor: Maura O'Brien and Casey Murrow
Register: Online with the Learning Collaborative

The Building Collaborative Learning Communities Seminar Series In Process
This series provides participants with the leadership and facilitation concepts, habits, skills, and tools necessary to support an effective, collaborative group that individually and collectively takes action to improve student learning in their schools. During the seminar series, participants will:

    • Demonstrate understanding of the change process by:
       —actively participating in a change process simulation
       —strategically planning to move teachers to routine use of effective instructional practices
       —reflecting on experiences with change in a school setting
    • Demonstrate understanding of how to give and receive productive feedback
    • Learn and practice multiple protocols for engaging in and facilitating inquiry, reflection,
      instructional improvement, and problem solving
    • Build trust by engaging in significant work while providing a safe environment for taking risks
    • Practice using several methods for examining work collaboratively, and understand when to
       use which methods dependent on purpose
    • Develop strategies to facilitate and/or coach individuals and/or working groups in their own
       schools
    • Develop and share leadership within the group

Components of the three days: first of three days with Judy Carr and Wendy Cohen

January 22
Change Process Simulation: This simulation involves participants in using concepts from the Concerns Based Adoption Model to learn about approaches to professional development that  can actually move a school to routine use of best practices.
Essential  Supports for Coaching and Professional Learning  Communities

Mid-day Book Study: Results Now Part 3
What is the role of administrators in creating environments that support  coaching and the development of true learning communities? This session will engage administrators in reflecting on, conversing about, and  planning to use identified tools and approaches to make coaching an  integral process for ongoing professional learning in their  schools.

March 18
Schools That Make A Difference: The Purposes of Coaching and Instructional  Leadership. Participants will examine strategies used by schools that have significantly improved  student performance, explore the implications for  instructional  leadership, and examine the purposes of coaching for bringing essential  practices to routine use across the school.
Walk Through Processes and Patterns of Practice Data Asking  Honest,  Open Questions  

Mid-day Book Study: Results Now Part 1
Patterns Practice takes the "threat" out of walk-throughs to engage whole faculty groups in looking at data about implementation of essential practices  across classrooms and setting goals for improvement of practice.

May 20
Authenticity, Agency, and Appreciation – Asking Honest, Open Questions: These open questions create the necessary space for reflection and collegial dialogue.

Book Study  – Results Now Part 2
Lessons Learned and Plans for the Future : This session will focus on critical elements of literacy and how these may be  supported school-wide. Key concepts from this session and the sessions in January and March will form the framework for planning to support coaching over the long term.

Dates and Times: January 22, March 18, May 20, 2010, 8:30am – 3:00pm
Location: Howard Dean Center, Springfield, VT
Fees: $ 570
Instructors : Judy Carr and Wendy Cohen
Register: Online with the Learning Collaborative

Chinese Life and Culture
Please see the full description of these unusual workshops, download this PDF.  
Dates and Times: March 8, April 15, May 3, May 13, 4pm – 6pm
Location: Learning Collaborative, Dummerston
Fees: Each session $10
Instructors: Haiyan Hu, Cai Silver, Ping Gao, and Nan Hyde
Register: Haiyan Hu, haiyan_hu@wsesu.org

Classroom Communication, Technology and Reading
Educators across all curricular areas and grade levels are finding that students are having increased difficulty with reading comprehension and fluency. The mysteries of reading can be revealed to struggling readers through classroom communication, with a little help from technology. This course will emphasize three things:  

    1.) The reading strategies used by skilled readers.
    2.) Proven classroom conversation techniques that make these hidden strategies explicit.
    3.) How social networking applications (blogs, wikis, chat, podcasts and vodcasts) can be used
         to support classroom conversation and the explication and learning of reading strategies.

Communication is key to reading comprehension and literacy in the classroom. Technology can help educators facilitate that communication, but it is not the complete answer. Literacy initiatives that promote explicit classroom teaching of reading strategies K through 12 are now nationwide. The emphasis of these strategies is communication.

We live in the age of technology and our students will increasingly be required to not only show a deep understanding of content, but also communicate that understanding to others using a variety of communication technologies. We need to prepare our students for these expectations with explicit teaching of both reading strategies and communication technologies.

This class will focus on integrating the technologies we commonly use for social and work related communication with communication based reading strategies, AKA Transactional Strategies Instruction (TSI). TSI focuses on the explicit teaching of reading strategies to promote the transaction between reader knowledge and text content.

