Hidden
Sparks Without Walls Archive
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All Hidden Sparks Without Walls courses
and their materials are saved in the Hidden
Sparks Without Walls Archive, to be viewed
and downloaded. Feel free to access and share
any of these materials.
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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Understanding Children’s Mood and Affect |
Every teacher and educator knows the behavior and learning of children and teens are impacted by their moods. From irritability to anxiety to sadness, moods can alter the interactions among students, peers and teachers. This HSWOW webinar offers an understanding of common moods that can be challenging to students and educators, and provides guidelines for how they can be recognized and addressed. The role of the teacher and environmental stimuli in contributing to difficult student moods as well as techniques for helping children shift from unproductive to healthier moods will be discussed. Tools for teaching children to recognize and modulate their own moods will be included, along with reflective practices to prevent teachers' moods, beliefs and expectations from escalating challenging moods.
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| Date: |
December 14, 2011, 8:00 p.m.
– 9:00 p.m. |
| Instructor: |
Rona Milch Novick, PhD |
Rona Milch Novick, PhD, Co-Educational Director, Hidden Sparks, directs the Fanya Gottesfeld Heller Doctoral Program in Jewish Education and Administration, Yeshiva University. She also serves as an Associate Professor of Psychiatry at the Albert Einstein College of Medicine. For many years, Dr. Novick was Coordinator of Child Psychology in the Division of Child and Adolescent Psychiatry at Schneider Children’s Hospital and Clinical Director of the Alliance for School Mental Health, providing outreach services, treatment and training to schools, families and communities. She developed the BRAVE bully prevention program and is a trained cognitive behavior therapist with her own private practice. As a one of two educational directors for Hidden Sparks, Dr. Novick is involved at a leadership level in Hidden Sparks programs an growth, and provides training and mentoring to Hidden Sparks coaches, principals and Internal Coaches.
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Internet Treasures and Tools |
Technology plays a major social and educational role in schools today. This HSWOW webinar will show teachers how to capitalize on their students' love of technology to improve their educational outcomes. An abundance of FREE educational resources and web 2.0 tools will be introduced to help engage students. Participants will learn how to give students technology projects as an alternative to writing assignments, create video stories and animated comic strips.
Please note that the facilitator will be "sharing" her desktop with participants as she goes to various websites and demonstrates online activities. As such, this particular session of HSWOW does not lend itself to phone-only participation.
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| Date: |
November 30, 2011, 8:00 p.m.
– 9:00 p.m. |
| Instructor: |
Faigy Ravitz |
Faigy Ravitz, Technology Integration Specialist at The Center for Initiatives in Jewish Education of the Gruss Foundation, is a certified master trainer in SMART software and presenter at technology and education workshops for yeshivas and Jewish day schools. Recognized by SMART Technologies as a SMART Exemplary Educator for her innovative and creative use of Notebook software, Ms. Ravitz specializes in technology integration as a tool to enhance teaching and learning. She received her teaching certificate from Beth Jacob Teachers Seminary in Brooklyn, and has spent nearly two decades as a classroom teacher.
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Meta Cognition and Self-Advocacy |
Students who struggle in school are often very receptive to understanding their individual learning styles: where they have strengths, what are their weaknesses, and which strategies help them become successful in school.
This HSWOW webinar will focus on different ways to teach students about their learning profiles and how to communicate this information. We will look at strategies that are effective with students who struggle with language, memory, attention, higher order thinking and how to help these students become self-advocates of their learning needs.
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| Date: |
November 2, 2011, 8:00 p.m. –
9:00 p.m. |
| Instructor: |
Karen Kruger |
Karen Kruger, M.S. is the new Director of Education at Hidden Sparks. Previously, she served as Hidden Sparks’ Internal Coach Program (ICP) School based mentor, a regional facilitator and the lead trainer for No Child Left Behind funded workshops. She also mentored middle school teachers and administrator for the NYC Department of Education. Prior to this, Ms Kruger served as a field facilitator and course instructor for ‘Schools Attuned’, teaching courses offered by “All Kinds of Minds”, developing curricula for workshops, and mentoring and supervising teachers in grades K-12. A former adjunct professor at Bank Street College of Education where she received her Master’s degree, Ms. Kruger has taught in elementary and middle schools from Kindergarten through 8th grade.
