This is a reminder to all professionals in the field. It’s not too late to register for Assessment and Instruction of Students with Language based learning difficulties:Language and Literacy Connections.
Please join us for this amazing opportunity featuring Dr. Melissa Skoczylas. Don’t miss out on the opportunity to develop and enhance your current practice and teachings!
Full Registration is $120. Deadline is Friday September 22nd. Please click here for more information and registration details.
Assessment and Instruction of Students with Language Based Learning Difficulties:Language and Literacy Connections
Join us for a full day workshop featuring Melissa Skoczylas, Speech Language Pathologist, researcher, author, and award winning instructor of Language and Literacy in the Department of Communication Sciences and Disorders, at the University of Alberta.
Come out and learn how a deeper understanding of language can be used to assist with literacy development in the area of reading comprehension.
Location: Holy Eucharist Centre, 460 Munroe Avenue, Winnipeg, Mb
Join hundreds of passionate educators in Winnipeg, Manitoba, Canada on April 12 and 13, 2017. Our line-up of speakers includes Pernille Ripp, JohnSchumacher, Linda Christensen, Richard Van Camp, Niiganwewidam James Sinclair, Sandra McTavish, Michelle Honeyford, Shelley Warkentin, and Eric Walters. For more detailed information about the summit please click here.
“Comprehension Strategies that are Tough to Teach: Fostering Metacognition”
with Tanny McGregor
MRA Spring Program on April 14, 2016 at the Victoria Inn in Winnipeg-Wellington Room Registration includes a continental breakfast and lunch.
Comprehension Strategies that Can Be Tough to Teach: Inferring, Determining Importance, Synthesizing
“Tough to teach, tough to learn.” Complex thinking strategies require explicit instruction, modeling and guided practice…and our students need to have the language to notice and name what they’re doing to make meaning of text. This is all very abstract, don’t you agree? What can we do to launch these comprehension Strategies in ways that make them comprehensible, concrete and incremental? In this session we match the “why” with the “what”, providing a menu of options to elevate the level of student thinking when interacting with text. Abstract doesn’t have to mean impossible!
Fostering Metacognition: The Invisible Ingredient in the Reading Recipe
Do you want to foster reflection and metacognition in your classroom? Do you need ideas to help students make these abstract concepts visible and concrete? Let’s explore a multitude of ways to merge research and practice in engaging ways students will love. We’ll use realia (concrete objects or artifacts), images, sketching and complex text to help students understand what metacognition is and what it can do for readers and thinkers. Your students have insightful thinking. Let’s help them reflect upon it and enable them to share their thinking with the world!
Who should attend? K-8, classroom teachers, resource teachers, reading clinicians, literacy consultants, coaches and support teachers, school teams, administrators.
Registration Information: Limited seats, so don’t delay.
Early Bird (on or before Feb. 1, 2016) MRA Member $100 Non- member $125
Creating Pathways for All Learners: Transforming Principles into Practice
Date: November 30, 2015
Location: Canad Inns Polo Park 1405 St. Matthews Ave
Time: 8:45-3:30 (Registration starts at 8:00- coffee and pastries served)
Join us for a dynamic full day workshop with Dr. Leyton Schnellert- researcher, author, and Assistant Professor in the Faculty of Education, University of British Columbia. Dr. Schnellert’s research interests address inclusive education, self- and co-regulation, the use of formative assessment to inform cycles of collaborative inquiry, how teacher professional development relates to student diversity and literacy.
In this workshop, Dr. Schnellert will discuss how deeper understanding can be created with the use of inquiry and project based learning. He will describe the importance of responsive teaching and self-regulation by connecting evidence-based principles to assessment, planning and instruction. Creating pathways in writing, technology, and new literacies will be explored so that we may transform principles into practice and create inclusive classrooms for middle and senior high students.