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DTSTART;TZID=America/New_York:20260720T090000
DTEND;TZID=America/New_York:20260723T150000
DTSTAMP:20260403T132207
CREATED:20260326T133224Z
LAST-MODIFIED:20260327T135526Z
UID:10000545-1784538000-1784818800@thewindwardinstitute.org
SUMMARY: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 \nDay 1: Building Mathematical Vocabulary and Discourse \nPresenter: Elizabeth Stevens\, PhD \nDescription:\nThis session focuses on helping educators strengthen students’ mathematical vocabulary and deepen discourse across the classroom. Participants will explore how to build a consistent set of practices and routines that support students in using precise mathematical language with confidence. Educators will explore strategies for fostering both oral and written explanations\, encouraging students to articulate their reasoning\, ask meaningful questions\, and engage in productive mathematical conversations. Through modeled routines\, practical examples\, and collaborative activities\, educators will learn how to create a classroom culture where mathematical talk is intentional\, accessible\, and an essential part of daily learning. \nKey Learning Objectives: \n\nlearn how vocabulary instruction can be incorporated into your mathematics instruction\nexplore routines and structures that strengthen mathematical vocabulary and daily discourse\ngain strategies to support clear oral and written math explanations\ngain techniques that promote student-to-student mathematical conversations\nexplore ways to foster a classroom culture where precise math language is used confidently\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\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/
LOCATION:https://thewindwardschool-org.zoom.us/j/94228067578
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260810T090000
DTEND;TZID=America/New_York:20260812T120000
DTSTAMP:20260403T132207
CREATED:20260326T133129Z
LAST-MODIFIED:20260327T135339Z
UID:10000547-1786352400-1786536000@thewindwardinstitute.org
SUMMARY:Building Your First ELA Unit with Structured Writing Activities - Virtual Morning
DESCRIPTION:Adaptable to your schedule! Join us for all three mornings or a single session. \nDate: August 10 -August 12; 9:00 a.m. – 12:00 p.m.\nPresenters: Alison Leveque\, PhD; Kinjal Nicholls\, MA; Dana Carr-Ford\, MA\, MsEd; Betsy Duffy MsEd\nGrades: 3-9\nLocation: Virtual\nCredits: NYCTLE credits – 3 hours per full-day workshop \nDescription: \nThis three-day institute guides educators through the process of designing a coherent\, standards-aligned ELA unit from the ground up — one that intentionally connects reading\, discussion\, and writing to build the deep literacy skills students need to think critically\, write confidently\, and engage meaningfully with complex texts. \nDay 1: Laying the Foundation for a Coherent ELA Unit \nDay 1 establishes the blueprint for a strong ELA unit by helping educators set clear learning goals\, develop essential questions\, and select meaningful texts that anchor instruction and build student knowledge from the start. Educators will explore how to plan scaffolds that support students before\, during\, and after instruction — ensuring every learner has access to the curriculum from day one. In the afternoon\, participants begin drafting their own ELA unit by identifying priority standards\, defining learning goals\, and selecting the central text or text set that will drive their instructional sequence. \nKey Learning Objectives \n\nexplain the core components of an effective ELA unit\, including learning goals\, essential questions\, and scaffolds to support student success\nanalyze students’ prior knowledge and identify opportunities to build background knowledge while addressing potential misconceptions\nalign unit planning with foundational skills programs\, writing curricula\, and standards-aligned texts\nplan text analysis routines that incorporate reading\, discussion\, and writing tasks to support comprehension and meaning-making\nbegin drafting a coherent ELA unit by defining learning goals\, creating essential questions\, and choosing central texts or text sets\n\nDay 2: The Heart of the Matter: Integrating Writing and Deep Comprehension \nBuilding on Day 1’s unit framework\, Day 2 shifts to the practical\, day-to-day work of moving students beyond surface-level reading and into critical analysis — using the powerful connection between reading and writing as the engine for deeper thinking. Educators will design scaffolded reading experiences that build skills progressively\, craft text-dependent writing prompts that challenge students to synthesize and reflect\, and develop graphic organizers and templates that help all learners organize their thinking and express ideas with clarity. You’ll learn scaffolds to deepen student understanding\, foster higher-order thinking\, and create a learning environment where reading and writing meaningfully inform one another. In the afternoon\, participants continue drafting their unit with ready-to-use scaffolds and tools that support every student on the path from teacher-led modeling to independent application. \nKey Learning Objectives: \n\nlearn strategies for using the writing process as a tool to process complex texts and check for understanding\ncreate “Close Reading” sequences that move students from literal comprehension to inferential analysis\ndevelop scaffolds to transition from teacher-led modeling to collaborative practice and independent application\ncraft an “Essential Question” and a “Culminating Task” that drive the unit’s instructional path\nidentify and select diverse texts and supplementary materials based to supports the unit’s end goal\ndevelop text-dependent writing prompts that demonstrate their learning\n\n Day 3: Authentic Assessment & Reflective Practice \nWith a fully drafted unit in hand\, Day 3 focuses on closing the loop — equipping educators with the assessment tools and reflective practices needed to measure student growth\, respond to real-time data\, and continuously strengthen instruction. Participants will develop rigorous summative assessments\, student-friendly rubrics\, and a bank of formative quick-checks that keep every student’s progress visible and actionable. Educators leave with a complete\, ready-to-implement ELA unit — including assessments\, scaffolds\, and a structured reflection protocol — so students are set up for success from the very first day of school. \nKey Learning Objectives: \n\nunderstand summative assessments that demonstrate mastery\nexplore how graphic organizers and other writing scaffolds promote deep comprehension and learning\ncreate a toolkit with quick\, actionable ways to pivot instruction based on real-time student data\ndevelop clear\, student-friendly rubrics that streamline grading and maximize growth\ndesign a summative performance task that directly connects with the learning goals\ncreate a rubric and a bank of formative assessment “quick-checks” to monitor student progress in real-time\ndevelop a post-instructional reflection protocol to evaluate the overall effectiveness of any unit
