A research-based, practitioner-focused session on technology-based instructional design, strategies, and applications that engage students with school-owned, 1:1, or student-owned technology.
- “Dr. Boyd first presented to our secondary division teachers in 2016, and they found his session “From Consumers to Creators: Effective Strategies to Increase Student Engagement in Technology-Rich Learning Environments” to be so beneficial that they requested he be invited back to present at this summers professional development. Once again, teachers left his session with resources and strategies that they could implement from day one of the school year.” Secondary Director
- “Reframed my thinking about student-generated materials and how it can be implemented into daily teaching.” Secondary Teacher
- “I’ve loved that I was able to learn how to use so many applications to integrate technology into my classroom.” Secondary Teacher
Session participants will explore research-based best practices for teacher relationship building, lesson planning, instructional activities, and grouping strategies to serve all students in inclusive classroom environments.
- “Although co-teaching and the inclusion classroom is what is best for students, some teachers struggle with this approach. Dr. Boyd’s session “Co-Teaching in the Inclusion Classroom” addresses not only the instructional side of this partnership but also the relationship aspect. Our secondary teachers found the information to practical, and they are looking forward to using the grouping and instructional techniques they learned.” Secondary Director
- “Having personal experience both within the classroom and as a formal instructional leader, Dr. Boyd is permitted to provide knowledge confidently through multiple lenses. The inclusion model of teaching has many intricate pieces, and Dr. Boyd was able to explain the purpose, effective planning, and members’ roles in a manner that was empowering. This experience was beneficial for our classified and certified staff.” Secondary Principal
Workshop participants will be exposed to research-based lesson planning, instructional activities, and formative assessment models that address the cognitive, affective, and psychomotor domains, including strategies to address introversion and extroversion in the classroom.
Session participants will explore a wealth of research-based instructional strategies to address the grouping, questioning, and problem-solving indicators of the TEAM Instructional Rubric while increasing rigor in the classroom.
Instrument used to gather feedback and continue conversations from professional learning sessions and conference presentations