with Heath Peine
February 08, 22 & March 08, 22
Time: 3:45 – 5:15 p.m. Alaska Time
Target Audience: K-12 Educators
Credit: One optional university credit is available for attending all webinars and participating in online discussions and assignments ($145)
A question often asked in Visible Learning sessions is how this learning applies to students with disabilities. In this webinar series, we will connect the key messages from the Visible Learning research and the needs of students with disabilities. We will also learn about how these concepts apply to common practices and policies in special education.
We are learning:
- The research related to visible learners
- The relationship between the attributes of visible learners and the needs of students with disabilities
You will be successful when you can:
- Identify the key characteristics of visible teaching and leading and how they connect to the needs of students with disabilities
- Describe efficacy and the role it plays in students with disabilities.
- Identify multiple ways to build efficacy in students with disabilities.
- Describe the characteristics of a visible learner and how they can be applied to special education.
- Explain approaches to developing the assessment capability of students with disabilities
- Identify learning dispositions and how they apply to students with disabilities.
- Describe the importance of metacognition
- Identify strategies to support students with disabilities in the development of metacognition
- Describe the key messages related to effective feedback
- Articulate ways you can build a culture of feedback for students with disabilities
- Design the next steps you will take to build visible learners in your setting.
Heath Peine has served as a teacher, instructional coach, and administrator at both the building and district levels. As a district administrator, Heath led systemic improvements that resulted in a Kansas Challenge Award for closing the gap and decreasing disproportionality for economically disadvantaged students. In districts both rural and urban, his professional learning and coaching have been crucial components behind the success of his students and teachers. Heath has partnered with the National Center for Systemic Improvement to provide webinars, resources, and conference presentations related to equity; served in leadership positions for state and national professional associations; and worked as an adjunct instructor teaching graduate courses in instruction, assessment, and classroom management.