BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//The Windward Institute - ECPv6.15.17//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://thewindwardinstitute.org
X-WR-CALDESC:Events for The Windward Institute
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20250309T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20251102T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20260308T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20261101T060000
END:STANDARD
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20270314T070000
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20271107T060000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260720T090000
DTEND;TZID=America/New_York:20260723T150000
DTSTAMP:20260502T181016
CREATED:20260326T133224Z
LAST-MODIFIED:20260501T134123Z
UID:10000545-1784538000-1784818800@thewindwardinstitute.org
SUMMARY:4-DAY MATH INSTITUTE: Building Structure\, Fluency\, and Mathematical Reasoning
DESCRIPTION:Adaptable to your schedule!  \nJoin us for this four-day institute with leading researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute. \nDates: July 20-23\, 9:00 am- 12:00 pm EST\nLocation: Virtual\nCredits: NYCTLE credits – 3 hours per workshop \n  \nDay 1: Mathematics Vocabulary: What do words have to do with it? \nPresenter: Elizabeth Stevens\, PhD \nDescription:\nMathematics vocabulary can be challenging for students\, especially those with mathematics difficulty\, because so many terms carry multiple meanings both across subjects and within math itself. Yet research consistently shows that strong math vocabulary is tightly linked to stronger math performance\, making it essential for helping students communicate their thinking\, make sense of word problems\, and engage confidently with new content. This session invites teachers to dig into the complexity of math language\, explore different types of vocabulary\, and understand why using precise terms (like numerator instead of “top number”) truly matters. Educators will learn how to identify high‑impact words using a database of critical math terms\, and learn five practical instructional routines designed to make vocabulary instruction more powerful and engaging. Through hands‑on practice\, collaborative planning\, and ready‑to‑use digital resources\, teachers will leave equipped to strengthen students’ mathematical language and elevate classroom discourse. \nKey Learning Objectives: \n\nExplain why mathematics vocabulary knowledge supports understanding of mathematics concepts\nExplain how to prioritize terms for instruction\nIdentify and learn practices for teaching and reviewing mathematics vocabulary\nPlan ways to implement and apply content learned in your instructional setting (e.g.\, classroom\, small group\, coaching)\n\n  \n Day 2: A Structured Approach to Solve Addition Math Word Problems \nPresenter: Elizabeth Hughes\, PhD \nDescription:\nThis session introduces participants to the principles of schema-based instruction\, an approach that helps students make sense of word problems by recognizing underlying mathematical structures rather than relying on superficial keywords. We will explore the major additive problem types\, including join\, separate\, part–part–whole\, and compare\, and discuss how to guide students in identifying these structures across varied contexts. Participants will learn how to use visual models to represent thinking\, support problem comprehension\, and strengthen conceptual understanding. The session will also include a brief introduction to worked examples as an effective tool for building clarity and reducing cognitive load as students internalize problem schemas. \nKey Learning Objectives: \n\nunderstand what schema-based instruction is and why it supports deeper mathematical comprehension\nidentify and explore the four major additive problem types\ngain strategies for helping students recognize problem structure rather than relying on keywords\ngain practical ways to use visual models to represent thinking and support problem-solving\nexplore how worked examples can build conceptual clarity and reduce cognitive load for learners\n\n  \nDay 3: The Power of Structure: Understanding Multiplicative Thinking \nPresenter: Jonté Meyers\, PhD \nDescription:\nThis session will deepen participants’ understanding of multiplicative reasoning and how it differs fundamentally from additive reasoning. We will explore key multiplicative structures\, including equal groups\, comparison situations using “times as many\,” arrays and fundamental differences\, rate problems\, to build a solid conceptual foundation. Participants will examine how students form composite units and why this shift in thinking is essential for fluent multiplication and division. The session will highlight a range of representations that make multiplicative structure visible\, supporting stronger reasoning and problem solving. Finally\, we will look at worked examples that clearly connect visual models to procedures\, helping learners internalize the logic behind efficient strategies. \nKey Learning Objectives: \n\nunderstanding how multiplicative reasoning fundamentally differs from additive reasoning\, and why this shift matters for students’ mathematical development\nfamiliarity with major multiplicative structures\, including equal groups\, “times as many” comparison problems\, arrays/area models\, and rate situations\ninsight into how learners build composite units and how to support this critical cognitive move\nstrategies for using representations that reveal multiplicative structure\, helping students see and make sense of relationships\nexplore worked examples that connect visual