Summer 2018 Offerings
Social-Emotional Learning in the Classroom for paraprofessionals
Location: Millbury Jr.Sr. High School, 12 Martin Street, Millbury
Date: August 22th
Presenter: RIBAS Associates
Time: 8:30-3:00
Description: This workshop will emphasize relationship building and special education students (differentiating for SEL)
1. What does teh shift toward SEL look like? Defining social-emotional learning: 5 categories 44 skills
2. How does SEL work in the classroom? SEL integrated throughout school day for general and special education students to practice and apply skills
3. Developing a supportive classroom climate and positive educator-to-student and student-to-student relationships: Words matter: sentence frames, accountable talk, the collaborative classroom in which everyone is expected to contribute, be an educator and learner, be a leader and follower. More group work examples and feedback about SEL (rubrics)
4. Routines that support SEL and Academic growth: Group work, accountability, and skills. Academic and social-emotional skills work together (with 11% academic improvement) and SEL growth provides intrinsic support for achievement
5. Student goal setting, rigor, and engagement: Using Goal Setting to support a mastery mindset for all students and to personalize/differentiate learning for at risk learners.
6. Setting goals for your own classroom: take one idea at a time; share ideas to lessen the load; provide a time/place for sharing, discussing
Date: August 22th
Presenter: RIBAS Associates
Time: 8:30-3:00
Description: This workshop will emphasize relationship building and special education students (differentiating for SEL)
1. What does teh shift toward SEL look like? Defining social-emotional learning: 5 categories 44 skills
2. How does SEL work in the classroom? SEL integrated throughout school day for general and special education students to practice and apply skills
3. Developing a supportive classroom climate and positive educator-to-student and student-to-student relationships: Words matter: sentence frames, accountable talk, the collaborative classroom in which everyone is expected to contribute, be an educator and learner, be a leader and follower. More group work examples and feedback about SEL (rubrics)
4. Routines that support SEL and Academic growth: Group work, accountability, and skills. Academic and social-emotional skills work together (with 11% academic improvement) and SEL growth provides intrinsic support for achievement
5. Student goal setting, rigor, and engagement: Using Goal Setting to support a mastery mindset for all students and to personalize/differentiate learning for at risk learners.
6. Setting goals for your own classroom: take one idea at a time; share ideas to lessen the load; provide a time/place for sharing, discussing
Differentiated Instruction and Social-emotional learning
Location: Sutton Middle School
Dates: June 28th and June 29th
Presenter: RIBAS Associates
Time: 8:00-3:00
PDPs: 12 PDPs. You can earn 15 if you submit a unit that incorporates the elements of differentiated instructional and social-emotional learning.
This program was redesigned and released in 2017 to provide teachers with the most current instructional practices in differentiated instruction and social-emotional learning. For each topic identified in the program objectives of the program and the textbook the authors have compiled a comprehensive review of the most recent literature current practice. The authors and their team of 35 consulting educators have included a multitude of proven differentiated instruction social-emotional learning classroom strategies from their own classrooms that effectively implement the research described in the review of literature.
Managing the Differentiated Instruction Classroom (chapter 3)
After this section of the program, the participants will be able to implement the nine components of
effective classroom management, including:
• developing and implementing classroom rules and routines that maximize the level of respectful,
on-task behavior that develops social-emotional learning
• modifying my student group and partner work to use the 11 components of effective group and
partner work that develop social-emotional learning
• obtaining students’ attention at the start of lessons, after group and partner activities, after
interruptions, and after student attention has deteriorated
• creating respectful student-teacher and student-student social and emotional relationships
• using physical proximity and the physical design of the classroom to improve student behavior
and positive interaction
Creating the Cognitive Context for Learning to Maximize Understanding & Retention (chapter 2)
After this section of the program, the participants will be able to
• describe the levels of student mastery and the way in which students progress through the levels
to application mastery
• use activators to show students how the content and the skills taught in lessons connect to their
previous learning
• effectively communicate agendas to tell students what they will do during lessons
• effectively communicate mastery objectives and essential questions to create contexts that lead
to deeper understanding and longer retention of independent facts as they appear in lessons
• create increased motivation and retention by explaining to students why the information and
skills taught in lessons are relevant to them
• use summarizers to increase student mastery and retention of the knowledge and skills taught in
lessons
Mastery- (Standards-) Based Planning and Teaching (chapter 1)
After this section of the program, the participants will be able to
• write objectives for classes or units in language that describes what the students will know and
be able to do after the teaching is finished
• write objectives for classes or units in language that enable them to readily assess whether or not
the objectives have been mastered
• choose assessments that measure student mastery of the objectives
• choose activities that maximize student mastery of the objectives
Dates: June 28th and June 29th
Presenter: RIBAS Associates
Time: 8:00-3:00
PDPs: 12 PDPs. You can earn 15 if you submit a unit that incorporates the elements of differentiated instructional and social-emotional learning.
