Full Catalog of Upcoming Events

Presenters: Dr. Roberta Gardner, Georgia State University; Kate Woodbridge, City Schools of Decatur

Presenters: Dr. Roberta Gardner, Georgia State University; Dr. Beth Friese, Gwinnett County Public Schools

Presenters: Tameka Thomas, Griffin-Spalding County Schools; Melanie Lockett, Griffin-Spalding County Schools

This was copied and pasted directly from the IDA website:  "Building students’ background knowledge and vocabulary is a critical piece of the teaching of reading. What students know about the topic of a text influences how well they comprehend that text. Come learn how to integrate background knowledge building into your reading instruction using free, research-based resources from ReadWorks that can be adapted to whatever teaching model you are using this fall: remote, hybrid, or in-person. This free 60-minute webinar originally presented on 8/24/2020." After registering, participants will receive links to video and handout.

This information was copied and pasted directly from the IDA website:  "The utilization of technology (interactive screens, iPads, apps, and websites) can make reading instruction (decoding/encoding, fluency, and comprehension) a multi-sensory process that is engaging and explicit while maintaining the individualization and diagnostic-prescriptive aspects of the lesson. It can support the organizational challenges for necessary lesson materials that can occur when working with multiple students at once, while also allowing for ease of differentiation within a small group format. Additionally, educational technology can provide ways for the teacher to collect work samples and data from multiple students simultaneously and allow for individualized feedback. The session will focus on the use of various tools that can support differentiated and individualized engagement during various components of reading instruction. This free 60-minute webinar originally presented on 7/13/2020."

The Concept Attainment Strategy is an instrumental strategy used to develop content and to promote thinking through the presentation of examples and nonexamples of a concept. The strategy should be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students. This strategy is appropriate for all grade levels and all content areas.

This VoiceThread and PowerPoint include information and strategies to improve students' scores for the writing components of the Georgia Milestones tests.  It begins with a definition of the genre and how it is assessed. Part two gives instructional strategies for moving up the score scale at all skill levels.  Section three has score point skill level instructional strategies for moving up the score scale.  

This VoiceThread and PowerPoint include information and strategies to improve students' scores for the writing components of the Georgia Milestones tests.  It begins with a definition of the genre and how it is constructed, understood, and assessed. Part two gives instructional strategies for moving up the score scale.  It also has score point skill level instructional strategies for moving up the score scale.  Included are sample writings and additional resources.

 Please note:  Use the resource on the informational/explanatory essay before completing this one.

The Inductive Learning Strategy is an instructional strategy that promotes  thinking.  The strategy can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  This strategy is appropriate for all grade levels and all content areas.  Inductive thinking is a natural process in which the mind observes phenomena, compares and contrasts attributes, and groups and labels data in order to form generalizations, make predictions, or form and test hypotheses.

The materials consist of a VoiceThread, handouts, and sample and model lessons.

This is copied and pasted directly from the Premiere University website:  "Ron Clark’s First-Year Teacher’s Guide To Success is a series of 24 self-paced professional development modules geared to equip and prepare teachers for their first year as educators. Ron pulls from his 25 years of experience to highlight important lessons he has learned along the way to keep the class experience engaging, exciting, and interactive for his students. Each video module provides key lessons along with in-class demonstrations on how to apply each principle. You will learn tips and techniques on how to bring your lessons to life, dealing with behavior issues, creating effective classroom discussions, setting expectations, and you get a FREE copy of Ron's best-selling book, The Essential 55. We firmly believe this course will be one you share with new teachers in your school’s administration for years to come." There are 60 seats available to the HGRESA. These classes are targeting new teachers in CSI, TSI, and/or Promise Schools in the HGRESA area, but as spaces allow, others can join.

The Decision Making Strategy is an instructional strategy that promotes  thinking.  The strategy can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  This strategy is appropriate for all grade levels and all content areas.  This strategy is content focused.  The phases include making a decision, communicating that decision to others, and synthesizing the content and the decisions.  The student may be the decision maker or the evaluator of a decision.

The materials consist of a VoiceThread, handouts, and sample and model lessons.

How can you create an environment that helps children thrive? Learn how a classroom is more than a space with festive decorations, but a community of learning – an “ecosystem” of teachers, students, materials, and more – all working together so learning can flourish.

