Jan
16
2:30 PM14:30

FETC

  • Orange County Convention Center (map)
  • Google Calendar ICS

PRODUCTIVE STRUGGLE IN AN INCLUSIVE CLASSROOM

Every student is on an individual learning journey, observing and reacting to setbacks and obstacles from their perspective. How can we transform our school culture to support their distinctive learning process and set the foundation for their unique learning ability and their ability to face a challenge? Let’s personalize the learning, connect students with each other, and show empathy as we support all students in accepting and embracing productive struggle. (Based on Peg’s book: Not Yet…And That’s Ok: How Productive Struggle Fosters Student Learning)

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Feb
3
10:15 AM10:15

LITCON

how to embed the seven essential literacy skills in your content area

All learning is based on the mastery of essential literary skills; and in this interactive and research-based presentation, educators will discover the tools they need to embed literacy into all subjects. We know comprehension is based on skill-building strategies that encourage purpose and engagement. Therefore, in this presentation, educators will learn how to effectively teach those literacy skills to support developing students as they learn to read, write, and think critically. (Based on Peg’s book, Clearing the Path for Developing Learners: Essential Literacy Skills to Support Achievement in Every Content Area.)

10:15-11:30 a.m.

moving from rigor to vigor in writing

For many students, writing is an almost “mysterious” task where it seems, some students are just naturally gifted writers. My presentation will take the “mystery” out of the writing process to empower all students of all abilities toward writing success. I will define rigor and explain why all teachers want to employ writing VIGOR instead of rigor. I will explain authentic writing and how to write for an authentic audience. In addition, I will demonstrate how to utilize the writing process giving students the opportunity to use their voice, and finally, I will demonstrate writing scaffolding tools meant to engage all writers in a culturally responsive and respectful way.

12:45-2:00 p.m.

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Feb
6
7:30 AM07:30

CCIRA Conference 2025

moving from rigor to vigor in writing

For many students, writing is an almost “mysterious” task where it seems, some students are just naturally gifted writers. My presentation will take the “mystery” out of the writing process to empower all students of all abilities toward writing success. I will define rigor and explain why all teachers want to employ writing VIGOR instead of rigor. I will explain authentic writing and how to write for an authentic audience. In addition, I will demonstrate how to utilize the writing process giving students the opportunity to use their voice, and finally, I will demonstrate writing scaffolding tools meant to engage all writers in a culturally responsive and respectful way.

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Feb
18
2:15 PM14:15

IDEACON

  • Renaissance Schaumburg Convention Center Hotel (map)
  • Google Calendar ICS

productive struggle in the inclusive classroom

Every student is on an individual learning journey, observing and reacting to setbacks and obstacles from their perspective. How can we transform our school culture to support their distinctive learning process and set the foundation for their unique learning ability and their ability to face a challenge? Let’s personalize the learning, connect students with each other, and show empathy as we support all students in accepting and embracing productive struggle. (Based on Peg’s book: Not Yet…And That’s Ok: How Productive Struggle Fosters Student Learning)

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Mar
13
to Mar 14

Illinois Reading Conference

  • Bank of Springfield Convention Center (map)
  • Google Calendar ICS

How to Embed the Seven Essential Literacy Skills into Your Content Area

All learning is based on the mastery of essential literary skills, and in this interactive presentation, educators will discover tools they need to embed literacy into all subjects. Comprehension is based on skill-building strategies that encourage purpose and engagement; as a result, educators can effectively teach those literacy skills to support developing students as they learn to read, write, and think critically. In this presentation, I will offer of the seven essential literacy skills where educators will discover how to: expand their teaching methods to include literacy skills, introduce literacy into daily lesson planning, embed reading comprehension into any subject area, and scaffold instruction using literacy strategies to boost subject-area comprehension. (Based on Peg’s book, Clearing the Path for Developing Learners: Essential Literacy Skills to Support Achievement in Every Content Area.)

8:30-9:30 a.m.

moving from rigor to vigor

For many students, writing is an almost “mysterious” process. This presentation will take the “mystery” out of the writing process to empower all students of all abilities toward writing success. I will define rigor and explain why all teachers want to employ writing VIGOR. I will explain authentic writing and how to write for an authentic audience. In addition, I will demonstrate how to utilize the writing process giving students the opportunity to use their voice, and finally, I will show how to design writing scaffolding tools meant to engage all writers in a culturally responsive and respectful way.