This program was redesigned and released in 2017 to provide teachers with the most current instructional practices in differentiated instruction and social-emotional learning. For each topic identified in the program objectives of the program and the textbook the authors have compiled a comprehensive review of the most recent literature current practice. The authors and their team of 35 consulting educators have included a multitude of proven differentiated instruction social-emotional learning classroom strategies from their own classrooms that effectively implement the research described in the review of literature.
Managing the Differentiated Instruction Classroom (chapter 3)
After this section of the program, the participants will be able to implement the nine components of
effective classroom management, including:
• developing and implementing classroom rules and routines that maximize the level of respectful,
on-task behavior that develops social-emotional learning
• modifying my student group and partner work to use the 11 components of effective group and
partner work that develop social-emotional learning
• obtaining students’ attention at the start of lessons, after group and partner activities, after
interruptions, and after student attention has deteriorated
• creating respectful student-teacher and student-student social and emotional relationships
• using physical proximity and the physical design of the classroom to improve student behavior
and positive interaction
Creating the Cognitive Context for Learning to Maximize Understanding & Retention (chapter 2)
After this section of the program, the participants will be able to
• describe the levels of student mastery and the way in which students progress through the levels
to application mastery
• use activators to show students how the content and the skills taught in lessons connect to their
previous learning
• effectively communicate agendas to tell students what they will do during lessons
• effectively communicate mastery objectives and essential questions to create contexts that lead
to deeper understanding and longer retention of independent facts as they appear in lessons
• create increased motivation and retention by explaining to students why the information and
skills taught in lessons are relevant to them
• use summarizers to increase student mastery and retention of the knowledge and skills taught in
lessons
Mastery- (Standards-) Based Planning and Teaching (chapter 1)
After this section of the program, the participants will be able to
• write objectives for classes or units in language that describes what the students will know and
be able to do after the teaching is finished
• write objectives for classes or units in language that enable them to readily assess whether or not
the objectives have been mastered
• choose assessments that measure student mastery of the objectives
• choose activities that maximize student mastery of the objectives
Project Adventure (P.E.)
Date: June 26th and June 27th
Location: Woodland Elementary School, 10 North Vine St. Milford, MA
Presenters: Project Adventure
Time: 9:00-4:00
PDPs: 12 PDPs
Participants of this 2 day workshop should anticipate the following learning objectives:
1. Review the foundational Adventure Learning concepts including Challenge By Choice, Full Value Contract, and the Experiential Learning Cycle and how they can be used to maximize student participation and engagement in PE.
2. Experience a variety of activities from the Adventure Curriculum for Physical Education(ACPE) – Elementary, Middle and High School as well as the Achieving Fitness Activity Guide.
3. Learn how to combine fitness principles with adventure philosophy and experience a variety of activities designed to support students’ achievement of health-related fitness including cardiovascular, muscular strength/endurance, flexibility and body composition.
4. Learn to connect adventure activities to specific Social and Emotional Learning outcomes as well as state and national Physical Education standards, using the ACPE text as a guide.
5. Learn tools for adventure-based lesson planning to help meet specific program goals and desired outcomes.
6. Experience a variety of debriefing skills and methods to increase prosocial behavior and achieve social emotional learning objectives.
Location: Woodland Elementary School, 10 North Vine St. Milford, MA
Presenters: Project Adventure
Time: 9:00-4:00
PDPs: 12 PDPs
Participants of this 2 day workshop should anticipate the following learning objectives:
1. Review the foundational Adventure Learning concepts including Challenge By Choice, Full Value Contract, and the Experiential Learning Cycle and how they can be used to maximize student participation and engagement in PE.
2. Experience a variety of activities from the Adventure Curriculum for Physical Education(ACPE) – Elementary, Middle and High School as well as the Achieving Fitness Activity Guide.
3. Learn how to combine fitness principles with adventure philosophy and experience a variety of activities designed to support students’ achievement of health-related fitness including cardiovascular, muscular strength/endurance, flexibility and body composition.
4. Learn to connect adventure activities to specific Social and Emotional Learning outcomes as well as state and national Physical Education standards, using the ACPE text as a guide.
5. Learn tools for adventure-based lesson planning to help meet specific program goals and desired outcomes.
6. Experience a variety of debriefing skills and methods to increase prosocial behavior and achieve social emotional learning objectives.