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Assessment and
Differentiated Instruction |
For differentiation to happen, teachers need
to gather and utilize information about their
students. Information should relate to students’
readiness, interests, and learning profiles.
Pre-, formative and summative assessments
provide teachers with the data to plan meaningful
learning experiences for all students. This
webinar will focus on the role of assessments
in differentiated instruction and strategies
to develop and implement quality assessments.
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| Date: |
Tuesday, May 17, 2011,
8:00 p.m. – 9:00 p.m. |
| Time: |
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| Instructor: |
Dr.
Jane Gertler |
Dr. Jane Gertler
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 NYC. Dr. Gertler spent
more than 20 years as a school administrator
in Westchester, serving as Director
of Special Education in Irvington
and then in Edgemont, before 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
has a B.S. from Cornell University,
an M.A. in Education from NYU and
a doctorate in school administration
from Fordham University.
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Non Frontal Review
Techniques for the Classroom |
Do you want to add more games and other fun
activities to your classroom repertoire? Research
shows that kids learn better when they enjoy
what they learn. When students play games
with material that they are learning, they
take ownership and generalize to other subjects.
Join us for this creative webinar and learn
techniques for creating hassle-free games
and activities. Participants will come away
with a variety of new game ideas that they
can immediately implement in their classrooms.
All games can be used with virtually any classroom
topic.
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| Date: |
Wednesday, March 2, 2011,
8:00 p.m. – 9:00 p.m. |
| Instructor: |
Rivkah
Dahan |
Mrs. Rivkah Dahan
is the newly appointed Director of
Education for Hidden Sparks. A former
mainstream and special education teacher,
she holds a Master’s Degree in Special
Education from City University of
New York, is a certified advanced
trainer for the Nurtured Heart approach,
and has served as a mentor for The
Jewish New Teacher Project. She was
the founding director of Torah Umesorah's
Educational Resource Center serving
teachers and principals nation-wide,
as well as Director of the Teacher
Center of the Jewish Education Center
of Cleveland. She is the co-author
of Creating a Learning Environment:
The Ultimate Jewish Teacher’s Handbook
and is a nationally recognized presenter.
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Teaching Reading
to Students with Diverse Reading Levels |
This course will focus on the complex skill
of reading. The stages of reading development
will be explored as well as the various methods
to teach reading to children at different
levels. A focus of the session will be on
the creation and implementation of purposeful
reading groups to address the range and levels
of readers in your class.
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| Date: |
Wednesday February 9,
2011, 8:00 p.m. – 9:00 p.m. |
| Instructor: |
Amy
Goldman |
Amy Goldman has worked
in the New York City public schools
for over 20 years and is currently
an Assistant Principal. She holds
a Masters of Arts in Reading Instruction,
a Masters of Science in Teaching English
to Speakers of Other Languages (TESOL)
and is certified in School Administration
and Supervision. She began her career
as a reading teacher for the Department
of Education, and later became a literacy
coach and staff developer for the
New York City public school system.
Ms. Goldman has taught graduate level
reading instruction courses and has
conducted workshops in literacy for
the United Federation of Teachers.
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Mid-Year Modifications
to Your Classroom to Enhance Student
Success |
It’s December. Now that you’re familiar with
your students, this is the perfect time to
step back and ask “How can I modify my classroom
to further enhance my student’s success?”
Using a neurodevelopmental lens, we will consider
the demands involved with classroom configuration
and discuss how you can adjust your physical
classroom to accommodate your diverse learners
and encourage their success.
