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What we offer
The following selections are a sampling of workshops we have offered over
the last decade.
Videos, break-out sessions and instructional materials are used to ensure that participants without previous knowledge of neuroscience leave the session feeling informed about how the how the brain learns to read and confident in the ways they can apply this knowledge to their interactions with students.
Thinking Deeply: Instructional Strategies that Ensure Thoughtful Comprehension for both Reading and Listening. This workshop is designed to offer insights to educators who are concerned their students are only comprehending texts at a superficial level,merely regurgitating facts, and are seeking insights to support inferential thinking and deep analytic thought. The workshop draws from empirical and theoretical work in the fields of education, linguistics, and neuroscience to provide participants with a framework of instructional practices that support comprehension before, during and after reading and listening activities.
Beyond Gold Stars: Fostering Student Engagement and Motivation without Incentives. This workshop is designed to provide attendees with strategies for motivating seemingly disengaged learners. Struggling readers often avoid challenging reading tasks both because they feel uncertain about their abilities and because they are concerned about revealing their weaknesses. , As a result practitioners tend to rely on incentives like stickers and prizes to make their reading experience more enjoyable. Yet, when educational environments address four cognitive and emotional needs that are essential to the development of intrinsic motivation, practitioners will witness an increase in self-regulated learning among their students. Over the course of the workshop attendees will learn specific strategies for activating intrinsic motivation and self-regulated learning. They will differentiate these strategies to meet various developmental needs and they will learn how to seamlessly integrate the strategies into content-area instruction.Register by July 1, 2017 >
Why Is This Reader Struggling? Employing Subtypes to Diagnose and Intervene with Reading Disabilities. This workshop was created to share a multi-componential model for assessing and intervening with reading disabilities. Similar to Attention Deficit Hyperactivity Disorder (ADHD), there is now a substantial body of evidence to suggest that reading disabilities can be subtyped by deficits in specific cognitive areas. Attendees will learn about the multiple cognitive and linguistic processes and better understand their individual contributions to development of literacy. Discussion and activities will focus on the assessment of components of the reading circuit, and developing remediation plans that are based on specific subtypes. Particular attention will be paid to deficits in retrieval or naming speed, which often results in weaknesses in fluency and comprehension in late elementary school. By the end of the workshop participants will have a richer understanding of the cognitive and linguistic elements involved in the reading process, and be able to assess and intervene based on their students' deficits.
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