models to formal procedures\, building conceptual and procedural fluency\n\n  \nDay 4: The Science of Math: Turning Research into High-Impact Classroom Practices \nPresenter: Paul Riccomini\, PhD \nDescription:\nThis workshop covers spaced learning\, varied practice types\, and information recall\, three evidence-based methods to enhance student learning. Educators will receive frameworks and develop a clear understanding of the scientific principles underlying these approaches. Participants will examine cognitive processes that support long-term retention and acquire techniques to deepen students’ understanding and application of math knowledge. Through interactive activities and collaborative planning\, educators will learn to incorporate these strategies into mathematics instruction. \nKey Learning  \n\nexplain key cognitive processes related to memory and retention within math concepts\nidentify and understand the research supported techniques of Spaced learning\, Interleaved Practice\, and Practice Test Retrieval\nanalyze how retention strategies can vertically align with K–12 mathematics instruction\napply evidence-based techniques to authentic classroom scenarios by designing lesson components\, tasks\, and review routines\ngain a toolkit of instructional scaffolds that integrate into math lessons
URL:https://thewindwardinstitute.org/event/math-institute-building-structure-fluency-and-mathematical-reasoning/
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
LOCATION:https://thewindwardschool-org.zoom.us/j/94228067578
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260722T090000
DTEND;TZID=America/New_York:20260723T120000
DTSTAMP:20260502T181016
CREATED:20260421T161540Z
LAST-MODIFIED:20260501T141643Z
UID:10000556-1784710800-1784808000@thewindwardinstitute.org
SUMMARY:The Thinking Classroom: Integrating AI With Intention - Virtual Mornings
DESCRIPTION:Presenter: Joan McGettigan\, Ed.D\nDate: July 22-23\,  9:00 am- 12:00 pm (morning session)\nLocation: Virtual \n\nPrice: $240.00 both mornings; $150 per individual morning workshop – virtual only\n\nCredits: NYCTLE credits – 3 hours per morning workshop\, 6 hours for all morning workshops \nMost professional development treats structured literacy\, executive functioning support and AI integration as separate challenges.  This institute brings them together. Participants will analyze the hidden demands inside real classroom tasks\, identify where students break down\, and redesign real assignments using targeted scaffolds and classroom-ready routines. Explore AI tools Brisk\, Kami\, SchoolAI\, Snorkl\, Google NotebookLM\, and Gemini\, curated because they support thinking\, communication\, understanding\, and independence without lowering rigor. This is not a general AI workshop. It is a learning design institute\, grounded in cognitive load theory\, science of learning principles\, and structured literacy-aligned practice.  Participants will leave with ready-to-use lesson materials\, annotation routines\, source-grounded study supports\, AI prompting structures\, and a full implementation plan for their own classrooms. \nDay 1:  \nUsing AI to Build Better Supports for Every Learner \nThis professional development session dives into how AI and digital tools can act as true instructional design partners for grades 4–12. Educators will uncover where students get stuck with task initiation\, planning\, and comprehension\, then learn how to design supports that actually meet those needs. In the afternoon\, you’ll get hands‑on with tools like Kami and SchoolAI to build scaffolds that boost idea generation\, deeper reading understanding\, pre‑writing\, and accessibility. \nKey Learning Objectives \n\nleverage AI as an instructional design partner to create and refine rigorous\, aligned learning tasks\ndesign differentiated supports to open access for diverse learners\nanalyze learner demands to identify barriers and plan targeted scaffolds for reading\, writing\, and task completion\nbuild coherent\, knowledge-rich learning experiences through text sets\, annotation\, and structured supports\napply and reflect on high-impact strategies to improve student understanding\n\nDay 2: AI as a Thinking Partner \nDay 2 focuses on moving from design to implementation\, helping educators translate AI-supported planning into student-facing instruction\, writing workflows\, and sustainable classroom systems. Participants revisit key principles from Day 1 and apply them to redesign writing tasks\, embed supports across the writing process\, and create aligned assessment and feedback routines. During the afternoon session\, participants will create a practical implementation plan; educators will build a full unit plan that incorporates strategies\, tools\, and supports centered on building student independence over time. \nKey Learning Objectives: \n\ndesign learner-friendly writing workflows that break the writing process into manageable steps and gradually build independence\nmatch tools and supports to student needs\ndevelop effective assessment and feedback systems that monitor both process and product\ncreate a clear\, actionable classroom implementation plan for integrating tools\, routines\, and supports\nrevise instructional plans using peer feedback and reflection
URL:https://thewindwardinstitute.org/event/the-thinking-classroom-integrating-ai-with-intention-virtual-mornings/
CATEGORIES:Summer Institutes
LOCATION:https://thewindwardschool-org.zoom.us/j/92595460216
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260722T090000
DTEND;TZID=America/New_York:20260723T150000
DTSTAMP:20260502T181016
CREATED:20260421T160240Z
LAST-MODIFIED:20260421T180129Z