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| Date: |
Wednesday, December 15,
2010, 8:00 p.m. – 9:00 p.m. |
| Instructor: |
Karen
Kruger |
Karen Kruger, M.Ed.
is currently an adjunct professor
at Bank Street College of Education
and teaches in the graduate school.
She received her Masters from Bank
Street and has taught in elementary
and middle schools from Kindergarten
through 8th grade. For the past five
years she has been a field facilitator
and course instructor for the Schools
Attuned Initiative for New York City.
Her responsibilities included teaching
all courses offered by “All Kinds
of Minds”, developing curricula for
workshops, mentoring and supervising
teachers in K-12, leading faculty
development workshops for NYC schools
and observing 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, November 17, 2010,
8:00 p.m. – 9:00 p.m. |
| Instructor: |
Dr.
Judah Weller |
Dr. Judah Weller is the
Educational Director for PTACH for the past
27 years. He 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 also credited with having established
the first Jewish Studies Resource Room (in
1977) at HAFTR. Dr. Weller holds an Ed.D.
from Azrieli Graduate School of Education
of Yeshiva University and an M.S. in Speech
and Language from Adelphi University.
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How to Ask Questions
that Stimulate Students to Think and Learn |
When you hear an expert teacher question students
it may sound deceptively easy. It is not. Learning
how to ask powerful questions of students is a very
valuable skill and like any other skill, takes time
and deliberate practice to develop. In this session
we will explore various kinds of questioning techniques
and the multiple reasons for questioning students
such as: to stimulate and provoke them to think
creatively; to help them clarify their thinking;
to encourage them to think critically; to teach
students to be reflective and to develop self-control.
In addition, educators will discuss ways to be good
listeners that validate students' ideas and builds
a strong sense of community in a group.
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| Date: |
Wednesday,
November 3, 2010 |
| Instructor: |
Claire
Wurtzel |
Claire Wurtzel is the Director
of Faculty Development for the Churchill
School and Center in New York, working within
and beyond the school to develop the Churchill
Center for professional development, and
one of two Educational Directors of Hidden
Sparks. Previously, Ms. Wurtzel was the
Director of Faculty Development for the
New York City Schools Attuned initiative
for All Kinds of Minds, an institute founded
by Dr. Mel Levine and Charles Schwab to
help educators work effectively with struggling
learners. As Director, Ms. Wurtzel oversaw
Schools Attuned courses, mentor and facilitator
training for over 400 New York City schools.
In her role with Hidden Sparks, Claire is
involved in training, supervision and ongoing
mentoring to the Hidden Sparks teams of
coaches, principals and Internal Coaches
in 30 schools and in other Hidden Sparks
programs.
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Archives |
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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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| Session
Archives Part Two - Monday, May 10, 2010 |
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| Session
Archives Part One - Monday, May 3, 2010 |
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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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Archives |
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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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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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| 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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| Session
Archives - 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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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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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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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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| Session
Archives |
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An Overview of How We Learn |
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This course will discuss the various pathways of learning
and how they interact with each other to form a learning
profile of strengths and weaknesses. The pathways include
attention, memory, language, organization, social cognition,
neuro-motor functioning and higher-order thinking. Utilizing
hands-on activities, teachers will learn more about their
own learning profiles and those of their students. This
Course is a pre-requisite to Exploring Learning Processes
in a Judaic Studies Curriculum and is highly recommended
for Analyzing a Lesson.
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| Date: |
Tuesday, February 24, 2009 |
| Instructor: |
Claire
Wurtzel |
Claire Wurtzel is the Director
of Faculty Development for the Churchill School
and Center in New York, working within and beyond
the school to develop the Churchill Center for
professional development. Prior to this position,
Ms. Wurtzel was the Director of Faculty Development
for the New York City Schools Attuned initiative
for All Kinds of Minds, an institute co-founded
in by Dr. Mel Levine and Charles Schwab to help
educators work effectively with struggling learners.