URL:https://thewindwardinstitute.org/event/building-your-first-ela-unit-with-structured-writing-activities-virtual-morning/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260810T090000
DTEND;TZID=America/New_York:20260812T150000
DTSTAMP:20260403T132207
CREATED:20260326T133039Z
LAST-MODIFIED:20260327T135412Z
UID:10000546-1786352400-1786546800@thewindwardinstitute.org
SUMMARY:Building Your First ELA Unit with Structured Writing Activities - In-Person Full Day
DESCRIPTION:Adaptable to your schedule! Join us for an individual session or all three days. \nDate: August 10th-August 12th\nPresenters: Alison Leveque\, PhD; Kinjal Nicholls\, MA; Dana Carr-Ford\, MA\, MsEd; Betsy Duffy MsEd\nGrades: 3-9\nLocation: In-person at the Windward Westchester Lower School Campus in White Plains\, NY\nCredits: NYCTLE credits – 5 hours per full-day workshop \nDescription: \nThis three-day institute guides educators through the process of designing a coherent\, standards-aligned ELA unit from the ground up — one that intentionally connects reading\, discussion\, and writing to build the deep literacy skills students need to think critically\, write confidently\, and engage meaningfully with complex texts. \nDay 1: Laying the Foundation for a Coherent ELA Unit \nDay 1 establishes the blueprint for a strong ELA unit by helping educators set clear learning goals\, develop essential questions\, and select meaningful texts that anchor instruction and build student knowledge from the start. Educators will explore how to plan scaffolds that support students before\, during\, and after instruction — ensuring every learner has access to the curriculum from day one. In the afternoon\, participants begin drafting their own ELA unit by identifying priority standards\, defining learning goals\, and selecting the central text or text set that will drive their instructional sequence. \nKey Learning Objectives \n\nexplain the core components of an effective ELA unit\, including learning goals\, essential questions\, and scaffolds to support student success\nanalyze students’ prior knowledge and identify opportunities to build background knowledge while addressing potential misconceptions\nalign unit planning with foundational skills programs\, writing curricula\, and standards-aligned texts\nplan text analysis routines that incorporate reading\, discussion\, and writing tasks to support comprehension and meaning-making\nbegin drafting a coherent ELA unit by defining learning goals\, creating essential questions\, and choosing central texts or text sets\n\nDay 2: The Heart of the Matter: Integrating Writing and Deep Comprehension \nBuilding on Day 1’s unit framework\, Day 2 shifts to the practical\, day-to-day work of moving students beyond surface-level reading and into critical analysis — using the powerful connection between reading and writing as the engine for deeper thinking. Educators will design scaffolded reading experiences that build skills progressively\, craft text-dependent writing prompts that challenge students to synthesize and reflect\, and develop graphic organizers and templates that help all learners organize their thinking and express ideas with clarity. You’ll learn scaffolds to deepen student understanding\, foster higher-order thinking\, and create a learning environment where reading and writing meaningfully inform one another. In the afternoon\, participants continue drafting their unit with ready-to-use scaffolds and tools that support every student on the path from teacher-led modeling to independent application. \nKey Learning Objectives: \n\nlearn strategies for using the writing process as a tool to process complex texts and check for understanding\ncreate “Close Reading” sequences that move students from literal comprehension to inferential analysis\ndevelop scaffolds to transition from teacher-led modeling to collaborative practice and independent application\ncraft an “Essential Question” and a “Culminating Task” that drive the unit’s instructional path\nidentify and select diverse texts and supplementary materials based to supports the unit’s end goal\ndevelop text-dependent writing prompts that demonstrate their learning\n\n Day 3: Authentic Assessment & Reflective Practice \nWith a fully drafted unit in hand\, Day 3 focuses on closing the loop — equipping educators with the assessment tools and reflective practices needed to measure student growth\, respond to real-time data\, and continuously strengthen instruction. Participants will develop rigorous summative assessments\, student-friendly rubrics\, and a bank of formative quick-checks that keep every student’s progress visible and actionable. Educators leave with a complete\, ready-to-implement ELA unit — including assessments\, scaffolds\, and a structured reflection protocol — so students are set up for success from the very first day of school. \nKey Learning Objectives: \n\nunderstand summative assessments that demonstrate mastery\nexplore how graphic organizers and other writing scaffolds promote deep comprehension and learning\ncreate a toolkit with quick\, actionable ways to pivot instruction based on real-time student data\ndevelop clear\, student-friendly rubrics that streamline grading and maximize growth\ndesign a summative performance task that directly connects with the learning goals\ncreate a rubric and a bank of formative assessment “quick-checks” to monitor student progress in real-time\ndevelop a post-instructional reflection protocol to evaluate the overall effectiveness of any unit
URL:https://thewindwardinstitute.org/event/building-your-first-ela-unit-with-structured-writing-activities-in-person-full-day/
LOCATION:Westchester Lower School Campus\, 1275 Mamaroneck Avenue\, White Plains\, NY\, 10605\, United States
CATEGORIES:Summer Institutes,Workshops
ORGANIZER;CN="The Windward Institute":MAILTO:wi@thewindwardschool.org
END:VEVENT
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