UID:10000555-1784710800-1784818800@thewindwardinstitute.org
SUMMARY:The Thinking Classroom: Integrating AI With Intention - In-Person Full Day
DESCRIPTION:Presenter: Joan McGettigan\, Ed.D\nDate: July 22-23\, 9:00 a.m. – 3:00 p.m. (Full Day)\nLocation: In-Person\, Westchester Lower School campus \n\nPrice: $375.00 Two Full Days workshops; $250 per Individual Day workshop (lunch included\, in-person only)\n\nCredits: NYCTLE credits – 5 hours per full-day workshop\, 10 hours for full institute; 3 hours per morning workshop\, 6 hours for all morning workshops \nMost professional development treats structured literacy\, executive functioning support and AI integration as separate challenges.  This institute brings them together. Participants will analyze the hidden demands inside real classroom tasks\, identify where students break down\, and redesign real assignments using targeted scaffolds and classroom-ready routines. Explore AI tools Brisk\, Kami\, SchoolAI\, Snorkl\, Google NotebookLM\, and Gemini\, curated because they support thinking\, communication\, understanding\, and independence without lowering rigor. This is not a general AI workshop. It is a learning design institute\, grounded in cognitive load theory\, science of learning principles\, and structured literacy-aligned practice.  Participants will leave with ready-to-use lesson materials\, annotation routines\, source-grounded study supports\, AI prompting structures\, and a full implementation plan for their own classrooms. \nDay 1:  \nUsing AI to Build Better Supports for Every Learner \nThis professional development session dives into how AI and digital tools can act as true instructional design partners for grades 4–12. Educators will uncover where students get stuck with task initiation\, planning\, and comprehension\, then learn how to design supports that actually meet those needs. In the afternoon\, you’ll get hands‑on with tools like Kami and SchoolAI to build scaffolds that boost idea generation\, deeper reading understanding\, pre‑writing\, and accessibility. \nKey Learning Objectives \n\nleverage AI as an instructional design partner to create and refine rigorous\, aligned learning tasks\ndesign differentiated supports to open access for diverse learners\nanalyze learner demands to identify barriers and plan targeted scaffolds for reading\, writing\, and task completion\nbuild coherent\, knowledge-rich learning experiences through text sets\, annotation\, and structured supports\napply and reflect on high-impact strategies to improve student understanding\n\nDay 2: AI as a Thinking Partner \nDay 2 focuses on moving from design to implementation\, helping educators translate AI-supported planning into student-facing instruction\, writing workflows\, and sustainable classroom systems. Participants revisit key principles from Day 1 and apply them to redesign writing tasks\, embed supports across the writing process\, and create aligned assessment and feedback routines. During the afternoon session\, participants will create a practical implementation plan; educators will build a full unit plan that incorporates strategies\, tools\, and supports centered on building student independence over time. \nKey Learning Objectives: \n\ndesign learner-friendly writing workflows that break the writing process into manageable steps and gradually build independence\nmatch tools and supports to student needs\ndevelop effective assessment and feedback systems that monitor both process and product\ncreate a clear\, actionable classroom implementation plan for integrating tools\, routines\, and supports\nrevise instructional plans using peer feedback and reflection
URL:https://thewindwardinstitute.org/event/the-thinking-classroom-integrating-ai-with-intention-in-person-full-day/
CATEGORIES:Summer Institutes
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260723T090000
DTEND;TZID=America/New_York:20260723T120000
DTSTAMP:20260502T181016
CREATED:20260501T133726Z
LAST-MODIFIED:20260501T142842Z
UID:10000562-1784797200-1784808000@thewindwardinstitute.org
SUMMARY:The Science of Math: Turning Research into High-Impact Classroom Practices
DESCRIPTION:This workshop is part of the four-day institute Building Structure\, Fluency\, and Mathematical Reasoning lead by prominent researchers in math instruction. Create a personalized learning experience by attending a single session or the full institute. \nThis workshop covers spaced learning\, varied practice types\, and information recall\, three evidence-based methods to enhance student learning. Educators will receive frameworks and develop a clear understanding of the scientific principles underlying these approaches. Participants will examine cognitive processes that support long-term retention and acquire techniques to deepen students’ understanding and application of math knowledge. Through interactive activities and collaborative planning\, educators will learn to incorporate these strategies into mathematics instruction. \nKey Learning \n\nexplain key cognitive processes related to memory and retention within math concepts\nidentify and understand the research supported techniques of Spaced learning\, Interleaved Practice\, and Practice Test Retrieval\nanalyze how retention strategies can vertically align with 3–8 mathematics instruction\napply evidence-based techniques to authentic classroom scenarios by designing lesson components\, tasks\, and review routines\ngain a toolkit of instructional scaffolds that integrate into math lessons\n\nPresenter: Paul Riccomini\, PhD \nGrades: 3-8
URL:https://thewindwardinstitute.org/event/the-science-of-math/
CATEGORIES:Summer Institutes,Workshops
LOCATION:
END:VEVENT
END:VCALENDAR