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Previous offerings from the 2013, 2014 and 2015 Institutes


What The Brain Wants: Teaching and Learning With The Brain In Mind
Join us for a fascinating and wide-ranging overview of brain structure and function that can be applied immediately to your classroom work. We will discuss the implications of current research for memory, attention, executive function, language, literacy, math, social relations, the arts, and other domains of cognitive functioning, and learn how the research informs lesson design, classroom management, and pedagogical choices.


Curriculum Access For All: Assistive Technology In The Classroom
We all know students who are verbally sophisticated, but who struggle with the mechanics of reading and writing. Unfortunately these students often are denied work at their intellectual level, and experience school merely at their reading level. Come learn the basics of assistive technology and how to support students with AT in the classroom. We will discuss several high-impact software programs, learn about infrastructure and technology requirements, and discuss implementation and referral strategies.

Vocabulary! Galvanizing the Word Learning Experience
With nearly 90,000 word families in the English language, how can educators best stimulate and promote the growth of a student’s ever-expanding lexicon? How many words per week can a student learn, how do we choose the words, and how do we best teach them? This workshop reveals how the brain categorizes, stores and retrieves words, with special attention paid to choosing words, building student approaches to word knowledge, and understanding the role of syntax.


I Hate Math! A Neurodevelopmental View of Why Students Struggle, and What Educators Can Do About It
Why do some students struggle in math despite our best efforts? Mathematical thinking requires a constellation of cognitive and psychological processes that aren't directly related to math concepts, and we often either aren’t aware of them, or aren’t sure how to address them comprehensively. This workshop will provide an understanding of these processes, and offer strategies that can be applied immediately.


The Voices In Your Head: Building Executive Functions Through Metacognitive Self-Talk
Concern about the executive functioning of our students is very much in vogue, but there is too little clarity about what is meant by executive functions, why we should be concerned about EF deficits, and what can be done to address deficits. This highly interactive course introduces participants to evidence-based approaches to identifying and beginning to remediate EF deficits in school-age children. Participants emerge with a working knowledge of a powerful model of EF and how to apply it to structure observations and generate new insights about challenges students face in “getting stuff done”. We collaboratively explore new research and emerging thinking on intervention and remediation.



"If You Would Only Just Try Harder and Apply Yourself!" Reaching and Teaching "Unmotivated" and "Underachieving" Students
We so desperately want to reach disengaged, unmotivated students in the classroom. But despite our best efforts, often students remain "stuck" in the same ineffective academic habits. How effectively we as educators communicate with our students is a key to their successful growth. Join us in an introductory workshop on the Motivational Interviewing (MI) framework, a research-based approach to enhancing student motivation to change behaviors interfering with reaching their potential.

Howard Institute Sponsored Events

Dyslexia and Literacy in High-Risk and Diverse Populations: live streamed from Harvard Medical School sponsored by The Dyslexia Foundation

Presents

Dyslexia and Literacy
in High-Risk and Diverse Populations

live streamed from Harvard Medical School
sponsored by The Dyslexia Foundation

October 16, 2015 8 a.m. – 3:15 p.m.

Limited space available, please R.S.V.P. by October 5, 2015

Certificate of Completion available upon attendance of conference

This conference is designed for teachers, practitioners and parents to help them learn to identify, understand, and provide evidence-based teaching for students who have dyslexia and dyscalculia. Participants will learn the latest genetic studies as a basis for understanding current practices for assessment and intervention. The focus of these discussions will be for school-age students.

Please note, participants are not required to purchase lunch.

We look forward to seeing all of you in October!


Conference Agenda

8:00 a.m.

Check-in

8:30-8:45 a.m.

Welcome

Dr. Nadine Gaab, Moderator

8:45 – 9:15 a.m.

A World Perspective in Dyslexia

Dr. Albert Galaburda

9:15 a.m. – 10:00 a.m.

Neurobiological Correlations of Reading

Dr. Laurie Cutting

10:00 a.m. – 10:30 a.m.

Break

10:30 a.m. – 12:00 p.m.

Issues in Literacy Among Low Socio-Economic Status Populations

Dr. Nicole Patton-Terry

12:00 p.m. – 12:45 p.m.

Lunch

12:45 – 3:00 p.m.

Intervention Research and Application

Dr. Emily Galloway

3:00 – 3:15 p.m.

Dr. Joan Mele-McCarthy

Speakers

Nadine Gaab, PhD
Assistant Professor of Pediatrics at the Boston Children’s Hospital /Harvard Medical School

Albert Galaburda, MD
Emily Fisher-Landau Professor of Neurology,
Harvard Medical School
Director, Cognitive Neurology, Beth Israel Deaconess Medical Center

Laurie Cutting, PhD
Associate Professor of Special Education, Psychology, Radiology, and Pediatrics at Vanderbilt University; Director of the Education and Brain Sciences Research Lab at Vanderbilt University

Nicole Patton-Terry, PhD
Associate Professor at Georgia State University in the Department of Educational Psychology, Special Education, and Communication Disorders

Emily Phillips Galloway, MS Ed
Doctoral Candidate at the Harvard School of Education; Coordinator of the Jeanne Chall Reading Lab

Joan Mele-McCarthy, D.A., CCC-SLP
Executive Director, The Summit School; formerly Special Assistant to the Assistant Secretary of Special Education and Rehabilitation Services (OSERS) in the U.S. Department of Education

About The Dyslexia Foundation
The Dyslexia Foundation (TDF), a non-profit organization, was established in 1989 to identify and assist children with dyslexia – to establish higher levels of learning through specialized programs promoting better reading.

But TDF has grown and become even more.

The mission of the foundation is to promote scientific breakthroughs in the early detection, prevention and remediation of dyslexia and related reading difficulties; to disseminate new findings and evidence based reading approaches to researchers, practitioners and families; to prevent the economic and psychological suffering caused by reading failure, and to unlock the full potential of children and adults with dyslexia so that they may personally succeed and contribute fully to society.

To achieve these goals TDF promotes:

Ongoing Dyslexia Research

Professional Conferences and Symposia

Outreach Services and Literacy Programs

For more information, visit www.yesread.org

Directions to The Howard School


Allen Broyles teaches a Howard Institute course.

Schools Participating in Howard Institute Workshops

Atlanta Speech School
The Children's School
Christ the King School
Cliff Valley
Cumberland Academy of Georgia
Decatur High School
The Galloway School
Greenfield Hebrew Academy
High Meadows School
Holy Innocents' School
Holy Spirit Prep School
The Lovett School
Mount Vernon Presb. School
The Museum School of Avondale
Notre Dame Academy
The Paideia School
Peachtree Presbyterian Preschool
Sage School
St. Francis Day School
St. John the Evangelist School
Swift School
Wesleyan School

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