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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| 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.
| |
|
| Date: |
Monday, May 3, 2010 & Monday,
May 10, 2010 |
| Instructor: |
Harriet
Lenk, Ph.D. |
|
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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| Session
Archives Part Two - Monday, May 10, 2010 |
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| Session
Archives Part One - Monday, May 3, 2010 |
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|
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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.
| |
|
| Date: |
Wednesday, April 14, 2010 |
| Instructor: |
Jane
Gertler, Ph.D. |
|
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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| Session
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.
| |
|
| 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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| Session
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.
| |
| Secondary
School Students |
| Date: |
Wednesday, February 23, 2010 |
| Time: |
|
| 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.
|
| Session
Archives - Secondary School Students |
|
| |
| Primary
School Students |
| Date: |
Tuesday, February 16, 2010 |
| Time: |
|
| 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.
|
|
| Session
Archives - Primary School Students |
|
|
| |
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.
| |
|
| 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.
|
| Session
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.
| |
|
| 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.
|
| Session
Archives |
|
|
| |
| 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?
| |
|
| 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.
|
| Session
Archives |
|
|
| |
| An Overview of How We Learn |
| |
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.
| |
|
| 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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| Time: |
|
|
|
| |
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.
| |
|
| Date: |
Wednesday, March 18, 2009 |
| 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.
|
| Time: |
|
| |
|
| |
| Analyzing Your Teaching Style
|
| |
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.
| |
|
| Date: |
Wednesday, March 25, 2009 |
| 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.
|
| Time: |
|
|
|
| |
Back
by popular demand … |
| An Overview of How We Learn |
| |
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.
| |
|
| 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.
|
| Time: |
|
|
|
| |
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.
| |
|
| 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.
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| Time: |
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|
| |
| 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.
|
| 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 |
|
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