About the Conference
The 24th Annual Learning Differences Conference examines the work on differentiated instruction and methods for individualizing the teaching process to address the needs of a wide range of learners.
Within this context, the conference addresses the recent focus on executive function, motivation, and engagement and the implications for assessment and teaching across different grade-levels and content areas.
Cutting-edge approaches are discussed for individualizing instruction and embedding executive function strategies in the curriculum across the grades. The implications of these findings for students with learning and attention problems are addressed.
During the conference participants will address the following critical questions:
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How can we provide differentiated instruction so that we can reach and teach ALL students?
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How do we foster motivation, self-confidence and persistence in students in an era of high stakes testing?
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How do weaknesses in executive function processes affect students’ academic performance across the grades?
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How do we teach executive function strategies in the context of the classroom curriculum?
- How can peer mentoring programs be used by schools to build students’ motivation, effort, and strategy use?
Download the full conference schedule here.
Plenary Sessions Friday, March 13
Lynn Meltzer: Making Differentiated Instruction work: Promoting Executive Function Strategies, Motivation, and Engagement
In this presentation, Lynn Meltzer examines the recent research on executive function and motivation and the implications for creating differentiated classrooms. The session focuses on classroom techniques for individualizing instruction and embedding executive function strategies in the curriculum across the grades. Discussion centers around the implications for engaging and motivating students and for increasing persistence and resilience in students with learning and attention problems.
Paul Reville:
Learning Differences in 21st Century Education Reform Policy
This session will focus on the policy implications of prescriptions for addressing learning differences. The Secretary of Education will outline a vision of policies and practices necessary to construct a 21st century learning system. The policy, political, and financial impediments to the development of such a system will also be discussed.
Beth Doll:
Making the Classrooms that Help Kids Succeed
Classroom learning environments can prompt students to be developmentally competent or predispose them to struggle. This presentation will frame the characteristics of classrooms that are critical for students’ success. Beth Doll also describes a collaborative, data-based problem-solving strategy that engages teachers, students, and families in strengthening classrooms.
Plenary Sessions Saturday, March 14
Carol Ann Tomlinson:
Defensible Differentiation: How Does It Look in Action?
Teaching with student differences in mind seems almost imperative as classrooms become diverse. While there has been a growing conversation about "differentiation" in the U.S. and internationally, there is less discussion about what would constitute "defensible differentiation." Unless differentiation is rooted in educational best practice, an approach designed to support the success of academically diverse student populations is likely to fall short of its promise. In this session, we will examine several non-negotiable principles of quality differentiation and see how these principles might look when translated into action in the classroom.
Karen Harris:
Self-regulated Strategy Development in Writing: Critical Roles of Executive Function and Motivation
Many students with learning disabilities struggle with writing and need explicit, intensive instruction and support to develop skills, as well as composition strategies, self-regulation of the writing process, and positive attitudes about themselves as writers. Studies show that self-regulated strategy development (SRSD) has resulted in improvements in quality, length, and structure of students’ writing; knowledge of writing; attitudes about writing; and self-efficacy. The SRSD method of instruction and its emphasis on executive function and motivation will be examined.
Steve Graham:
Teaching Writing: Evidence-Based Practices
This session presents evidence-based writing practices that have been drawn from experimental, single-subject, and qualitative research. This includes Tier 1 practices that should be applied with all students, as well as Tier 2/3 practices that improve the writing performance of struggling writers, including those with learning disabilities.
Rick Lavoie:
Batteries NOT Included: Motivating the Struggling Learner
Educational professionals use a variety of strategies to motivate struggling students. Unfortunately, most of these methods (punishments, reward systems, competition, etc.) are ineffective. In a recent university study, teachers described 35% of their students as “unmotivated or disengaged”. This presentation will explore, define and demonstrate an innovative approach to inspiring children to reach their fullest potential.
Conference Format
The conference includes a combination of plenary sessions and smaller concurrent sessions to provide opportunities for in-depth discussion with faculty. There is an emphasis throughout on the application of theory and research to educational practice and the realities of teaching strategies in the classroom.
Who should attend
The conference is designed for professionals in education, psychology, child development, speech and language pathology, and other related fields.
