Previous Howard Institute Summer topics (currently available for workshops at your school)

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.

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.

"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: Early Identification in Educational Programming


Dyslexia and Literacy

“Early Identification in

Educational Programming”

live streamed from Harvard Medical School
sponsored by The Dyslexia Foundation

October 14, 2016 8 a.m. – 3:15 p.m.

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.

Conference Agenda

8:15 a.m.


8:45 a.m. – 9:00 a.m.


9:00 a.m. – 10:00 a.m.

Nadine Gaab, Ph.D.

Associate Professor of Pediatrics at the Boston Children’s Hospital / Harvard Medical School

Lessons From Neurology About Dyslexia and Literacy

10:00 a.m. – 10:30 a.m.

TDF’s Rodin Award Presentation & Break

2016 Recipient: Gov. Dannel P. Malloy

10:30 a.m. – 11:00 a.m.


How early is early: Beginning reading instruction and multi-tied systems of support

11:00 a.m. – 12:00 p.m.

Melanie Schuele, Ph.D.

Associate Professor, Dept. Hearing and Speech Sciences, Vanderbilt University

Oral Language Precursors to Literacy: Understanding Dyslexia From a Language Perspective

12:00 p.m. – 12:45 p.m.


12:45 p.m. – 2:45 p.m.

Sally Grimes, Ed.M.

Founder, The Grimes Reading Institute

Teaching Strategies For Dyslexia and Literacy

2:45 p.m. – 3:00 p.m.

Dr. 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