In her capacity as Director, Ms. Wurtzel oversaw
Schools Attuned courses, mentor training and facilitator
training for over 400 New York City schools. She
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-eight
Yeshivot.
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Participants will use the neuro-developmental constructs
to examine which constructs are primarily demanded in
one of their lessons. They will also prepare strategies
for their students who struggle with the primary neuro-developmental
demands of the lesson. The class will analyze a lesson
together and come up with strategies for that lesson.
The participants will then work on their own lessons and
strategies. Results from some of the participants will
be shared.
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| Date: |
Wednesday, March 18, 2009 |
| Instructor: |
Karen
Kruger |
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Karen
Kruger, M.Ed. is currently an adjunct
professor at Bank Street College of Education
and teaches in the graduate school. She received
her Masters from Bank Street and has taught in
elementary and middle schools from Kindergarten
through 8th grade. For the past five years she
has been a field facilitator and course instructor
for the Schools Attuned Initiative for New York
City. Her responsibilities included teaching all
courses offered by “All Kinds of Minds”,
developing curricula for workshops, mentoring
and supervising teachers in K-12, leading faculty
development workshops for NYC schools and observing
students.
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Analyzing Your Teaching Style |
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Participants will briefly analyze their own neuro-developmental
profiles. They will identify strengths weaknesses and
strategies that they use in their teaching and consider
the primary neuro-developmental demands of their teaching
style for either the subject that they teach or an
upcoming lesson. The material from the previous “Analyzing
a Lesson” webinar will be incorporated. Finally,
participants will identify strategies for students who
struggle with the neuro-developmental demands of their
teaching style. Pre-requisite for this class is participation
in the March 18th Hidden Sparks Without Walls class, Analyzing
a Lesson.
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| Date: |
Wednesday, March 25, 2009 |
| Instructor: |
Karen
Kruger |
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Karen
Kruger, M.Ed. is currently an adjunct
professor at Bank Street College of Education
and teaches in the graduate school. She received
her Masters from Bank Street and has taught in
elementary and middle schools from Kindergarten
through 8th grade. For the past five years she
has been a field facilitator and course instructor
for the Schools Attuned Initiative for New York
City. Her responsibilities included teaching all
courses offered by “All Kinds of Minds”,
developing curricula for workshops, mentoring
and supervising teachers in K-12, leading faculty
development workshops for NYC schools and observing
students.
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| Time: |
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Back
by popular demand … |
An Overview of How We Learn |
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This course will discuss the various pathways of learning
and how they interact with each other to form a learning
profile of strengths and weaknesses. The pathways include
attention, memory, language, organization, social cognition,
neuro-motor functioning and higher-order thinking. Utilizing
hands-on activities, teachers will learn more about their
own learning profiles and those of their students. This
Course is a pre-requisite to Exploring Learning Processes
in a Judaic Studies Curriculum and is highly recommended
for Analyzing a Lesson.
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| Date: |
Monday March 30, 2009 |
| Instructor: |
Claire
Wurtzel |
Claire Wurtzel is the Director
of Faculty Development for the Churchill School
and Center in New York, working within and beyond
the school to develop the Churchill Center for
professional development. Prior to this position,
Ms. Wurtzel was the Director of Faculty Development
for the New York City Schools Attuned initiative
for All Kinds of Minds, an institute co-founded
in by Dr. Mel Levine and Charles Schwab to help
educators work effectively with struggling learners.
In her capacity as Director, Ms. Wurtzel oversaw
Schools Attuned courses, mentor training and facilitator
training for over 400 New York City schools. She
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-eight
Yeshivot.
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| Time: |
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A student's written work is a window into the student's
learning profile of strengths and challenges. In this
webinar teachers will look at a student's work to deepen
their understanding of all the skills that come into play
when a student produces a piece of work. The work usually
reveals the student's strengths and struggles. It is important
to match strategies to the precise needs of the child.