2:15-3:15 p.m.

productive struggle in the inclusive classroom

 Every student is on an individual learning journey, observing and reacting to setbacks and obstacles from their perspective. How can we transform our school culture to support their distinctive learning process and set the foundation for their unique learning ability and their ability to face a challenge? Let's personalize the learning, connect students with each other, and show empathy as we support all students in accepting and embracing productive struggle. (Based on Peg’s book: Not Yet…And That’s Ok: How Productive Struggle Fosters Student Learning)

11:00-12:00 p.m.

       

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Jul
17
1:45 AM01:45

Region 16

HOW TO BE A NOT YET TEACHER

Every learning challenge is an empowering opportunity to grow. Peg shares how teachers can help students celebrate the academic experience and all it has to offer. Learn specific ways to cultivate a not-yet classroom where productive struggle is encouraged, obstacles are valued, and students see themselves as capable learners and risk-takers. Peg will demonstrate how to design classrooms and routines that normalize productive struggle as part of the learning process. She will show you how to write and apply rigorous learning intentions and scaffolded success criteria that are student friendly, and finally we will discuss how to communicate with colleagues, students, and parents and guardians to foster positive relationships. (Based on Peg’s book: Not Yet…And That’s Ok: How Productive Struggle Fosters Student Learning

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Illinois ASCD
Apr
24
9:00 AM09:00

Illinois ASCD

  • 1120 East Diehl Road Naperville, IL, 60563 United States (map)
  • Google Calendar ICS

INCREASE writing VIGOR in Your students

For many students, writing is an almost “mysterious” task where it seems, some students are just naturally gifted writers. This presentation will take the “mystery” out of the writing process to empower all students of all abilities toward writing success. Peg will define rigor and explain why all teachers want to employ writing VIGOR instead of rigor. She will explain authentic writing and how to write for an authentic audience. In addition, Peg will demonstrate how to give students opportunities that move beyond the basic writing format and focus on writing goals that demonstrate how to think critically, creatively, and credibly. Finally, Peg will demonstrate writing scaffolding tools meant to engage all writers in a culturally responsive and respectful way.

Sign up here…

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Apr
3
to Apr 5

State of Maryland Literacy Association Conference (SoMLA)

  • Sheraton Baltimore North Hotel (map)
  • Google Calendar ICS

An Overview of the seven essential literacy skills

All learning is based on the mastery of essential literary skills, and in this interactive presentation, educators will discover tools they need to embed literacy into all subjects. Comprehension is based on skill-building strategies that encourage purpose and engagement; as a result, educators can effectively teach those literacy skills to support developing students as they learn to read, write, and think critically. In this presentation, educators will discover how to: expand their teaching methods to include literacy skills, introduce literacy into daily lesson planning, embed reading comprehension into any subject area, and scaffold instruction using literacy strategies to boost subject-area comprehension. (Based on Peg’s book, Clearing the Path for Developing Learners: Essential Literacy Skills to Support Achievement in Every Content Area.)

an overview of the seven essential literacy skills - part 2 (Continuing the conversation)

While every classroom teacher may not be a certified reading teacher, we know that every teacher is, indeed, a teacher of literacy in their classroom. We also know that essential literacy skills are the foundational competencies that students require to build lives of learning. In this afternoon workshop, Peg will demonstrate how to choose one of the essential literacy skills based on your state’s standards and how to customize it for your classroom: from creating and designing a lesson plan, complete with strategies including graphic organizers, worksheets, and charts, to writing a vigorous learning intention and scaffolded success criteria, and finally, applying assessement methods for all student abilities.

Information about the conference…

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Illinois Reading Conference
Mar
14
to Mar 15

Illinois Reading Conference

  • Bank of Springfield Center (map)
  • Google Calendar ICS

How to Embed the Seven Essential Literacy Skills into Your Content Area

All learning is based on the mastery of essential literary skills, and in this interactive presentation, educators will discover tools they need to embed literacy into all subjects. We know comprehension is based on skill-building strategies that encourage purpose and engagement; as a result, educators can effectively teach those literacy skills to support developing students as they learn to read, write, and think critically. In this presentation, educators will discover how to: expand their teaching methods to include literacy skills, introduce literacy into daily lesson planning, embed reading comprehension into any subject area, and scaffold instruction using literacy strategies to boost subject-area comprehension. (Based on Peg’s book, Clearing the Path for Developing Learners: Essential Literacy Skills to Support Achievement in Every Content Area.)

