TASS Consultants Practice What They Preach in a Series of WORKshops
This past year TASS consultants, Bill Rich, Wendy Cohen & Val Gardner, offered a very successful series of WORKshops focused on applying principles of neuroscience to the practical implementation of standards-based learning. The topics covered included developing learning targets, using performance tasks, instituting standards-based grading and utilizing management tools to keep it all together.
Individuals and teams who attended experienced learning opportunities that were designed around the very principles from education neuroscience that formed the content of the series. They assessed their level of learning using learning scales, set goals and measured their progress. Participants devoted considerable time working with the concepts to further their understanding and practiced applying the principles to their own work with the support of Bill, Val and Wendy and others in the room. They were able to share their work, get their questions answered, see the work of others and get feedback on their efforts.
Participants worked with the teams they came with or with other participants to experience collaborative application of the principles. They were given access to resources and models that they could use during the session and in the future. Not only was the content aimed at the practical issues facing educators implementing the Common Core and other sets of standards but they were able to experience the concepts in action applied to their own learning and work.
Based on this year’s success TASS will be offering this series again in 2014-2015. WORKshops may be taken individually, as a series or as a graduate course. More details will be coming soon on how to register for these exciting and different sessions that will help educators put their ideas to work and reach their goals for the year.
- Crafting Student-Friendly Learning Targets – October 9, 2014; Capitol Plaza, Montpelier, VT
- Designing Performance Tasks to Power Student Learning – November 21, 2014; Capitol Plaza, Montpelier, VT
- Getting to (& Surviving) Standards-Based Learning March 6, 2015; Capitol Plaza, Montpelier, VT
- Data Tools to Keep You in Sync with Your Students – May, 1, 2015; Capitol Plaza, Montpelier, VT
TASS (Teaching All Secondary Students) is the VT-HEC program that supports middle and high schools in their efforts to improve outcomes for all students utilizing the best from research on the brain and learning, education and systems change. TASS works to offer schools a comprehensive and coherent approach to implementing standards-based learning and improving outcomes for all students. TASS can deliver a tailored array of coaching and consultation to teachers and leaders as well as embedded professional learning opportunities designed specially for individual schools. In addition, TASS offers a variety of learning opportunities that are open to all but built on the same foundation and research. TASS has an impressive team of experts who can meet most any school or professional learning need – all based on the same values and principles of learning.
VT-HEC’s WORKshops are special learning opportunities designed to put into practice what we know from neuroscience about effective learning design to better ensure the content of the session is applied in the school setting. Each session will present some key concepts on the topic that is the focus of the day along with examples and models of application of the concepts. Participants assess their current status, set goals for their learning and mark their progress using tools consistent with the principles being covered. At least half the day is devoted to the participants applying the principles to their own work situation along with their colleagues. Support will be available from the presenters and other participants who have had experience with the work. Participants get feedback and support on taking their work farther and, if they are taking the WORKshop as part of a course, they will get continued support in putting their new knowledge and skills into practice in their own settings.