In this session teachers learn how to make that match.
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| Date: |
Wednesday, April 22, 2009 |
| Instructor: |
Kelli
Pollock |
|
Kelli
Pollock has been a national facilitator
of Schools Attuned since 1997 and has developed
and implemented curriculum for the Schools Attuned
course and various other workshops on neuro-development.
She received her Masters in Special Education
from Bank Street College of Education and taught
for four years at The Churchill School in New
York City. Kelli served as a Middle School inclusion
teacher prior to moving into mainstream classrooms,
where she taught from third through sixth grades.
She was an adjunct professor at Bank Street, teaching
“Social Studies as the Core of the Integrated
Curriculum for Students with Special Needs”
and has been a private tutor for students with
learning disabilities. Kelli is currently a field
facilitator for Schools Attuned in New York City.
|
| Time: |
|
|
|
| |
Strategies for Peak Performance:
Effective Tools for Organizing Your Students |
| |
Study skills, such as organization and time management,
are important lifelong skills. They are not innately learned
and require direct instruction. Help your students approach
their work with effective strategies to optimize their
performance in school and beyond. This webinar will provide
practical techniques for organization and time management
your students can use in school and at home. Their parents
will thank you!
| |
|
| Date: |
Wednesday, April 29, 2009 |
| Instructor: |
Jane
Gertler |
|
Dr.
Jane Gertler 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 NYC. Dr.
Gertler spent more than 20 years as a school administrator
in Westchester, serving as Director of Special
Education in Irvington and then in Edgemont, before
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 has a B.S. from Cornell University, an M.A.
in Education from NYU and a doctorate in school
administration from Fordham University.
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| Time: |
|
|
|
| |
Exploring Learning Processes in
a Judaic Studies Curriculum |
| |
What do we expect our students to do in our Judaic Studies
Curriculum? What demands and expectations are built into
a child's understanding and mastery in Chumash, Kriyah
and Gemara and where do the breakdowns occur for
children who struggle in these subjects? This three-part
course examines the neuro-developmental systems that students
need in order to be successful in our Judaic Studies classrooms.
It suggests ways to proactively involve more of our students,
and provides strategies to help the children who are struggling.
Sessions 1and 2 will focus on Hebrew reading and the
study of Chumash, while Session 3 will examine the unique
demands of beginning Gemara.
Pre-requisite for this class is participation in,
or downloading Claire Wurtzel’s February 24th
Hidden Sparks Without Walls class, An Overview of How
We Learn.
| |
|
| Date: |
Wednesday, May 13, 2009
Wednesday, May 20, 2009
Wednesday, June 3, 2009 |
| Instructor: |
Shmuel
Schwarzmer |
|
Rabbi
Shmuel Schwarzmer, M.Ed, has worked as
a school psychologist in the Los Angeles Unified
School District for the past 20 years. He currently
provides consultative services to teachers, parents
and administrators of the Yeshivas and Day Schools
in the Los Angeles area, focusing on improving
the performance of struggling students. Prior
to that, he was a rebbe in Yeshiva of Los Angeles
for six years, and has been a facilitator for
the Schools Attuned program of the All Kinds of
Minds Institute for the past ten years. Rabbi
Schwarzmer also works with the faculty of California
State University - Northridge to adapt the work
of other education innovators to meet the needs
of Yeshiva and Day School Faculty.