We will explore lots of fun and instructive technologies that we as educators can utilize to enhance communication between students, and between ourselves and our students, with the goal of improving literacy skills and reading fluency, and communication skills.

This class will:
    — Give you a basic understanding of the recent developments in reading, fluency, content fluency,
       and literacy research.
    — Help you effectively integrate a variety of technologies into your literacy instruction to help
       facilitate the classroom communication that is so important to the success of these strategies
       and the success of our students in a technological age There is a paradigm shift in classrooms
       in terms of how we look at learning, literacy and the role technology plays in our classrooms.
       This course will explore these changes and their implications for our teaching.

Dates and Times: July 6-8 and two additional fall sessions; 8:00am-4:30pm
Location: Learning Collaborative, Dummerston
Fees: $850; optional three graduate credits, additional $350
Instructor: Kate Hudson with special guest Jane Wilde
Register: online with the Learning Collaborative

Conflict Resolution & The ‘Troubles' in Northern Ireland
This travel course of study will include a selection of topics in academic disciplines based on the needs and interests of the participants. It is intended for students and administrators seeking continuing study, and middle school and high school educators seeking advanced study in content areas. Through seminars, workshops, readings and fieldwork, participants will explore the environment and history of selected sites in Northern Ireland. Participants will work daily to produce and develop integrated and differentiated standards-based lessons, complete with assessment products for implementation in a classroom. This course is designed to be adaptable for all grade levels and content areas, and for veteran and aspiring teachers and administrators. The lesson plans will be based upon instruction received in Northern Ireland and will be wholly reproducible as digital resources made available for Castleton State College, the Southeast Vermont Learning Collaborative and the public domain.
Dates: July 5, 2010 – July 14, 2010 in Northern Ireland, UK
Times: Preparation in the United States and fieldwork in Northern Ireland.
Location: Belfast, Derry, Portadown, and Omagh, Northern Ireland
Fees: $1,464 (3 credits) - $2,600 (6 credits)
Instructor: Bill Holiday
Register: Bill Holiday, 802-451-3490, bill_holiday@wsesu.org

Current Topics and Research in Adolescent Literacy with Practical Applications to the Classroom Setting
This course is designed for professionals who are involved in teaching literacy to students in grades 4–8. The main goal of the course will be to develop the knowledge needed for effective classroom instruction with struggling readers.

Using research and materials from the Center on Instruction, The National Reading Panel, The RAND Reading Study Group, Institute of Education Science, various related research articles, and multimedia sources, the participants will develop a robust command of current educational research in word study, vocabulary, fluency, comprehension, spelling and assessment. Teachers will gain the philosophical and research background of these big ideas in adolescent literacy, and begin to link research with their own practice.

Teachers can expect a moderately paced course that will cover:
    •  The current state of literacy in the nation, state and in the local supervisory union.
    •  The 4-processor model and the role it plays in understanding how children learn to read.
    •  Why teachers of adolescent readers need to have some background in early literacy.
    •  Big ideas in adolescent literacy: What is it? Why is it important? How do you teach it?

This includes:
    •  Advanced word study
    •  Comprehension
    •  Vocabulary
    •  Fluency
    •  Spelling
    •  Motivation and engagement
    •  Assessment Tools
    •  Practice interpreting reading and spelling data and developing appropriate interventions based
        on assessment

Dates and Times: August 10-12, 2010 and two additional fall sessions; 8:00am-4:30pm
Location: Learning Collaborative, Dummerston
Fees: $850; optional three graduate credits, additional $350
Instructor: Brian Buettner
Register: Online with the Learning Collaborative

Engaging in Crucial Communication with Effectiveness and Skill
This course is for all adults in the educational community (e.g., teachers, specialists, para-educators, clerical staff, volunteers, administrators, central office staff, parents, school board members and community resources). It focuses on interpersonal/counseling skills that are applicable with students and parents as well as between one another as educators. The course is designed on the belief that when the adults who run the school are able to work effectively with each other, students benefit. The application of effective dialogue is designed to build strong bonds among members of the learning community. This type of school climate is characterized by:

• Working relationships that promote respect, trust, and honesty;
• Interpersonal communication that leads to clear understanding of diverse points of view in an atmosphere free from judgment and criticism;
• Assertiveness that is both rigorous and respectful;
• Problem solving that involves stakeholders and avoids "either / or" narrow thinking;
• Engaging in conflict resolution without becoming part of the problem.

