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Level I: The Adult Learner & Change Theory
Level II: Coaching For Transfer
Level III: Facilitation/Presentation Skills
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Close the Achievement Gap
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Ten Things New Teachers Need
Academic Coaching
Math Instruction
Professional Learning Communities
The Adult Learner
Presentation/Facilitation Skills
Twelve Brain Principles
Extended Response
Keynotes
Putting Theory into Practice
Literacy Matters
A Look at Best Practices in Instruction
The Intelligence-Friendly Classroom
Teachers Make The Difference
The Coherent Curriculum
Change .. is a Personal Journey
Teaching/Learning Equation
Participant Comments
Cadre
Robin Fogarty, Ph.D.
Brian M. Pete, M.A. (pending)
Valerie Hastings Gregory, Ph.D.
Sue Marcus Augustine, Ph.D.
Cathy Sambo Duncan, M.A.
Rebecca L. Stinson, M.Ed.
R. Bruce Williams, M.A.
Cynthia Nesselroade, M.A.
Judy Stoehr, M.A.
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Conferences
Santa Fe January 2010
Chicago July 2010
Chicago October 2009
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Architects of the Intellect
Coles: Moral Intelligence
Costa: Intelligent Behaviors
Dewey: Experiential Learning
Diamond: Enriched Environment
Feuerstien: Cognitive Modifiability
Gardner: Multiple Intelligences
Goleman: Emotional Intelligence
Montessori: Discovery Learning
Perkins: Learnable Intelligence
Plaget: Constructed Learning
Pinker: Computational Theory
Sternberg: Successful Intelligence
Vygotsky: Social Interactions
Ten Things New Teachers Need: Videos
The Adult Learner
Seven Transfer Strategies
Test Taking Strategies
Making the Little Books
Differentiating Learning
FAQ
What If Parents Do These Ten Things?
How To Do a Book Study
The Perfect Book Study
Multiple Intelligence Grids
A Few Words About Reading
The Winter Room PDF
Energizers
Morph Grids
Morph Grid I: Presentation and Facilitation Strategies
Morph Grid II: Principals' Staff Meetings
Morph Grid III: Leading Professional Learning Communities
Morph Grid IV: Facilitating Group Work
Video Conferencing
Format
Protocols
Topics
Test Taking Strategies
ESSAY EXAM
E
xamine carefully and follow directions.
S
urvey all questions prior to answering any of them.
S
elect a title; get a focus.
A
lways outline or use a graphic organizer
Y
es! Read over what you have written!
E
laborate; write long rather than short.
X
exit with an ending.
A
dd evidence to each general statement.
M
anage your time; budget it.
MATH
B
e sure to use all necessary information
E
liminate unnecessary facts
A
ttack the test with a positive attitude
M
ake educated guesses
A
lways estimate before you look at the answers
T
ake the "givens" first
H
ave a way to check your answers
W
ork systematically; organize your work
I
nspect the graphs, charts and tables carefully
Z
ee the patterns and trends
MULTIPLE CHOICE
T
ime counts! Work quickly.
E
liminate unlikely answers.
S
cout clues (words and numbers)
T
ake a guess before you choose.
T
ry to give the answers "they" want.
A
lways choose the "closest" answer; don't get creative
K
eep going! Never give up!
E
xpect "traps"!
R
evise answers; change your mind!
UNPACK THE LANGUAGE OF DIRECTIONS
I
dentify.recognize, name, label
C
ompare/contrast..find likenesses and differences
A
nalyze.take apart; evaluate details
N
ame.list
D
efend.justify; present an opinion and support it
O
ffer a proof.show the rationale
T
race.delineate; follow the sequence
H
elp define.differentiate
I
llustrate.draw; show, sketch
S
ummarize.give the main idea or a synopsisᆳᆳᆳ
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