| How To Talk
To Children About Their Learning Strengths and Struggles |
Helping children understand their unique strengths and struggles is
an essential part of teaching and learning. Utilizing short case scenarios,
we will discuss such topics as how to help a child understand complex
ideas regarding their learning; How to personalize learning as part
of everyday conversations with students; How to use a student's strengths
and hobbies to discuss and develop strategies for their weaker areas;
How does my learning profile influence these discussions?
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| Date: |
Wed, October 28, 2009, 8:00 p.m. – 9:00
p.m. |
| Instructor: |
Kelli Pollock |
Kelli Pollock has been a National Facilitator
of Schools Attuned® since 1997, where she has developed
curriculum for the Schools Attuned® course and led workshops
on neurodevelopment. She received her master's degree in special
education from Bank Street College of Education and has taught
at The Churchill School in New York City. She served as a
middle school inclusion teacher prior to moving into mainstream
classrooms, where she taught from third through sixth grades.
Ms. Pollock served as an adjunct professor at Bank Street
College and is a private tutor for students with learning
disabilities.
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Archives |
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| Kriyah: Developing an Effective Management
Plan for Building Kriyah Skills |
By understanding the neurodevelopmental demands of Kriyah, participants
will be able to pinpoint specific weaknesses and develop a comprehensive
management plan for building skills. Considerations for second language
learning (decoding only) will also be discussed.
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| Date: |
Tuesday, December 1, 2009, 8:00 p.m. – 9:00
p.m. |
| Instructor: |
Judah
Weller, Ed.D. |
Judah Weller, Ed.D. Educational Director
for PTACH, is also an Associate Professor at Touro College
in the Graduate Program in Speech and Language Pathology.
Dr. Weller has trained over 600 Jewish educators as a Jewish
day Schools Attuned® facilitator. He is credited with having
established the first Jewish Studies Resource Room (in 1977)
at HAFTR. Dr. Weller holds a doctorate in education from Azrieli
Graduate School of Education of Yeshiva University and a master’s
in speech and language from Adelphi University.
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Archives |
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Transitions happen all the time. Most adults have learned to cope
and strategize, either from past experiences or by seeking support
from people and resources. Children, on the other hand, require the
teacher's leadership, support and explanation to cope with the variety
of transitions they encounter throughout the school day. Efficient
and developmentally appropriate transitions and expectations are key
to a 'steady' classroom (especially for students with learning issues).
This seminar will focus on the many kinds of transitions that students
must pass through at school. We will explore the teacher's role in
teaching transitions and knowing how and when to transfer the responsibility
to the students. We will offer and share tips for creating transitional
practices and activities for the whole class as well as for individual
students, in an effort to maintain efficient and focused instruction.
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| Date: |
Wednesday, December 9, 2009 |
| Instructor: |
Andrea
Rousso |
Andrea Rousso has taught in the New York
City public schools for 33 years and is currently a special
education teacher in a kindergarten collaborative team classroom
and a certified facilitator for the Schools Attuned® Initiative.
Previously, she served as a special needs teacher for children
in grades K-6 in a day treatment center and mentor to teachers
in self-contained special education classes and collaborative
teams in inclusive classrooms. Ms. Rousso has also led workshops
for teachers, taught classes at the graduate level, and tutored
children with learning disabilities.
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Archives |
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| Is This Typical? Understanding Variations
in Child Development |
How often we wonder why some students can achieve milestones while
others struggle to keep up, and if these differences are part of typical
development or indicators of more significant challenges? Understanding
child development can be an extremely powerful and helpful lens for
teachers. In this session, we will present child developmental along
a continuum, from typically developing children to those with developmental
challenges in behavior or learning. Some behavioral and learning issues
that are outside the pattern of typical development will be explored
and we will discuss the developmental tasks usually mastered at particular
ages and phases.
This course will be offered two times: the first session will focus
on primary school students and the second will focus on secondary
school students.
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| Primary School Students |
| Date: |
Tuesday, February 16, 2010 |
| Time: |
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| Instructor: |
Dr.
Rona Novick |
Dr. Rona Novick is Director of the Fanya
Gottesfeld Heller doctoral program at the Azrieli Graduate
School of Jewish Education and Administration at Yeshiva University
and an Associate Professor of Psychology at the Albert Einstein
College of Medicine. She served for many years as the Coordinator
of Child Psychology in the Division of Child and Adolescent
Psychiatry at Schneider Children’s Hospital and as the
Clinical Director of the Alliance for School Mental Health,
providing outreach services, treatment and training to schools,
families and communities. Dr. Novick is also one of two Educational
Directors for Hidden Sparks, providing training, supervision
and ongoing mentoring to the Hidden Sparks teams of coaches,
principals and Internal Coaches in twenty-one yeshivot.
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| Session
Archives - Primary School Students |
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| Secondary School Students |
| Date: |
Wednesday, February 23, 2010 |
| Time: |
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| Instructor: |
Dr.