How to FRAME the First 10 Minutes of Class

Educators spend a great deal of time lesson planning; creating the best opportunities for learning for students. But, those first 10 minutes of class - building relationships and creating the engagement and motivation for the lesson is as critical. In this interactive presentation, Peg will show you how to Focus your class by writing a successful Learning Intention and Success Criteria; explore different ways to Reach each student prior to class; demonstrate how to teach students to Ask/Analyze the LI and SC, briefly Model the day’s lesson to lower student concern and finally, describe ways to Encourage all students to be their best learning selves! (Based on Peg’s book: Ready to Learn: The FRAME Method for Optimizing Student Success)

What Does It Mean to be a Not Yet Teacher?

Every learning challenge is an empowering opportunity to grow. Peg shares how teachers can help students celebrate the academic experience and all it has to offer. Learn specific ways to cultivate a not-yet classroom where productive struggle is encouraged, obstacles are valued, and students see themselves as capable learners and risk-takers. Peg will demonstrate how to design classrooms and routines that normalize productive struggle as part of the learning process. She will show you how to write and apply rigorous learning intentions and scaffolded success criteria that are student friendly, and finally we will discuss how to communicate with colleagues, students, and parents and guardians to foster positive relationships. (Based on Peg’s book: Not Yet…And That’s Ok: How Productive Struggle Fosters Student Learning)

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43rd Annual IL ASCD Pre-K, Kindergarten and 1st Grade Conference
Feb
29
to Mar 1

43rd Annual IL ASCD Pre-K, Kindergarten and 1st Grade Conference

  • Schaumburg Renaissance Convention Center (map)
  • Google Calendar ICS

Let’s Get curious!

 

In this one-hour session, participants will learn how to activate prior knowledge using a research-based graphic organizer entitled “What Do I Know?” empowering students of all abilities to share their knowledge of a topic prior to reading. Once students have shared their background knowledge and read a piece of text, students will have the opportunity to create a series of inquiry questions. According to Brugar and Roberts (2022), “…inquiry is for all students, including those who are still building the skills that inquiry requires, especially for those kids because it provides so many opportunities to adjust instructional and scaffold learning.” These inquiry questions tap into students’ natural curiosity. As a result, teachers will be able to determine learning gaps, giving students the tools they need to be successful. Finally, participants will learn how to utilize “What Do I Already Know” and QAR as formative assessments, providing purposeful and worthwhile feedback to the teacher and students.

Here are the reproducibles:

Digital handouts:

The More You Know

21 Questions to Ask Your Child About a Book

25 Activities for Reading and Writing Fun

Scott’s 3rd Grade Lesson Plan

What Do I Already Know?

Are You Asking Questions or Teaching Inquiry?

Question-Answer-Relationship

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Feb
19
to Feb 21

IDEAcon 2024

  • Renaissance Schaumburg Convention Center Hotel (map)
  • Google Calendar ICS

How to Embed the Seven Essential Literacy Skills into Your Content Area

All learning is based on the mastery of essential literary skills, and in this interactive presentation, educators will discover tools they need to embed literacy into all subjects. Comprehension is based on skill-building strategies that encourage purpose and engagement; as a result, educators can effectively teach those literacy skills to support developing students as they learn to read, write, and think critically. In this presentation, educators will discover how to: expand their teaching methods to include literacy skills, introduce literacy into daily lesson planning, embed reading comprehension into any subject area, and scaffold instruction using literacy strategies to boost subject-area comprehension. (Based on Peg’s book, Clearing the Path for Developing Learners: Essential Literacy Skills to Support Achievement in Every Content Area.)

Here are the reproducibles:

Lesson Plan for Summary

Annotation Sentence Starters

“56% of College Students Have Used AI on Assignments and Exams”

“There Will Come Soft Rains”

Write a Summary Worksheet

5Ws and H for Short Stories

Lesson Plan for Inference

“The Monsters Are Due on Maple Street

“The Scarlatti Tilt” 

It’s hard to live in a studio apartment in San Jose with a man who’s  learning  to  play  the  violin.’  That’s  what  she told  the police when she handed them the empty revolver.

My Evidence Worksheet

What’s the Subtext?”

