All Learners Learning Every Day (ALL-ED) FREE Webinar Series

Presented by Dr. Rhonda Bondie

Please join NJCIE for our FREE All Learners Learning Every Day (ALL-ED) Webinar Series hosted by Rhonda Bondie P.h.D. assistant professor of special education at Fordham University.During this series teachers will learn practical routines used to tailor instruction in inclusive classrooms to engage, value, and stretch all learners every day.

This webinar series is being offered free of charge, register online today!

Why do we need ALL-ED? 

Academic Diversity Challenges Novice and Experienced Teachers in Inclusive Classrooms.

Inclusive practices and an increasing demand of college readiness for all students, results in a wide range of academic levels in P-16 classrooms. This academic diversity has changed the expected starting places for learning in higher level courses posing new challenges for often accomplished and experienced teachers.  In addition, millennial students with extremely diverse life experiences, interests, and needs are demanding relevant learning experiences and accessible curriculum.  While teachers strive to accommodate students as individuals, at the end of the day, teachers know that all students must attain common standards.  Both novice and experienced teachers need preparation and ongoing professional development to learn how to effectively and efficiently engage the full range of students in their classrooms, including those with disabilites, creating equal and optimal learning opportunities for all students every day.

What is ALL-ED?

An evidenced-based solution to tailoring instruction for specific learning needs while fostering student independence.

ALL-ED is based on a network of evidence-based practices that enable teachers to problem-solve on their feet in the classroom to respond to the diverse academic needs of all learners every day.  The practices are group learning, self-regulation, and planning curriculum with clarity, access, rigor, and relevance with routine specialized instruction (CARRS). Planning and instruction are oriented through routinely learning from evidence in student work.  ALL-ED professional development models instructional routines based on these practices that are easily used in daily instruction to effectively engage and stretch all learners. The routines are based on years of empirical evidence showing a positive impact on student learning.  The instructional routines are modeled in the webinars allowing teachers to both learn how to use research such as Universal Design for Learning (UDL) and to experience themselves professional learning that is personalized and relevant. ALL-ED routines achieve three goals, teachers:

1.ensure that each member of the learning community is engaged, valued, and stretched.

2.provide precise, efficient, and effective teaching for the established curriculum within given time constraints.

3.build daily classroom culture that values thinking and fosters self-regulated learning as a habit.

When

October 15,  3:30 – 4:30 p.m. Managing Small Group Learning
December 3, 3:30 – 4:30 p.m. Co-Teaching Playbook
January 7, 3:30 – 4:30 p.m. Developing Literacy through Small Group Rigorous Discussions
February 4, 3:30 – 4:30 p.m. Assessing Learning when Students Work in Small Groups
March 3, 3:30 – 4:30 p.m. Self-Regulation (Part 1):  Setting Realistic and Productive Goals
April 14, 3:30 – 4:30 p.m. Self-Regulation (Part 2):  Student Driven Monitoring and Evaluation of Learning
May 5, 3:30 – 4:30 p.m. Structuring Student Choice