TARGET AUDIENCE: Gr 4-9 teachers, and pre-service teachers.
“ We read to know we are not alone.” - CS Lewis
For many of us, one of the greatest pleasures in life is embracing the companionship of a great book, and yet for some learners their reading roadblocks bar the path to enjoying this solitary pleasure. There are many teaching approaches out there that can help older readers who require additional support with their reading development. The question we are left asking is, which ones work best for my students? This Collaborative Community gathers middle school educators to support and guide them in finding the best approach to meet their students needs.
Each of our three meetings will begin with a 15 minute mini-lesson which will highlight key ideas and strategies such as
For the remainder of our time together in each session, participants can choose to continue talking about these ideas or dig into roadblocks or questions they are facing in their own contexts with other middle school teachers. This series will be intentionally structured to encourage and develop collaboration between participants; please be prepared to support one another and share in the process.
is a Designer of Professional Learning with the Calgary Regional Consortium. Her areas of focus include literacy and inclusive education. She is presently continuing her Master of Education Studies at Queen's University, specializing in literacy. Kim’s teaching career spans over 30 years, ten as a classroom teacher at Foothills Academy Society, a school specializing in children with Learning Disabilities and ADHD. Kim has designed several e-courses for teachers, titles include Learning Disabilities and Introduction to Literacy and Numeracy Progressions.Jodi Taylor
is a Designer of Professional Learning with the Calgary Regional Consortium with a focus on inclusive education and literacy. She has been a teacher for 20 years at the middle and high school levels with a primary focus on Humanities courses. Jodi has extensive training in gifted education, Visible Thinking, differentiation, supporting affective student needs, integrated curriculum and literacy assessment and intervention strategies.Charlie Kraig
is an educational consultant for Learning Network Educational Services. Experience as a classroom teacher (Gr 1-12), school-based coordinator (LA/SS and Inclusive Education), and vice principal (K-8 school), helps her craft unique professional learning opportunities for educators. She is passionate about instructional leadership and improving teacher practice for all learners’ benefit.
This series will be recorded and available to all registrants after each session occurs.