We know the demands are high to address “unfinished learning.” How do you pace yourself, keep students engaged, and provide instruction that is personalized and effective? Savvas Learning Company (formerly Pearson K-12 Learning) presents an important webinar series to help you and your school district address unfinished learning. The series features highly acclaimed authors, educators, and experts. Join us as we explore topics and strategies designed to meet students where they are and to accelerate learning and ensure students’ social and emotional well-being.
Series takeaways for reflection and classroom use:
Savvas is committed to supporting safe, inclusive, and equitable school communities. There is no cost to attend any of the sessions. We encourage you to share this link with fellow educators. If you can’t make the live session, register anyway! We’ll email you the recording once available.
April 15, 2021, 4 p.m. ET
Eric Milou is a professor in the Department of Mathematics at Rowan University in Glassboro, New Jersey. His research focuses on K-12 mathematics curriculum and instruction, including the use of technology and mathematical modeling. Eric was part of the nine-member NCTM feedback/advisory team for the Council of Chief State School Officers (CCSSCO) and National Governors Association (NGA) during the development of the Common Core State Standards. He is the author of Daily Routines Jump-Start Math Class and Teaching Mathematics in Middle School.
The COVID-19 global pandemic created an exceptionally unique situation for the education community, requiring dramatic shifts to different modes of instruction and learning across the country. It is unquestionable that this amount of change during a global pandemic has caused many students to have unfinished learning in mathematics. Teachers are now faced with the challenge of how to address this with their students. Join us for a 45-minute, interactive session with Eric Milou where we will explore tangible and specific strategies for how we can address the unfinished learning in the high school mathematics classroom.
April 21, 2021, 7 p.m. ET
Elfrieda "Freddy" H. Hiebert, Ph.D. is President and CEO of TextProject, a nonprofit that provides resources to support higher reading levels. She is also a research associate at the University of California, Santa Cruz. Dr. Hiebert has worked in the field of early reading acquisition for 45 years, first as a teacher’s aide and teacher of primary-level students in California and, subsequently, as a teacher and researcher. Her research addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts
There are three main aspects of ELA learning that are “unfinished” for students as a result of the pandemic: 1) knowledge and vocabulary about new topics, 2) automaticity in reading texts silently, and 3) engagement in and inspiration from reading. Renowned literacy expert “Freddy” Hiebert will offer insights, strategies, and solutions that are transferable and practical to help your students accelerate and become stronger readers.
April 28, 2021, 4 p.m. ET
Judy Wallis, Ed.D. has spent the past four decades as a teacher, literacy coach, university instructor, and staff developer. She served two large, diverse Houston school districts as language arts director and provided leadership support to literacy coaches for 21 years. Her research has focused on reading comprehension, writing, and whole-school/district change through robust literacy instruction. Judy has written a number of professional book chapters and articles, including the “Blue Pages” in Conversations with Regie Routman. She co-authored Comprehension Intervention, Grades K-2, and Comprehension Intervention, Grades 3-6, with Stephanie Harvey and Anne Goudvis.
The COVID-19 pandemic has resulted in lost learning opportunities for many students, resulting in gaps. In the elementary literacy classroom, addressing this unfinished learning is critical for future success. Join us for a 45-minute, interactive session with Dr. Judy Wallis who will share strategies to effectively address learning loss, with a special focus on scaffolding and whole-part-whole learning.
Zachary Champagne is a lead elementary teacher and math specialist at The Discovery School in Jacksonville, Florida. He had spent six years as a researcher at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM) at Florida State University. Prior to his research work, Zak taught elementary math and science for 13 years and had received the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), Duval County Teacher of the Year, and Finalist for Florida Teacher of the Year.
The COVID-19 global pandemic created an exceptionally unique situation for the education community, requiring dramatic shifts to different modes of instruction and learning across the country. It is unquestionable that this amount of change during a global pandemic has caused many students to have unfinished learning in mathematics. Teachers are now faced with the challenge of how to address this with their students. Join us for a 45-minute, interactive session where Zak Champagne will explore tangible and specific strategies for how you can address the unfinished learning in the K-8 mathematics classroom.
Dr. Kathy Leh is a Nationally Certified School Psychologist and Licensed Clinical Social Worker. She has worked in Pennsylvania Public Schools since 1999. Dr. Leh’s practice interests include: the integration of mental health services into schools, developing processes relative to Multi-Tiered System of Supports, Social Emotional Learning, and youth empowerment. As a consultant to the PA Center for Safe Schools, Dr. Leh provides Behavioral Health Climate Surveys to schools in Pennsylvania. She is an adjunct faculty member at Temple University lecturing to Post-Graduate level students on all aspects of Play Therapy. Dr. Leh's greatest passion is her two teenagers, Max age 14 and Mya age 16 and her husband, Christopher.
What motivates your students? In this session, we will explore ways to nurture an intrinsic interest in learning as opposed to external motivation.
Frank Serafini, Ph.D. is a professor of Literacy Education and Children’s Literature at Arizona State University. He has published ten professional books for teachers, including: Interactive Comprehension Strategies: Fostering Meaningful Talk About Text, Reading the Visual: An Introduction to Teaching Multimodal Literacies, and Reading Workshop 2.0: Teaching Reading in the Digital Age. As an educator, he has received numerous awards including the Distinguished Professor of Children’s Literature from the ILA. In addition, Frank has written seven children’s picturebooks featuring the Looking Closely series.
Did you know that males are three times more likely to be retained than their female classmates? Or that 90% of students identified as learning disabled are male? In this interactive session, Dr. Frank Serafini examines the research regarding males and literacy schooling, and offers strategies to ensure they are not left behind. As we reflect on this past school year and all of the lost instructional opportunities, it is imperative that we provide effective instruction to each and every student. Join us as Dr. Serafini provides guidance on how we can do just that.
April 6, 2021, 6 p.m. ET
MaryEllen Vogt, Ph.D. is a highly acclaimed educator and founding coauthor of the SIOP® series. She is a recipient of California State University Long Beach’s Distinguished Faculty Teaching Award, a member of California’s Reading Hall of Fame, and a recent inductee into the International Reading Hall of Fame. She served as president of the California Reading Association and International Literacy Association. Dr. Vogt co-directed the CSU Center for the Advancement of Reading and worked with faculty from 23 campuses to improve rigor in literacy courses while at California State University, Long Beach. Dr. Voght has conducted educator workshops around the world.
Creating connections between content lessons and students’ previous learning, past experiences, and vocabulary knowledge can be especially challenging—now more than ever. Dr. Vogt will suggest culturally responsive and highly effective ways to activate and build on what students know and can do. The webinar will help you encourage students to connect the content and academic language you’re teaching whether via Zoom or face-to-face.