“How AI could power the climate breakthrough the world needs”

“How Students Use AI vs. How Teachers Think They Use It, In Charts”

Exploring Cause and Effect Chart

Causes, Effects, and Solutions Chart

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Colorado Reading Conference
Feb
7
to Feb 10

Colorado Reading Conference

Embedding the Seven Essential Skills Into Every Content Area

All learning is based on the mastery of essential literary skills. In this interactive presentation, educators will discover tools they need to embed literacy into all subjects. We will be defining, demonstrating and applying the seven essential skills so educators can effectively teach those literacy skills to support developing students as they learn to read, write, and think critically. (Based on Peg’s book, Clearing the Path for Developing Learners: Essential Literacy Skills to Support Achievement in Every Content Area.)

Information about the conference…

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LitCon: National K-8 Literacy and Reading Recovery Conference
Jan
27
to Jan 30

LitCon: National K-8 Literacy and Reading Recovery Conference

Embedding the Seven Essential Literacy Skills to Support Achievement in Every Content Area

All learning is based on the mastery of essential literary skills, and in this interactive presentation, educators will discover the seven essential literacy skills. Comprehension is based on skill-building strategies that encourage purpose and engagement; as a result, educators can effectively teach those literacy skills to support developing students as they learn to read, write, and think critically. In this presentation, educators will discover how to: expand their teaching methods to include literacy skills, introduce literacy into daily lesson planning, embed reading comprehension into any subject area, and scaffold instruction using literacy strategies to boost subject-area comprehension.

View Event →
Sep
23
9:30 AM09:30

Wisconsin Education Innovations

Clearing the Path for Developing Learners: Essential Literacy Skills to Support Achievement in All Content Areas

In this workshop, reading specialis and author, Peg Grafwallner empowers K-12 teachers to embed seven literacy skills in their instruction, so that students can succeed now and later. Using this book's skill-building tools, educators in every discipline can effectively support developing students as they learn to read, write, and think critically.

Here’s the flyer…

Sign up here…

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Illinois Reading Conference
Mar
10
8:30 AM08:30

Illinois Reading Conference

How to Increase the Vigor of Your Writing Tasks

I will explain authentic writing and how to write for an authentic audience. I will demonstrate how to give students opportunities that move beyond the basic writing format and focus on writing goals that demonstrate how to think critically, creatively and credibly. Finally, I will offer writing scaffolding tools meant to engage all writers.

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Colorado Reading Conference (CCIRA)
Feb
10
to Feb 11

Colorado Reading Conference (CCIRA)

How to Be a Not Yet Teacher:

Learn ways to cultivate a not-yet classroom where productive struggle is encouraged, obstacles are valued, and students see themselves as capable learners and risk-takers; learn how to normalize productive struggle while building positive relationships.

HOW TO FRAME THE FIRST 10 MINUTES OF CLASS

Let’s FRAME your class for optimum student learning! Within the first 10 minutes of class, FRAME (Focus, Reach, Ask, Model and Encourage), an evidenced-based structured classroom opener, gives your students the tools they need to be successful.

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Wisconsin Council of Teachers of English
Nov
12
9:00 AM09:00

Wisconsin Council of Teachers of English

In the Classroom and Beyond

In this interactive presentation, we will discuss our unique roles as literacy specialists and our invaluable obligation to share as much of our knowledge with our peers; building and curating those classroom connections of reading, writing, speaking and listening. To build those connections, we must apply inquiry as the basis for a curious, passionate classroom, encouraging students to metacognitively reflect upon their own learning process. Finally, I will demonstrate how to embed inquiry into lessons and offer examples of how inquiry can empower your students to wonder and imagine in the classroom and beyond.

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Oct
14
to Oct 15

Teach Better Conference

  • The National Inventors Hall of Fame STEM Middle School (map)
  • Google Calendar ICS

Join me as I share how teachers can help students celebrate the academic experience and all it has to offer. Learn specific ways to cultivate a not-yet classroom where productive struggle is encouraged, obstacles are valued, and students see themselves as capable learners and risk-takers.

Teach Better Conference, October 14, 2022

Not Yet…And That’s Ok: How Productive Struggle Fosters Student Learning

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Jul
21
7:00 PM19:00

Virtual Book Chat

Join me as I chat with Nicole Nowlin and nearly 80 educators about my book, Lessons Learned from the Special Education Classroom: Opportunities for All Students to Listen, Learn, and Lead. I will be offering practical techniques and research-based suggestions where all students, regardless of their abilities, can be actively engaged in a vigorous, scaffolded, differentiated classroom. We will have the opportunity to discuss ways to create classroom communities and embrace all learners; while offering concrete suggestions for creating respectful parent and student partnerships.

