Aug. 17 & 18
Schedule at a Glance
Aug. 17
- Redefining Teaching with Technology using the SAMR Model | 8:30-9:30 a.m.
- Metacognition and Closing the Learning Gap | 9:45-10:45 a.m.
- Praise vs. Encouragement and its Impact on Motivation | 11 a.m. - 12 p.m.
- Lunch Break | 12-1 p.m.
- Technology Tools for Hybrid Instruction | 1-2 p.m.
- Meeting the Needs of English Learners in a Pandemic Era: Advocacy, Relationships, Pedagogy and Reflection | 2:15-3:15 p.m.
Aug. 18
- Creating School and Classroom Cultures that are Safe and Welcoming for All Students | 8:30-9:30 a.m.
- Best Practices for Addressing Social and Emotional Learning and Content Area Literacy in All Classrooms | 9:45-10:45 a.m.
- Creating and Editing Video for Hybrid Instruction | 11 a.m. - 12 p.m.
- Lunch Break | 12-1 p.m.
- Session Nine (TBA) | 1-2 p.m.
- Session 10 (TBA) | 2:15-3:15 p.m.
Session One | Redefining Teaching with Technology using the SAMR Model
This virtual session will present participants an opportunity to learn about the various levels of the SAMR model. The SAMR Model is a framework used to assist teachers to reflect on technology integration in the classroom. This session will explore the four levels of the SAMR model, which include, Substitution, Augmentation, Modification and Redefinition. Participants will view examples of teaching and learning with technology while in the substitution and augmentation levels help teachers with traditional tasks and collecting valuable student data, as well as tin the Modification and Redefinition levels where technology is integrated to transform learning experiences, deepen learning experiences, and lead to higher student autonomy and achievement.
After learning more about the SAMR model, a collaborative discussion will address questions, and explore and share ideas, strategies, projects and resources to support meaningful technology integration in the classroom (virtual and face to face).
Know
How SAMR Model can help guide meaningful technology integration in the classroom.
Understand
The various levels of technology integration and selecting the right digital resources to support the lesson objectives.
Be Able To
Describe various levels of SAMR model and design lessons that utilize technology at various levels of SAMR model.
Dr. Susan Kandianis is the Supervisor of Educational Technology at Colonial Intermediate Unit 20. During her 25-year career in education, she has served as a classroom teacher, instructional coach, technology integration leader, coordinator of educational technology and currently as the Supervisor of Educational Technology at CIU20. She coordinates and facilitates technology-focused professional development for teachers, and provides curriculum and technology guidance for educational leaders in 13 school districts throughout Northampton, Pike and Monroe counties. She is a steadfast advocate of providing quality teaching and learning support to educators so they are able to design student-centered learning environments, virtual or face-to-face, to meet the needs of all learners.
-
Education
- Doctor of Education in Educational Technology | Wilkes University, Wilkes-Barre, PA
- Supervisor of Curriculum and Instruction Certification | Lehigh University
- Master of Science in Education/Instructional Technology Certification | Wilkes University, Wilkes-Barre, PA
- Bachelor of Science in Education | Kutztown University, Kutztown, PA
- Online Instruction Endorsement | East Stroudsburg University/Colonial Intermediate Unit 20
Dr. Grace Surdovel is a full-time, masters-level faculty member in the School of Education. Along with serving as a full-time faculty member, Dr. Surdovel also serves as the program coordinator for the technology programs at the master’s level. Dr. Surdovel has worked at Wilkes since August, 2008 and have served in a variety of capacities in the EdD and Masters programs. Dr. Surdovel was hired as a full-time faculty member in June of 2013 and also served as department director from 2014-2016. Her research interests focus on equity, campus climate, technology integration as well as the integration of the arts into classroom practice.