|
| Time: |
| 8:00 pm
– 9:15 pm |
Wednesday,
May 13, 2009 |
|
| |
Wednesday,
May 20 2009 |
|
| |
Wednesday,
June 3 2009 |
|
|
|
| Session
Archive, Exploring Learning Processes
in a Judaic Studies Curriculum, Part
One, May 13,
2009 |
|
|
|
| |
| Session
Archive, Exploring Learning Processes
in a Judaic Studies Curriculum, Part
Two, May 20,
2009 |
|
|
|
| |
| Session
Archive, Exploring Learning Processes
in a Judaic Studies Curriculum, Part
Three, June,
3, 2009 |
|
|
|
Communicating with Parents |
| |
Parent/Teacher communications can take
many forms. Whether they are informal chats or written report
cards, these parent/teacher communications can be complex. In
this session, Participants will discuss effective communications
with parents using a rubric to guide the conversation and non-judgmental
language to describe observed behaviors. Embedded in the session
are ways to form alliances with parents and project a sense
of optimism. In addition, teachers will plan and practice a
form of Parent/Teacher communication.
| |
|
| Date: |
Wed, October
29, 2008 |
| Instructor: |
Molly Warner |
| Time: |
|
|
| |
Language, Learning and Literacy: Foundations
of Academic Success |
| |
Language influences every aspect of the
curriculum, affecting the way children learn and teachers teach.
This two-session course will focus on the role language plays
in learning, including decoding and comprehension, vocabulary
and concept knowledge, thinking and reasoning, narrative development,
writing and social skills. Participants will learn techniques
and
strategies for enhancing language learning in the classroom.
| |
|
| Date: |
Wed, December
3, 2008 & Wed, December 10, 2008 |
| Instructor: |
Claire Wurtzel |
| Time: |
|
|
| |
The Role of Memory in School Success |
| |
Memory plays a key role in students’
success in school. In this two-session we examine memory from
two points of view: the typical memory demands made on students
in school and what it is like for a student who struggles with
some aspect of memory. Participants will learn about some of
the mind’s systems for taking in and storing information,
and making it available as needed.
| |
|
| Date: |
Tues,
November 18, 2008 & Tues, November 25, 2008 |
| Instructor: |
Claire Wurtzel |
| Time: |
|
|
| |
“Pay Attention!”; “You're
not trying”; “You re just lazy”; “You
re so hyper!” Frequently, teachers and parents make these
comments to students who have attention problems. In this two-session,
Participants will begin by looking at their own attention strengths
and struggles as a way to explore the three major attention
controls—mental energy, processing and production controls.
Understanding the impact on a student’s academic life
of a weakness in any one of the control systems, and strategies
to support the student, will be the focus of the session.
| |
|
| Date: |
Tues,
December 9, 2008 & Tues, December 16, 2008 |
| Instructor: |
Naomi Weiss |
| Time: |
|
|
| |
De-escalating Intense Behavior |
| |
This two-session course will discuss predicting
and noticing signs of escalating behavioral difficulties in
students. It will provide participants with strategies to engage
students in these most challenging moments, and strategies to
help de-escalate and calm difficult situations. This course
will introduce participants to the Positive Behavior Support
approach on individual, class, and school-wide levels. The core
practices of PBS, such as defining expectations, teaching children
how to meet expectations, and acknowledging student success
will be addressed. Participants will learn about identifying
inappropriate behaviors and how to cultivate appropriate behavior.
Strategies for students of all ages, and in all settings, will
be presented.
| |
|
| Date: |
Thurs,
November 6, 2008 & Thurs, November 13, 2008 |
| Instructor: |
Dr. Rona Novick |
| Time: |
|
|
| |
Social Cognition: The Science of Relating |
| |
This two-session course will present different
aspects of social cognition. Participants will gain an understanding
of what children with strengths in social cognition look like,
how difficulties in social cognition are manifested and what
children with difficulties in this area experience. Additionally,
practical strategies will be offered to help teachers work with
and encourage students who experience weaknesses in this area.
Participants will also gain insight on how students with strengths
in social cognition can be most helpful to those with greater
weakness.
| |
|
| Date: |
Tues,
May 20, 2008 & Tues, May 27, 2008 |
| Instructor: |
Dr. Tamar Bauman |
| Time: |
|
|
|
| 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 acknowledgement of Hidden Sparks and the
individual author of the document. |
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