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Association of Wisconsin School Administrators: Equitable and Engaging Literacy Strategies for All Student Abilities
Feb
11
9:00 AM09:00

Association of Wisconsin School Administrators: Equitable and Engaging Literacy Strategies for All Student Abilities

School leaders must apply research, resources, skills and strategies to help create literacy-rich classrooms. In this presentation, Peg Grafwallner, an Instructional Coach and Reading Specialist, will share various school-wide literacy supports meant for all students and all ability levels, reflecting on these valuable questions: What do we want our students to know? Why do we want our students to know it? and How can it be learned in different ways? In addition, Mike Roemer, Principal of Ronald Reagan College Preparatory high school, will offer explicit documented success showcasing the process, product, and progress of these supports. As a result, participants will be able to use these suggestions to develop their own authentic and equitable supports meant for all student abilities 

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Wisconsin State Reading Association Conference: Research, Resources, Skills and Strategies
Feb
4
11:15 AM11:15

Wisconsin State Reading Association Conference: Research, Resources, Skills and Strategies

In today’s complex and data-driven classrooms, it is imperative, now more than ever, that teachers utilize all the tools at thier disposal. As a result, teachers must apply research, resources, skills and strategies to create 21st century learning opportunities. I will offer researched articles linked to cross-curricular resources connected to specific skills related to content area strategies demonstrating how to seamlessly imbed research, resources, skills and strategies into various disciplines. Progress monitoring tools will be provided illustrating the connected outcomes. As a result, participants will be able to created lessons based in research and grounded in skill.

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Everyone Academy: The Value of Prior Knowledge on Before, During, and After Reading Strategies
Dec
26
10:00 PM22:00

Everyone Academy: The Value of Prior Knowledge on Before, During, and After Reading Strategies

Join Peg Grafwallner as she offers ways to build prior knowledge and how prior knowledge can successfully impact the application of before, during and after reading strategies.

Here’s the link from Peg’s presentation.

https://docs.google.com/presentation/d/1vKQZXPA1g-bTFB8y30J3StdSWrGRQ6pIWTwEn8hskZU/edit#slide=id.g35f391192_00

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South Kettle Moraine Reading Council: Engage All Readers with Real, Relevant, and Relatable Literacy Strategies
Nov
15
5:30 PM17:30

South Kettle Moraine Reading Council: Engage All Readers with Real, Relevant, and Relatable Literacy Strategies

For many students, disciplinary reading has been a mysterous concept they have never quite mastered. Peg will demonstrate how to apply research-based real, relevant, and relatable literacy strategies meant for all readers and all abilities. All strategies will be available through embedded links giving teachers the opportunity to use the strategy in their classes. In addition, we will discuss ways to differentiate and scaffold strategies to ensure success for all readers, and finally Peg will share various assessment tools intended to encourage reading; not evaluate the reader.

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Jun
24
to Jun 25

ASCD: Are You Planning an Activity or Teaching a Skill? (Pre-recorded)

Crafting a quality learning intention takes planning. Often, teachers will use an activity as their learning intention. The learning intention focuses on what we want our students to know and do. Create the learning intention first, then determine the success criteria that students can use to assess their understanding, then create the activity. As you plan instruction, ask yourself: What do you want your students to know? Why is that important? Can they learn this information another way? How? Design a learning intention and success criteria that support your students’ learning and skills they can apply to their academic life.

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Mar
24
9:00 AM09:00

Not Yet: Supporting Achievement in the Secondary School

WISCONSIN STATE READING CONVENTION (Virtual)

We must create opportunities of “not yet,” where educational set-backs are allowed, even encouraged in the classroom. We just design classrooms that normalize those experiences so they become part of the process and not the product for student learning; that use setbacks as trial-and-error opportunities that assist students in process learning; that highlight the positive aspects of “not yet” as it offers opportunities to learn, and finally, empower students to realize that setbacks are often a beginning point to learning and seldom the end. Attend this session to learn how to create a classroom of “not yet” utilizing pedagogy, resources, strategies, and reflections meant to highlight the challenges and successes in the middle and secondary classrooms.