Education
- Doctor of Education in Educational Technology | Wilkes University, Aug. 2015
- Master of Science, Information Science | Marywood University, Aug. 2007
- MArt Education Certification K-12 | Marywood College, May 1990
- Bachelor of Fine Arts, Graphic Design | Marywood College, Jan. 1986
Session Two | Metacognition and Closing the Learning Gap
Understand
Why gaps might exist even when competent online instruction occurred.
Understand
Practices that will help educational leaders and teachers organize instruction to address learning gaps.
Identify
Strategies that will help educators differentiate instruction to address gaps.
Dr. Vicki Jones is an assistant professor in the school of education’s graduate department. She earned her Ed.D. in Educational Leadership with a concentration in Curriculum and Instruction from Wilkes University. She holds a Master of Science in Education for Reading Specialists from Old Dominion University, another Master of Science in Educational Leadership from Virginia Polytechnic Institute and State University, and a Bachelor of Science in Education from East Stroudsburg University. Before joining Wilkes University as an Assistant Professor, Dr. Jones worked in both Virginia and Pennsylvania as either a public school teacher, reading specialist, building administrator, central office administrator and/or adjunct professor. She is currently researching the impact interpersonal and intrapersonal competencies can have on students’ and educator’s academic and personal achievement.
Session Three | Praise vs. Encouragement and its Impact on Motivation
Do you find yourself saying "good job" every time a child does something desirable? How can we move past these phrases to encourage students and give more specific feedback in ways that are more motivating? This session offers some practical suggestions of ways we can "reword" our vocabulary to move toward encouragement rather than relying on praise. We might just unlock some strategies to motivate our students!
Distinguish
The difference between praise and encouragement
Promote
Intrinsic motivation in students by using encouragement vocabulary
Session Four | Technology Tools for Hybrid Instruction
Explore new ways of instruction and assessment
Through a better understanding of how students learn, teachers will learn how technology tools and resources can promote instruction, assessment, and agency using methods that include a wide variety of learning needs.
Foster continued collaboration and learning communities
Explore ways to collect and respond to student data based on their learning. Increase opportunities to include 21st-century learning skills into classrooms K-12, and allow students to practice with collaboration in face-to-face and digital settings.
Dr. Grace Surdovel is a full-time, masters-level faculty member in the School of Education. Along with serving as a full-time faculty member, Dr. Surdovel also serves as the program coordinator for the technology programs at the master’s level. Dr. Surdovel has worked at Wilkes since August, 2008 and have served in a variety of capacities in the EdD and Masters programs. Dr. Surdovel was hired as a full-time faculty member in June of 2013 and also served as department director from 2014-2016. Her research interests focus on equity, campus climate, technology integration as well as the integration of the arts into classroom practice.
Education
- Doctor of Education in Educational Technology | Wilkes University, Aug. 2015
- Master of Science, Information Science | Marywood University, Aug. 2007
- MArt Education Certification K-12 | Marywood College, May 1990
- Bachelor of Fine Arts, Graphic Design | Marywood College, Jan. 1986
Kate Skinner currently serves as a Social Studies and Special Education teacher and Coordinator of the Special Education Department at Penncrest High School in Media, Pa. As part of her role at Penncrest and the Rose Tree Media School District, Kate has served in the following capacities.
- Special Education Teacher and Department Coordinator/History Teacher
- Equity Team Member and Staff Development and Engagement Chair
- Extended School Year Teacher
- Schoology Integration Pilot Member
Kate holds a Bachelor of Science degree in Special Education (K-12) and Bachelor of Arts degree in History and Social Studies Education (7-12) as well as a Masters of Education degree in Special Education from West Chester University. Kate will complete her Masters of Science in Education with a major in Instructional Technology and PA Instructional Technology Specialist Certification from Wilkes University in Aug. of 2021.
Samantha Lurch is currently completing her degree and internship for the Masters in Instructional Technology with the PA Instructional Technology Specialist Certification. Prior to pursuing her MS from Wilkes, Samantha earned a Bachelor of Science degree in Social Studies Education from Kutztown University in 2014. Samantha currently serves as a full time 7th grade social studies teacher for Commonwealth Charter Academy. Prior to joining CCA, she served as a substitute teacher in the Schuylkill Valley and East Penn School Districts. In her work at CCA, Samantha also serves in the following capacities.
