Webinar Series with Anita Archer
Dates/Time: April 1, 8, 15, 22 29, all webinars start 3:45 AKST
Registration Fee: $75/$125 (Level 1/Level 2)
No cost for BSSD, LKSD, NSBSD educators
Credit: One optional university credit is available for attending all webinars and participating in online assignments and discussions ($145)
Join Anita Archer for five webinars on efficient and effective instruction with a focus on literacy. The following best practices will be explored in depth:
April 1 – Effective Instructional Practices that Yield LEARNING
The magic is in the quality of instruction, not in the newest fad. To optimize learning, students require bell-to-bell instruction, clear lesson purposes, structured lessons with an introduction, body and close, and many opportunities to respond. In this session, Dr. Archer will remind us that “Good Instruction is Good Instruction” across grades and domains.
April 8 – Effective Practice Activities that Yield LEARNING
It is virtually impossible to become proficient at a mental task without extended practice. –Willingham, 2009
Despite the truth of Willingham’s statement, we still hear practice being marginalized with statements such as “That is just Drill and Kill” when, in fact, it should be “Drill and Skill.”
This webinar will focus on research-validated procedures including: 1) Deliberate Practice, 2) Retrieval Practice, and 3) Spaced Practice. When these procedures are intentionally used, learning outcomes can be significantly increased, often doubled. Dr. Archer will present research on practice and give many examples that will illustrate the use of these procedures in elementary and secondary classes.
April 15 – Elementary Reading – Comprehension is an OUTCOME not a Strategy
In order to ensure that elementary students comprehend text, four big ideas must be addressed with research-validated practices.
- Can students read the words?
- Do students know the meaning of critical vocabulary?
- Do students have the necessary background knowledge for the passage?
- Do students use powerful strategies for focusing cognition on critical content in text?
In this session, Dr. Archer will address each of these questions with current research. Leave with procedures that you can put into practice immediately.
April 22 – Secondary Reading – Implementing High-Leverage Practices
Can we improve the reading of students in secondary schools? Absolutely!
Begin by bringing this adage to life: “Every day, in every class, we read and write and speak. Every day, in every class, we read and write and speak.” Next, focus on evidence-based, high-leverage practices: 1) actively teaching vocabulary in all classes, 2) having students think deeply about text, 3) challenging students to compare and contrast items, and 4) having students read orally (e.g., partner reading, team reading, choral reading, close reading) to increase fluency (e.g., accuracy, rate, expression).
April 29 – Follow-up Question and Answers for Leadership teams
Target Audience: This work is applicable across all content areas K-12
One university credit is optional. Credit registration is separate and additional fees apply.
Dr. Anita Archer serves as an educational consultant to state departments and school districts on explicit instruction and literacy. She has presented in all 50 states and many countries including Australia and is the recipient of ten awards honoring her contributions to education. Dr. Archer has served on the faculties of three universities including University of Washington, University of Oregon, and San Diego State University. She has co-authored numerous curriculum materials including Phonics for Reading (Curriculum Associates), a three-level intervention program, REWARDS (Voyager/Sopris), a five component literacy intervention program, and a best-selling textbook titled Explicit Instruction: Effective and Efficient Teaching (Guilford Publications).