These characteristics help develop schools where energy is more likely focused on growth and improvement.
Dates and Times: June 28-July 2, 2010; 8:30am-4:00pm
Location: Learning Collaborative, Dummerston
Fees: $850; optional three graduate credits, $350
Instructor: Doug Klette
Register: Online with the Learning Collaborative

Experiential Strategies to Differentiate Instruction and Foster a Positive Environment for Learning Educators.
Educators are faced with the challenge of meeting the needs of a broad range of learners in their classrooms. In this 5 day course educators will engage in a variety of active learning approaches to differentiate instruction, build positive behavioral supports, and enhance learning outcomes. These methods empower students to engage in their education, take more responsibility for their learning, help encourage experimentation and creativity as they practice important social and emotional skills.

Educators will learn strategies to:

• engage and motivate students
• inspire a sense of discovery and desire to learn,
• create a positive and supportive learning community in the classroom
• differentiate their teaching methods
• manage differentiated lesson planning, implementation and assessment

Join in and learn a variety of active learning approaches that will help liven up lessons in math, science, English, health and other academic subjects. Explore techniques for classroom management.

Leave with new perspectives on:

• experiential education,
• brain-based learning and learning style theories
• classroom community building
• differentiated lesson planning
• how to capitalize on your own unique style and strengths as an educator.

This is a good course for grade level teams.

Dates and Times: July 6-8, 2010 and two additional sessions in the fall; 8:00am-4:30pm
Location: Brattleboro area
Fees: $850; optional three graduate credits, additional $350
Instructor: Jen Stanchfield and Marie Paige
Register: Online with the Learning Collaborative

Reading the Landscape
This course will focus on the tools and skills needed to read, interpret, and tell the stories of landscapes. Over the course of one short week we will explore a variety of frameworks (including vertical structure analysis, natural community concept, dynamic timeline, and phenology) for practicing field science, interpreting natural history, and sharing landscape ecology with students in an engaging way. During the week we will visit 5 unique Vermont landscapes to explore the pieces, patterns and processes that characterize each site. By the end of the week, participants will feel more comfortable reading landscapes and giving voice to their rich stories.

The goals of this science course include:  

Understand and use four landscape analysis frameworks including 1) phenology,
2) dynamic timeline, 3) vertical structure analysis, and 4) pieces, patterns, processes

Understand the concept of natural communities and develop skills in classifying and characterizing them

Understand basic geological processes as recorded in Vermont's bedrock

Understand Vermont's glacial history and how these events have shaped surficial geology

Analyze sediments to interpret glacial history

Gain proficiency in map interpretation (including geology, topographic, soils, etc.)

Gain appreciation for the complex interactions between abiotic and biotic components of ecosystems

Explore teaching strategies and principles that will make landscape analysis applicable and translatable to students of all ages, including: journaling and observation, inquiry-based learning, quantitative and qualitative field research methods, map interpretation, and engagement strategies

Feel confident in their ability to use the landscape as an integrated context for teaching science

The course is one component of the Vermont Science Initiative (VSI). For a participant it can be a stand-alone course or it can be combined with other VSI courses. For further details on these options, visit the VSI website: www.vtscience.org
Dates and Times: August 2-August 6, 2010; 9:00am-5:00pm
Location: Learning Collaborative, Dummerston
Fees: non credit $810; with two graduate credits $1060
Instructor: Matt Kolan, with assistance of Teage O'Connor and guest presenter Tom Wessels Register: Online with the Learning Collaborative

Science Exploration for Young Children In Process
This course will be a hands-on exploration of a variety of science topics suitable for young children such as:

• Characteristics and needs of living things,
• Using senses to explore solid and liquids,
• Playing with things in motion and building structures, and
• Discovering sound and shadows.

Through exploring science topics, educators will learn to expand on children's experiences and interests, and incorporate math and literacy skills into the science learning. Educators will learn strategies to help children communicate and collaborate with each other and ways to share discoveries. Another important aspect of science and math that will be discussed is how to make connections with parents and families that extend learning.
Dates and Times Saturdays, Feb. 13, March 6 and 27, April 4, May 1 and 15, 2010, 9:00am-3:30pm, plus one additional day to be scheduled.
Location: The Learning Collaborative, Route 5, Dummerston, Vt.
Fees: $875 (includes materials) plus optional $448 for 3 UVM graduate credits
Instructor: Meredith Wade
Register: Online with the Learning Collaborative