NEW** Learning Commons Developmental Three-Part Series

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**NEW** Learning Commons Developmental Three-Part Series March 23 Face to Face, 2 follow-up webinars, Dates TBD
Audience: School Principals and Learning Commons Teams
The series introduces the Alberta Learning Commons Policy, its background and resources that could support its implementation framed on A Guide to Support Implementation, Essential Conditions and Leading
Learning, Standards of Practice for School Library Learning Commons in Canada (Canadian Library Association, 2014).
What are the desired elements of a learning commons? What needs to change? How will the school get
there (e.g., short range, long range)? How will they know when they have been successful? What elements
are essential to a learning commons team? Who should be on a learning commons team? What will the
team need to know and understand?
“Kick-off Day!” Session I: Developing Shared Vision and Leadership:
This session will provide school teams with background on the Alberta Learning Commons Policy, and resources that can support it, including the Essential Conditions document as an overall framework.
Using the indicator charts and tools of Leading Learning, Standards of Practice for School Library Learning
Commons in Canada school teams will engage in context specific charting/planning for their schools.
Daily 5, Daily 3 & Café—The 2 Sisters Gail Boushey & Joan Moser
Lethbridge: Tuesday and Wednesday, September 29 & 30, 2015
Audience: K-9 Classroom Teachers, Special Education Teachers, English Language Learners Teachers,
Literacy Coaches, Reading Specialists, Principals, District Leaders and School Superintendents
Daily 5: Classroom Structure that Increases Literacy through Student Accountability, Independence and
Targeted Instruction
Gail Boushey and Joan Moser "The 2 Sisters" start by presenting the foundational brain and learning research underlying The Daily 5 and the five core literacy components that, practiced every day, create independent readers
and writers. This workshop covers basic and advanced Daily 5 techniques for structuring classroom literacy time so
students can work independently and productively while you deliver instruction in small groups and one-on-one.
CAFE: The What and How of Literacy Instruction
Joan Moser and Gail Boushey "The 2 Sisters" present the four components associated with reading mastery:
Comprehension, Accuracy, Fluency, and Expanding Vocabulary (CAFE). The workshop covers a menu of
strategies and tactics to move students through each stage of literacy development.
Daily 3…will be integrated throughout the two days
Included with your registration fee is:
• Two full days of research-based content presented by Joan and Gail
• An exclusive, full colour, Daily 5 and CAFE Resource/Handout Book
• A twelve-month subscription to and for non- members (members
receive an extension on their current term)
**NEW** DELF Assessor Training for Competent French Speakers
Tuesday, February 24, 2015
Thursday, February 26, 2015
Saturday. February 28, 2015
Audience: Educators with fluency in French who are interested in being certified DELF assessors
Become an "examinateur-correcteur"!
This program is designed to inform individuals how to mark tests according to the grading expectations and system as set
out by the Centre international d'études pédagogiques (CIEP) National Ministry of Education of France.
Competency to B2 Level
Certification lasts five years and can then be renewed.
Training includes:
A presentation of the Common European Framework of reference (CEFR) on which the DELF-DALF is based
An explanation of the DELF-DALF competency levels as well as expectations
A hands-on explanation of correction procedures
Independent correction practice on levels A1/A2, B1/B2
**NEW** “You're Going to Love This Kid!" Educating Students with Autism in Inclusive
Lethbridge: Wednesday, August 26, 2015
Audience: Classroom Teachers, Learning Support Teachers, Health Care Professionals, Administrators
In this interactive session, participants will learn practical ways of supporting students with autism
spectrum labels and other disabilities within a general education classroom. Topics addressed include
defining (and redefining) autism, listening to the choices of those with autism, differentiating instruction, creating more active and responsive lessons, making the classroom comfortable and providing
opportunities for communication and social skill development. The session will focus on the importance of pushing beyond access and participation and asking schools to challenge students and to
understand each learner as complex and capable.
**NEW** Adolescent Literacy in Content Areas in an Inclusive Learning Environment
Lethbridge: Monday, May 4, 2015
Audience: : Classroom Teachers, Learning Support Teachers, Health Care Professionals, Administrators
All students, from struggling readers to above grade-level readers, benefit from literacy instruction that
is embedded in content curriculum. This workshop addresses why content literacy must be an essential part of literacy initiatives. The presenter will review the literacy components that are best taught
while teaching discipline-specific subjects: vocabulary, comprehension strategies, background
knowledge, the reading-writing connection and understanding different text structures. Practical teaching strategies will be shared for teachers to use with adolescents within the area of literacy instruction.
This session will provide learning support teachers and health professionals with practical ideas to use
Creating Learning Environments for Early
Self-Regulation -
Tuesday, February 10, 2015
Audience: K-3 Teachers, Administrators
This workshop will explore the importance of the environment in the early years. It will begin with an overview of the learning outcomes and the 21st century
competencies and exploring how the environment can
support the acquisition of these. Participants will be
given time to reflect on their own environments and
ensure spaces are suitable for the outcomes. In the
afternoon participants will look at I.F. Cox School as
an example of a learning environment in progress. They
will tour indoor and outdoor spaces and have an oppor-
March 16 in Lethbridge
March 17 in Medicine Hat
For some time now it has been apparent that behavioral
management techniques that rely heavily on punishment
and reward are relatively ineffective in reducing children’s problematic behaviors, and in many cases can actually exacerbate the problem. Over the past decade it has
also become increasingly clear that the cause of many of
these behaviors lies in poor self-regulation.
Dr. Shanker will talk about the nature of self-regulation;
the experiences that promote the development of selfregulation and the factors that can impede its development; and what parents or teachers can do to enhance the
self-regulation of each and every child.
tunity to see staff and students working in these
spaces. They will end the day with time for questions,
reflections and application.
Performance-Based Assessments in your Class (Part 2): Creating a Performance Assessment Task
Lethbridge—March 3
Medicine Hat—March 5
Audience: Teachers Grades K-9
This session is designed for teachers who are familiar with the format and use of AAC performance assessment tasks, and who
want to create a task of their own.
Project-Based Learning meets Performance-Based Assessment
Lethbridge—March 4
Medicine Hat—March 6
Audience: Grades K-12, Admin
The trend toward project-based learning stems from our desire to provide learning opportunities with real-world
applications that are collaborative engaging, cross-curricular, student-centered and meaningful.
Beginning Teachers 3 part Series
Lethbridge & Medicine Hat (Saturdays—830-1130 am)
Audience: Teachers in their first 5 years including PSIII Students and Teacher-Interns
Classroom Management—January 31/15 & January 24/15
Teachers and Parents—Same Goals, Different Roles—February 7/15 & February 21/15
Engaging Students—March 28/15 & April 11/15