Rona Novick |
Dr. Rona Novick is Director of the Fanya
Gottesfeld Heller doctoral program at the Azrieli Graduate
School of Jewish Education and Administration at Yeshiva University
and an Associate Professor of Psychology at the Albert Einstein
College of Medicine. She served for many years as the Coordinator
of Child Psychology in the Division of Child and Adolescent
Psychiatry at Schneider Children’s Hospital and as the
Clinical Director of the Alliance for School Mental Health,
providing outreach services, treatment and training to schools,
families and communities. Dr. Novick is also one of two Educational
Directors for Hidden Sparks, providing training, supervision
and ongoing mentoring to the Hidden Sparks teams of coaches,
principals and Internal Coaches in twenty-one yeshivot.
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Archives - Secondary School Students |
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| Core Classroom Practices in Judaic and General
Studies that Reflect an Appreciation for All Kinds of Learners
in the Classroom |
Good teaching utilizes a number of core instructional techniques to
manage individual student difference in the classroom. By identifying
and utilizing these core strategies, and understanding their neurodevelopment
underpinnings, both targeted individual students and whole classes
will benefit.
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| Date: |
Wednesday, March 3, 2010 |
| Instructor: |
Judah
Weller, Ed.D. |
Judah Weller, Ed.D., Educational Director
for PTACH, is also an Associate Professor at Touro College
in the Graduate Program in Speech and Language Pathology.
Dr. Weller has trained over 600 Jewish educators as a Jewish
day Schools Attuned® facilitator. He is credited with having
established the first Jewish Studies Resource Room (in 1977)
at HAFTR. Dr. Weller holds a doctorate in education from Azrieli
Graduate School of Education of Yeshiva University and a master’s
in speech and language from Adelphi University.
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| Time: |
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| Helping Students Discover How They Learn |
Helping children to understand how they learn is as important, if
not more important, than the content they are learning. In this webinar,
we will explore ways to incorporate "learning about learning" into
lessons we are already teaching and also discuss developing lessons
designed specifically to help children understand their own learning.
How do we decide on what parts of learning to focus on? What are the
essential components of these lessons? What kinds of questions can
we pose to help children reflect on their own learning practices?
We will explore these issues and more in an effort to incorporate
metacognition into our daily lives with students.
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| Date: |
Wednesday, March 17, 2010 |
| Instructor: |
Kelli
Pollock |
Kelli Pollock has been a National Facilitator
of Schools Attuned® since 1997, where she has developed curriculum
for the Schools Attuned® course and led workshops on neurodevelopment.
She received her master's degree in special education from
Bank Street College of Education and has taught at The Churchill
School in New York City. She served as a middle school inclusion
teacher prior to moving into mainstream classrooms, where
she taught from third through sixth grades. Ms. Pollock served
as an adjunct professor at Bank Street College and is a private
tutor for students with learning disabilities.
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| Time: |
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| Reading Comprehension Strategy Instruction:
Enhancing Understanding of Text |
Reading is about understanding and processing; therefore, without
comprehension, real reading does not occur. Learn effective comprehension
strategies to help your students access prior knowledge, set a purpose
for reading, organize information and make meaningful connections
to narrative and expository text. This workshop is for Judaic and
general studies teachers of grades 3 through high school.
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| Date: |
Wednesday, April 14, 2010 |
| Instructor: |
Jane
Gertler, Ph.D. |
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Jane Gertler, Ph.D., is the Director of The
Churchill Center, the Professional Development Center of the
Churchill School, a K - 12 school for students with learning
disabilities in New York City. Dr. Gertler spent more than
20 years as a school administrator in Westchester, serving
as Director of Special Education in Irvington, prior to becoming
the Director of Curriculum, Assessment and Professional Development
in Edgemont. She is a member of the Board of Education for
the Mount Pleasant Cottage School, a residential and day school
for special needs students in Pleasantville. She holds a B.S.
from Cornell University, a master's in education from New
York University, and a doctorate in school administration
from Fordham University.
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| Time: |
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| Cooperative Learning: A Way to Differentiate
Your Instruction and Enhance Your Students’ Engagement |
Cooperative learning is an approach to learning that has attracted
national attention. It is designed to support high levels of engagement
within carefully designed small groups of learners. Many teachers
need support in order to develop and implement effective cooperative
learning strategies. This two-session webinar is designed to introduce
educators to this approach to learning and will provide a range of
strategies to support the group process in your classroom.
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| Date: |
Monday, May 3, 2010
Monday, May 10, 2010 |
| Instructor: |
Harriet
Lenk, Ph.D. |
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Harriet Lenk, Ph.D., a former middle school
teacher and assistant principal, holds a doctorate in curriculum
and teaching from Teachers College, Columbia University and
a master's degree in supervision and administration from Bank
Street College of Education. Dr. Lenk is a member of the Graduate
Faculty of Bank Street College of Education in New York City.
Her expertise in teacher education includes induction support
for beginning teachers, early adolescent development, curriculum
development, cooperative learning, and experiential group
process.
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| Time: |
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| Hidden Sparks provides access to
the recordings and documents of Hidden Sparks Without Walls as a service
to teachers in Jewish day schools and Yeshivot. These materials may
be downloaded and reproduced, but such reproductions must include
acknowledgment of Hidden Sparks and the individual author of the document
and cannot be altered in any way. |
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