Ten Conditions for Learning: Supporting Comprehensive Literacy

Presenter(s)

Event Details

Topic:

instruction, literacy & inclusion

Format:

lecture

Subject Level:

advanced

Age Span:

preschool
kindergarten - grade 6
grades 7-12
adult

Target Audience:

AT specialist
autism specialist
consultant
educator
family member / caregiver
K-12 administration
occupational therapist
paraprofessional
physical therapist
special educator
speech language pathologist
teacher of the visually impaired
university professor / personnel

Professional Development Credits

IACET CEUs:

0.3

ACVREP CEs:

2.5

Presentation Length: 2hrs 30mins

Location:

Edina

Description:

Do you find that you are teaching the literacy routines to your emergent and early conventional learners, but are not having the success you envisioned? Perhaps deeply implementing the 10 ‘conditions for learning’ described in Comprehensive Literacy for All will help!! We will share multiple examples of the 10 elements (knowledgeable others, means of communication and interaction, repetition with variety, cognitive engagement, cognitive clarity, personal connection to the curriculum, encouragement of risk-taking, comprehensive instruction, significant time allocation, and high expectations) as they relate to the routines of both emergent and early conventional literacy. Participants will share their successful strategies and work individually and as teams to brainstorm ways to ensure implementing all 10 elements. Come and be ready to think and share!

Learning Outcomes:

As a result of this activity, participants will be able to:

• Describe at least three of the 10 elements for literacy learning, and give two examples of how to apply each to a literacy routine such as shared reading, emergent writing, or reading comprehension.

• Relate at least one idea that they have used to successfully implement at least two of the 10 elements for literacy learning.

• Identify at least one new idea for successfully implementing at least two of the 10 elements for literacy learning.

Disclosures:

Caroline Musselwhite is the owner of AAC Intervention and receives compensation as such. During her presentation she will be referencing her company and actual case studies. She has authored many books and software items and receives royalties and or consulting fees for these publications through her company, Building Wings, and the Attainment Company. She has consulted with other companies including AbleNet, Assistiveware, and Panther Technologies, but has not received money from those companies for the past 5 years.. She has consulted with nonprofit groups such as FAST and Angelman Syndrome Association. She also sells digital books through TeachersPay Teachers.
Tara Hanson works as an educational consultant and part-time as a District Coach for Northwest Suburban Special Education Organization.
Sara Gokey is paid by Bloomington Public School District
Kelly is employed by the Barrington School District.