Faculty
Conference Chair: Lynn
Meltzer, Ph.D.,
Director of Assessment & Research Institute for Learning and Development & ResearchILD; Associate in Education, Harvard Graduate School of Education; Adjunct Associate Professor, Department of Child Development, Tufts University
Conference Chair: Kurt Fischer,
Ph.D., Charles Bigelow Professor of Education; Director, Mind, Brain,
and Education Program, Harvard Graduate School of
Education
Conference Chair: Thomas Hehir,
Ed.D., Professor of Practice and Director of the School Leadership Program,
Harvard Graduate School of Education
Anthony S. Bashir, Ph.D., Disability Services Coordinator and Director, Writing and Academic Resource Center, Emerson College
Beth Doll, Ph.D., Professor and Director of the School Psychology Program, University of Nebraska, Lincoln
James Earley, Ed.D., Managing Director, Walker School Partnerships
Kathleen Fucci, M.Ed., General Education Teacher, Watertown Public Schools
Steve Gould, Ed.D., Program Director for Educational Leadership; Assistant Professor, Lesley University
Steve Graham, Ed.D., Professor and Currey Ingram Chair in Special Education, Vanderbilt University
Lynn Gray, B.A., SMARTS Training Coordinator, ResearchILD
Karen Harris, Ph.D., Professor and Currey Ingram Chair in Special Education, Vanderbilt University's Peabody College (TN)
Kalyani Krishnan, M.A., Assistant Director of Assessment; Language and Learning Specialist, Institute for Learning and Development
Richard D. Lavoie, M.A., M.Ed., Author, Educational Consultant
Laura Sales Pollica, M.A., Coordinator of Conference Programs, ResearchILD; Educational Specialist, Institute for Learning and Development
Jefferson Prince, M.D.,Director of Child Psychiatry, North Shore Medical Center, Salem, Massachusetts; Staff Member, Child Psychiatry and Pediatric Psychopharmacology Clinics, Massachusetts General Hospital; Instructor in Psychiatry, Harvard Medical School
Gabrielle Rappolt-Schlichtmann, Ed.D., Research Scientist, CAST, Inc.
Paul Reville, Ph.D., Secretary of Education, Commonwealth of Massachusetts; Senior Lecturer on Education, Harvard Graduate School of Education
Bethany Roditi, Ph.D., Co-Founder and Director of Education, Institute for Learning and Development; Co-Founder and Vice President, ResearchILD
L. Todd Rose, Ed.D., Research Scientist, Center for Applied Special Technology (CAST);
Adjunct Lecturer on Education, Harvard Graduate School of Education
Patricia Sclafani-Hinkley, M.A., Consultant and former Special Education Teacher
Valerie Spencer, M.Ed., Assistant Headmaster, New Mission High School, Roxbury, MA
Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor and Chair,Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia
General Information
Program fee
The comprehensive program fee of $750 includes all program and instructional materials, breaks, a reception, and a certificate of completion. Payment or a purchase must be made 30 days from registration and prior to program start.
Professional development points
At the conclusion of the program, participants will receive a letter confirming clock hours of instruction at the Harvard Graduate School of Education.
Accommodations
Hotel accommodations are made available to participants
at a reduced rate. Travel and hotel accommodations are the responsibility of the individual participant.
Sheraton Commander Hotel
$203/ plus tax
Reservations:888-627-7121
Deadline: February 11, 2009
Reference: Learning Differences
www.sheraton.com/commander
The Inn at Harvard
$219/ plus tax
Reservations:800-458-5886
Deadline: February 18, 2009
Reference:HGSE, Learning Differences
www.theinnatharvard.com
Harvard Square Hotel
$169/ plus tax
Reservations:800-458-5886
Deadline: February 18, 2009
Reference: HGSE, Learning Differences
Cancellation policy
Cancellations must be submitted via fax or email. Full refunds will be given up to 30 days prior to the start of the program. Due to program demand and pre-institute preparations, cancellations received 29–14 days prior to the start of the program are subject to a fee of 10% of the program tuition. Cancellations received within 13 days prior to the start of the program and no-shows are subject to the full program tuition. Please note: Cancellation fees are based upon the date the written request is received.
Group Registrations
You will be asked to identify your group name during registration. In order to help us best serve your group, please try to use the same identifier as your teammates, e.g. “Cambridge High School Group,” or “Essex County Group,” or “John Harvard’s Cambridge Team.”
Please note that we are unable to offer group discounts.
We ask that changes to group participant lists take place at least two weeks prior to the start date of the program. If individual or team replacements are made within 14 days of the program start date, PPE may not be able to incorporate these changes into some or all of the program materials. We will make our best effort to incorporate requested changes where possible.
The Harvard Graduate School of Education affirms the right of all individuals to equal treatment in education without regard to race, age, religion, sex, marital status, sexual orientation, handicap, national origin, or any other considerations that are extraneous to effective performance. The Harvard Graduate School of Education will accommodate anyone with disabilities.
The Harvard Graduate School of Education reserves the right to cancel the program and change faculty at its discretion. In the unlikely event of program changes, the school is not responsible for non-refundable travel arrangements or other planning costs incurred.
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