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Dec
1
5:00 PM17:00

How to Create, Develop, Sustain, and Assess a Socratic Seminar

FOX VALLEY READING COUNCIL (Virtual)

The Socratic Seminar is an iconic method of teaching inquiry while using textual based evidence. However, the art of inquiry often gets lost since the teacher is usually the one asking the questions. In this presentation, Peg will offer background on the significance of teaching inquiry and how to assist students in developing confidence within questioning. In addition, Peg will demonstrate how to give students the opportunity to learn how to ask questions and the chance to improve inference skills grounded in the text. Finally, Peg will show that by embedding inquiry into your content area, students are more likely to make connections and become critical readers.

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WSRA: Are You Planning an Activity or Teaching a Skill?
Feb
6
9:30 PM21:30

WSRA: Are You Planning an Activity or Teaching a Skill?

Crafting a quality learning intention takes planning. Often, teachers will use an activity as their learning intention. The learning intention focuses on what we want our students to know and do. Create the learning intention first, then determine the success criteria that students can use to assess their understanding, then create the activity. As you plan instruction, ask yourself: What do you want your students to know? Why is that important? Can they learn this information another way? How? Design a learning intention and success criteria that support your students’ learning and skills they can apply to their academic life.

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Change Your Language; Change Your Mindset
Nov
8
to Nov 9

Change Your Language; Change Your Mindset

  • 420 Washington Avenue Cuyahoga Falls, OH 44221 (map)
  • Google Calendar ICS

As educators, we want to create empowering and engaging relationships with teachers, students, and parents. One tenet to that approach is successful and inspirational communication. However, if the language we use creates barriers to learning, our relationships may fail. Therefore, changing one’s language changes one’s mindset.

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Lessons Learned from the Special Education Classroom: Creating Opportunities for All Students to Listen, Learn, and Lead
Mar
20
12:45 PM12:45

Lessons Learned from the Special Education Classroom: Creating Opportunities for All Students to Listen, Learn, and Lead

In this workshop, Peg will share her new book, Lessons Learned from the Special Education Classroom, which offers practical techniques and research-based suggestions where all students, regardless of their abilities, are actively engaged in a vigorous, scaffolded, differentiated classroom taught by a compassionate, equitable teacher. With 25 years of classroom expertise, the author shares her down-to-earth suggestions for building classroom community and embracing all learners while offering concrete suggestions for creating respectful parent and student partnerships. 
At the end of each chapter, Peg outlines how to use the chapter in a professional book club, as a PLC resource, and as a Professional Development supplement.  

Join us as we share best practice for all students and all abilities for optimum learning.


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ASCD Empower 19 -Accept Every Student As They Are
Mar
17
to Mar 19

ASCD Empower 19 -Accept Every Student As They Are

Students come to us with packages and baggage. It is important to open and unpack each student’s background slowly and gently, with kindness, respect, and understanding. Building a relationship with a student takes time and patience, allow it to happen organically. If you force it, you’ll have to start all over and the relationship may or may not bloom. This informal presentation highlights how to create those relationships and how to make them grow.

Register Here.

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ASCD Empower19: Change Your Language; Change Your Mindset
Mar
16
to Mar 17

ASCD Empower19: Change Your Language; Change Your Mindset

  • McCormick Place West, Chicago (map)
  • Google Calendar ICS

Change Your Language; Change Your Mindset

The whole child approach to education is designed to create empowering and engaging relationships with teachers, students and parents. One tenet to that approach is successful and inspirational communication. However, if the language we use creates barriers to learning, our relationships may fail. Therefore, changing one's language, changes one's mindset. Imagine what would happen if we changed our language with students, colleagues and parents? Instead of "grades," when talking with students, we help them achieve their "goals." Instead of referring to our students as "struggling" learners, we refer to them as "developing" learners; they're just not there - yet. Finally, instead of a "rigorous" classroom, we show parents our "vigorous" classroom. This interactive presentation taps the expertise in the room and encourages all participants to examine their language and ultimately, their mindset.  

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Lessons Learned from the Special Education Classroom: Opportunities for All Students to Listen, Learn and Lead
Mar
2
3:00 PM15:00

Lessons Learned from the Special Education Classroom: Opportunities for All Students to Listen, Learn and Lead

Peg's book offers practical techniques and research-based suggestions where all students, regardless of their abilities, are actively engaged in a vigorous, scaffolded, differentiated classroom taught by a compassionate, equitable teacher. With 25 years of classroom expertise and 27 years of parent experience, Peg shares her down-to-earth suggestions for building classroom community and embracing all learners. She offers concrete suggestions in creating respectful parent and student partnerships meant to empower students and expect their success, and finally, she designs respectful ways to encourage teachers to support each other and the teaching profession. 

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