- 7th Grade Social Studies and World History Teacher
- 7Managed student experience within multiple learning management systems
- 7Created the 6th, 7th, and 8th grade social studies courses in CCA LMS
Session Five | Meeting the Needs of English Learners in a Pandemic Era: Advocacy, Relationships, Pedagogy and Reflection
Participants will understand
- TESOL’s Six Principles of Exemplary Teaching
- The value of strength-based instructional planning and dangers of a deficit mentality.
- How to apply practical strategies for meeting students’ needs and establishing effective relationships with students and their parents.
Dr. Eduardo Antonetti was born and raised in Puerto Rico where he learned English as a second language, and he has been a public school educator in the US mainland since 1996. Dr. Antonetti worked as a TESOL and bilingual educator with adolescent and adult immigrant students in New York City and also taught high school social studies in New York and Pennsylvania for fourteen years. Dr. Antonetti has been teaching graduate education courses at Wilkes University since 2005 and has served as a building and district administrator in Pennsylvania since 2010. In addition to his work as a district curriculum and ELD program supervisor, Dr. Antonetti is also the Diversity at Large board member for the Pennsylvania Principals Association and is actively involved in leading statewide equity and diversity efforts. Dr. Antonetti is committed to promoting excellence in the education of ELs and multilingual learners.
Education
- Doctor of Educational Leadership | Wilkes University, Aug. 2020
- Master of Science, Educational Leadership | Wilkes University, June 2009
- Master of Science in Teaching Secondary Education - Social Studies | New School for Social Research, Jan. 1996
- Bachelor of Arts, Philosophy | Georgetown University, May 1994
Session Six | Creating School and Classroom Cultures that are Safe and Welcoming for All Students
TBA
Session Seven | Best Practices for Addressing Social and Emotional Learning and Content Area Literacy in All Classrooms
Three Educational Leadership program candidates will present their literature reviews from ED 517: The Principal as Educational Leader.
The first presentation will explore some of the barriers to SEL implementation, best practices for integrating SEL standards and activities in the classroom, and the benefits of SEL for students and teachers.
The second presentation will investigate the scope and impact of social-emotional learning and literature, the role of social-emotional learning in schools, the role of literature in social-emotional learning and the implications of social-emotional learning through literature in the classroom.
The third presentation will examine literacy misconceptions and advocate for all educators, regardless of discipline, to expand their role to also include that of the literacy teacher with content-specific expertise.
Learn
About the importance of SEL and best practices for implementing it across the curriculum.
Develop
An understanding of the unique opportunities for teaching SEL through literature.
Learn
Best practices for teaching literacy through the content areas.
Session Eight | Creating and Editing Video for Hybrid Instruction
Demonstrate
A basic understanding of the role video content and storytelling play in the learning experience.
Engage
In the process of video creation, editing and integration.
Utilize
The tools needed for integration of captioning in a video package.
Apply
The video creation, editing and integration into instructional practice.
Dr. Grace Surdovel is a full-time, masters-level faculty member in the School of Education. Along with serving as a full-time faculty member, Dr. Surdovel also serves as the program coordinator for the technology programs at the master’s level. Dr. Surdovel has worked at Wilkes since August, 2008 and have served in a variety of capacities in the EdD and Masters programs. Dr. Surdovel was hired as a full-time faculty member in June of 2013 and also served as department director from 2014-2016. Her research interests focus on equity, campus climate, technology integration as well as the integration of the arts into classroom practice.
Education
- Doctor of Education in Educational Technology | Wilkes University, Aug. 2015
- Master of Science, Information Science | Marywood University, Aug. 2007
- MArt Education Certification K-12 | Marywood College, May 1990
- Bachelor of Fine Arts, Graphic Design | Marywood College, Jan. 1986