Pearson's Assessment Training Institute (ATI) was founded by Rick Stiggins to help teachers improve student achievement by integrating student-involved classroom assessment into day-to-day instruction.
Teachers act on more than test data; they also act on information gathered daily in the classroom. That information needs to be accurate and they need to know how to use it well. To attain the achievement gains promised by the research on formative assessment, the ultimate user of assessment information must be the student. ATI's research-based approach uniquely emphasizes the role of the student in the assessment process.
This one-day workshop supports participants in using Writing Coach in order to differentiate instruction and meet the needs of all students. Participants explore how to use mentor texts, student models, and accessible strategies in order to help develop their students’ writing skills. Participants also examine how to select and incorporate appropriate grammar lessons into their instruction. During this workshop, participants examine and practice implementing the differentiated instruction supports that are built into the program.
Literacy Professional Development for QuickReads® is designed to help teachers who are implementingQuickReads® bridge the gap between knowledge and implementation. Our on-site workshops will help teachers deepen their understanding of scientifically based reading instruction, build pedagogical knowledge, and implement best practices in their classrooms.
This two-day training helps teachers incorporate the 6-Traits into their writing instruction and provides a way to view and discuss student work. The original 6-Trait rubric was developed by teachers and for teachers, and is a tool for thoughtful, effective assessment and instruction.
This two-day program goes beyond foundational RtI information to help K–12 administrators adapt instruction for struggling readers. Participants practice analyzing data and deciding on an instructional path, making decisions as a collaborative team, and reviewing data to analyze whether interventions worked and what to do next. Breakout sessions for Grades K–3 and 4–12 allow participants to focus on grade-level solutions to differentiate instruction, catch students who are falling behind, and decrease the number of students referred to special education.
The Foundational Overview of the Common Core State Standards for English Language Arts is a comprehensive, two-day workshop that provides participants with an opportunity to explore all components of the Common Core State Standards (CCSS) in English Language Arts (ELA). The first day emphasizes the implications of standards on ELA content, curriculum, and assessment. This workshop addresses College and Career Readiness anchor standards for four strands, and the progression and integration of the performance expectations within each strand. The second day focuses exclusively on reading and writing standards. Comprehension, text complexity, and informational texts are the highlights of the reading portion. The writing portion highlights the three genres emphasized by the CCSS, particularly Argumentation.
Developed with literacy expert and author Enrique Puig, the Literacy Leadership Team and Response to Intervention (RtI) program goes beyond the basic ideas of literacy coaching to help K–12 districts and schools set up an effective literacy leadership team, use the leadership team in a successful RtI system, and enhance collaboration in the RtI process. This two-day workshop provides a practical approach to building a literacy leadership team and aligning the roles of the literacy coach and the leadership team in a successful system.
In this course, teachers be introduced to thematic learning and cooperative learning techniques. Teachers will have a chance to develop lesson plans with these ideas in mind. You are given practical tools for classroom management and ways in which you can guide students to think about their own process of learning. Portions of this course have been reproduced from the encyclopaedia of informal education: www.infed.org
Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordinarily dynamic and diverse museums and galleries; it gives you pathways into museum resources, and shares examples of teachers and museum educators making the most of museum artefacts.