Concept-Based Instruction: Designing Effective Lesson Plans Using Tools to Support Inquiry and Transfer By Lois A. Lanning And Tiffanee M. Brown 3rd February 2019, Adliswil, Switzerland

Overview:   Learning experiences are what bring a Concept-Based Literary classroom to life and what engages the hearts and minds of students. In this hands-oninquiry based workshop, participants will experience Concept-Based Curriculum andlnstruction in action while also learning effective tools for designing learning experiences that cultivate a deep conceptual understanding. This includes guided time to begin designing a Concept-Based lesson to be used in your own classroom. Participants will gain access to material from Concept-Based Literacy Lessons: Designing Learning to Ignite Understanding and Transfer (in press). This workshop is designed for teachers who have previously participated in the initial two-day Concept-Based Curriculum and Instruction for the Thinking Classroom workshop. Participants in this workshop will explore questions such as:   What does Concept-Based Curriculum and Instruction actually look and feel like? How can I move from a written Concept-Based Curriculum Unit to what is actually taught in the classroom? How can I balance inductive inquiry with explicit skill instruction? What role do my familiar instructional techniques play in a Concept-Based Literacy classroom?   Agenda:   9:00 A.M. - 10:45 A.M.   Concept-Based Literacy in Action   Engage in a Concept-Based Literacy lesson Reflection Review lesson in relation to Concept-Based Lesson Planner   10:45 A.M. -11:00 A.M. Break   11:00 A.M. -12:30 P.M.   A Closer Look at Learning Experiences   Key attributes of Concept-Based literacy Structuring learning through inductive inquiry Balancing inductive inquiry and explicit instruction Developing Three-Dimensional Learning Experiences and the role of familiar high-impact literacy practices   12:30 P.M. - 1:30 P.M. Lunch   1:30 P.M. - 4:00 P.M.   Putting it All Together: Designing Concept-Based Literacy Lessons that Develop Conceptual Understanding   Lesson Planning Flow Chart Step 1: Reference the Concept-Based Curriculum Unit Step 2: Identify Learning Targets Step 3: Prepare Lesson Opening Step 4: Design Learning Experiences and Suggest Ways to Differentiate Step 5: Assessment Step 6: Lesson Reflection Questions and Closing Thoughts BIO:   Lois A. Lanning   Ph.D., is an author and independent education consultant. She presents and works with districts at the international, national and state levels in the areas of literacy and Concept-Based Curriculum design. Her upcoming 2018 book, co-authored with Tiffanee Brown, is titled, Moving Literacy Beyond Skills to Understanding and Transfer: Designing Concept-Based ELA Lessons, Corwin Press Publisher. In addition to writing professional articles and teacher resources, Lois is the author of the bestselling book, Four Powerful Strategies for Struggling Readers Grades 3-8: Small Group Instruction that Improves Comprehension, a joint publication between Corwin Press and the International Reading Association, c. 2009, Designing a Concept-based Curriculum for English Language Arts: Meeting the Common Core with Intellectual Integrity, K-12. Corwin Press, c. 2013, a chapter in The Best of Corwin: Differentiated Instruction in Literacy, Math, and Science, Leslie Laud, Editor, c. 2011, Corwin Press, Transitioning to Concept-Based Curriculum and Instruction, co-authored with longtime colleague and friend, H.L. Erickson, Corwin Press, c. 2014, and Concept-Based Curriculum & Instruction for the Thinking Classroom 2 nd edition, (2017), co-authored with H. Lynn Erickson and Rachel French. Lois was a classroom teacher, K-12 reading consultant, special education teacher, elementary school principal, district curriculum director, adjunct professor, and finally, an assistant superintendent of schools for the last 12 years of her career in public schools. Lois is the recipient of numerous awards and recognitions. Her hobbies include reading, biking, hiking, and traveling. Lois currently lives in West Hartford, Connecticut with her husband. She has two children, and two grandsons, Christopher and Ryan, whom she absolutely adores.     Tiffanee M. Brown   MS SpEd, is an Independent Dr. H. Lynn Erickson and Dr. Lois A. Lanning Concept-Based Curriculum and Instruction Presenter and Trainer. She is a National Board Certified English language arts teacher, an educational consultant, and a teacher-leader in her school district. Before transitioning to her current position as the English Language Arts Consultant Teacher for the Burlington-Edison School District, she taught language arts, social studies, reading interventions, service learning, and various middle school elective classes. Tiffanee currently facilitates the development of Concept- Based Curriculum and Instruction, supports K-12 literacy across the district, and assists with the new teacher induction and mentoring program. Tiffanee is highly trained in the areas of Concept-Based Curriculum and Instruction, literacy, inquiry, social studies, and special education. Tiffanee is the coauthor of The Concept-Based Guide to Planning ELA Lessons: Moving Literacy Beyond Skills to Understanding (in press). Tiffanee currently lives in Mount Vernon, Washington with her husband, Kyle, and their two very active children, Alexa and Gavin. Investment:   USD- 550/- Early Bird Offer till 1st October, 2018   USD- 600/- Closing Date 15th December, 2018 Discount Offer: If you also register for the Two Days workshop of Lois A. Lanning on 1st - 2nd February 2019, you will be given a discount at the rate of USD: 450 Venue:       Zurich International School, Upper School Eichenweg 2, 8134 Adliswil, Tel. No.- +41 (0) 58 750 2400     Timings:   8:30 am to 3:30 pm Registration at 8.30 am on the 3rd of February 2019. Contact:   Shonal Agarwal CEO Email: shonal@chaptersinternational.com chaptersinternational@gmail.com Website: www.chaptersinternational.com