By the End of This Session You’ll Be Able To

• Name the 4 major categories of an ideal classroom ecosystem
• Recognize the 5 vital cognitive processes children need for learning
• Develop activities and routines that will engage children in learning

Why It Matters

• Establishing deliberate classroom ecosystems allows children to learn, thrive and develop
• Fostering classroom culture engage children’s brains for learning
• You can create an environment that fosters cognitive development necessary for children to read

Reading aloud to children gives them the opportunity to try on the language and experience of others. Discover how you can make your read-alouds more effective in the classroom.

By the End of This Session You’ll Be Able To

• Describe the relationship between reading aloud to students and listening comprehension, vocabulary, and language skills
• Model ability to read aloud to students to enhance critical thinking, personal reflection, empathy and imagination
• Develop a plan for read-alouds using the K3 START Read framework and lesson planning sheet
• Apply engaging activities that are related to your read-alouds throughout the day

Why It Matters

• Meaningful read-alouds provide opportunities for students to use their schema
• Meaningful read-alouds increase Tier 2 and Tier 3 vocabulary
• Meaningful read-alouds increase listening comprehension
• Meaningful read-alouds provide opportunities for students to improve oral and expressive language skills

The purpose of assessment is to gather relevant information about student performance. Assessments should guide our daily instruction. Find out more!

By the End of This Session You’ll Be Able To

• Outline the Big 5 components of reading
• Compose a drill down method to identify areas of growth for your students
• Learn to backfill for students who need additional help

Why It Matters

• Assessments are powerful tools to track student progress
• Assessments allow you to individualize your teaching to meet each student’s needs
• You can create an environment that fosters cognitive development necessary for children to read

After you have gathered data on your students, you can use targeted small group instruction to help them master critical, foundational reading skills. Learn the nuts and bolts of targeted small group instruction and how to incorporate it in your classroom.

By the End of This Session You’ll Be Able To

• Develop small groups to maximize instruction​
• Model best practices to teach and review foundational reading skills
• Demonstrate ways to help students construct meaning from reading

Why It Matters

• Studies have shown students who receive small group instruction perform significantly better than those who only receive whole group instruction
• You can help fill in the gaps in student’s reading skills so they can become more accurate readers​

Brian Buffington has created brand new, self-paced courses to help educators better understand and improve Virtual Classroom Climate. Each course is divided into modules that include a 5-10 min video, note-taking sheet, and project. Module topics include: Getting To Know Your Students, Setting the Vibe, Virtual Learning Management, Rising to Greater Expectations, Engagement Through Experiences, and Motivating the Unmotivated.

 Reading Rockets has included an article, podcast, and two videos on its website. The focus is on replacing word walls with sound walls. Upon registering, participants will receive the links to the article, podcast, and videos.

Every year begins with challenges and question marks about where your students are and what they are coming in knowing. Join GaDOE Social Studies to learn how to find and fill in the gaps K-12. A New Beginning, New Beginnings, Starting Fresh. Resources for this session are located here https://drive.google.com/drive/folder...

Do you want to build a classroom culture that recognizes and celebrates each of your students? Teach them about respecting our differences using names to learn about one another and to recognize our similarities and differences. Resources for this session are located here https://drive.google.com/drive/folder...

Does finding time for Social Studies make you throw up your hands in surrender? Jennifer Zoumberis and JoAnn Wood share ideas for scheduling your day and your lessons in ways that will strengthen both Social Studies and ELA and teach both with fidelity. Save your sanity!! Resources for this session are located here https://drive.google.com/drive/folder...

Resources and strategies that SWIRL in social studies and make a difference for ALL learners grades 6-12. Resources for this session are located here https://drive.google.com/drive/folder...

In this session, the GaDOE Social Studies team shares tips for teaching about 9-11-2001 in age/grade appropriate ways. Resources are highlighted that will help your students to learn about 9-11 and to consider the ways that this event has been remembered since.

The Center for Assessment has created a series of modules addressing assessment. The modules address how to use classroom assessment to identify student learning gaps, strengths, and needs for instructional purposes. Upon registration, participants will receive links to the pre-recorded materials, module materials, and additional supporting materials.

Part I  An Overview of the Genre and How It Is Assessed

Part II  A Look at What Students Are Expected to Do

Part IIA   Write-a-Story Items

Part IIB  Additional Types of Narrative Items

Part IIC Additional Narrative Item Types (No High School Examples Provided)

Part III  Moving Up the Score Scale

The Mystery/Inquiry  is actually two  instructional strategies that promotes  thinking.  These strategies can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  They are  appropriate for all grade levels and all content areas.  In both strategies, there is an event, evidence, explanation, and evaluation.  In inquiry teaching, the teacher presents the event and students formulate possible explanations,

The materials consist of a VoiceThread, handouts, and sample and model lessons.