A conference for teachers ( K-12 ) on the evidence-based strategy that is the fastest and most effective method to prepare for implementation of the new elements of the Common Core Curriculum, improve achievement and increase test scores. *

*(Let us know if you would like a list of references describing this research.)

 

AN EXCITING COURSE

filled with PRACTICAL, REALISTIC STRATEGIES you can use immediately

presented by  HSC Workshops

                Effective use of questions in the classroom stimulates learning. Unfortunately, questioning is often one of the missing pieces in teacher training. Although research shows that the average teacher asks between 100 and 200 questions each day, the types of questions asked are often not the type that facilitate learning. In this workshop we train teachers to use questioning techniques in their classroom to increase students’ level of thinking and to help them acquire thoughtful literacy.

 

YOU WILL LEARN

— to separate core and processing questions

— the key elements of clarification, focus and openness

— the placement and timing of questions

— how to increase the cognitive level of questions

— how to judge wait time

— the 6 types of processing questions and how they are used in the classroom

— how to structure and place higher cognitive questions

— and more

 

Dear Participant;

    Please join us for this dynamic, energetic workshop. Most of you are already highly capable  teachers, but using more effective questioning techniques in the classroom is one of the most efficient and fastest methods to improve learning and performance on tests. Improvement in learning is even more significant with slower learners. Beginning teachers, as well as those with a lot of experience, will all benefit from the content of this program.

    This program is a workshop in the fullest sense. We will use lecture and case examples to illustrate points, but the bulk of the program is a discussion of actual classroom examples to provide participants with knowledge and the practical skills they can use immediately in the classroom

 

We make two promises: (1) You will learn valuable strategies to use in your classroom and (2) We will not waste your time. We know from experience that you do not have a day or a dollar to waste. Join us and we’ll make good use of your time

 

                 Ronald Friedman & Penny Altman/course instructors

 

Learning Objectives

 

After completing this program, participants will be able to:

 

1.   Explain the importance of the effective use of questions in the classroom for student learning

2.   Distinguish core questions from processing questions

3.   Identify the three key elements of core questions and the six types of processing questions

4.   Give examples of the following processing questions: refocusing, clarifying, verifying,

         redirecting, narrowing the focus and supporting

5.   Describe a classroom example where each type of question listed in objective 4 can be used

         more effectively

6.   Explain the concept of wait time

7.   Through example, demonstrate the relationship between increasing the use of higher cognitive

         questions and increasing wait time

8.   Explain the instructional value of questions asked before a lesson is taught and after a lesson is

         taught

9.   Explain how effective use of questions in the classroom contributes to teacher learning

10. Demonstrate questioning techniques to better manage classroom behavior problems

11. Describe how questioning can be used to enhance the student teacher relationship and class

         Cohesiveness

 

When & Where:

 

Sacramento, CA Tuesday, December 3, 2013 Hilton Hotel 2200 Harvard St. 95815

 

San Diego (Del Mar), CA Wednesday, December 4, 2013 Doubletree Hotel 11915 El Camino Real 92130

 

Los Angeles(Glendale), CA Thursday, December 5, 2013Hilton Hotel 100 west Glenoaks Blvd. Glendale 91202

 

         TIME:  8:00 AM – 2:30 PM   (Lunch, on your own, is Noon-1:00)

 

Cost: $164/person   DISCOUNTS: Small group discounts are available for registrations received together.  Two people registered together pay $154 each.  For groups of three to five people, each pays $139 and for groups of six or more the registration fee is $129 per person.

 

Certificate of Attendance for 5.5 clock hours will be provided.

 

TO REGISTER: Return the registration form below with payment.  For your convenience, we accept checks, purchase orders, Visa and MasterCard.  Registrations can be mailed, faxed, emailed or completed online at http://hscseminars.org/index.php/educator-register-item.  Do not “reply” to this e-mail; we’re unable to read e-mails sent as replies.  Use the email, phone number or address below for questions, confirmations, registrations, etc.

 

Please make check or PO payable to HSC Workshops         Call or e-mail for references or with any questions

 

HSC WORKSHOPS

2631 E. Sierra  St.* Phoenix, AZ  85028

Phone:  602-674-0911    Fax:  602-997-5010

info@hscseminars.org      www.hscseminars.org

 

_________________________________________________________________________________

 

I will attend (circle one)        Sacramento    San Diego/Del Mar     LA/Glendale            Q

 

Name__________________________________________________________

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Email address____________________________________________________

 

If paying with Visa or MasterCard

 

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“I know I am already a good teacher, but I cannot wait to get back to my classroom on Monday to put today’s lessons into practice. What a great conference.” Serena Lake, 4thGrade Teacher

 

“All of our teachers need (and will get) this training. Not a wasted minute. Thank you.” Annette Lessee, Curriculum supervisor Grades 7-12

 

Instructors:

 

Penny Altman, M.A. is an experienced high school teacher who now works as a training specialist. She conducts workshops with over 1000 educators each year. Altman is Executive Director of HSC Workshops, an organization that provides professional development training and continuing education for teachers, school administrators and mental health professionals. She is the author of numerous training manuals and is co-author of the book, How to Design. Develop and Market Health Care Seminars.

 

Ronald Friedman, Ph.D. is a child psychologist who was a middle school teacher. As both a teacher and a psychologist he has worked in public schools for many years and has experience working with over 1500 troubled children and adolescents and their families. He has been Assistant professor of Pediatrics at the University of Iowa college of Medicine and Associate Professor in the Department of Applied Psychology at the University of Toronto and the Ontario Institute for Studies in Education . He is the author of over 40 articles published in education and psychology journals. Friedman presents nearly 75 training programs each year for educators primarily on the topic of using more effective classroom questions to enhance learning as well as programs on behavior management.