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PRELIMINARY LIST OF PRESENTERS AND WORKSHOPS
(TO BE UPDATED AS NEW INFORMATION IS RECEIVED)


Clarence Bakken
Amusement Park Physics at Enchanted Kingdom

Join other adrenaline-crazed science teachers as we explore science in a large laboratory - the local amusement park. Learn the basics of taking a class to the park, how to take measurements with electronic and non-electronic instruments, and how to think about the data you gather. See:

Biography
Clarence retired in 2002 after 35 years of high school physics teaching in Palo Alto, California. Over that time he taught thousands of high school students, conducted close to 200 workshops for science and math teachers, developed several products for PASCO Scientific and worked as a consultant and trainer for Vernier Software. Clarence served as a Technology Mentor and Technology Learning Coordinator in his schools, and started the computer network. He has also written materials for the American Association of Physics Teachers, including a working draft of a Handbook on Amusement Park Physics, and was recognized by AAPT with two national awards for his teaching. Since retiring, Clarence stays busy managing five web sites, conducting workshops for Vernier, and working with the Teacher Steering Committee for Physics/Science/Math Days at Paramount's Great America in Santa Clara, California.
cbakken2001@yahoo.com
,www.cbakken.net,
http://www.physicsday.org

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Judy Bowers
An Overview of the National Model for School Counseling Programs

School counselors create systemic change by implementing school counseling programs that emphasize school reform and show results. Attendees will learn how to move their school-counseling program to an ASCA Model program.

Biography
Dr. Judy Bowers supervises the 170 school counselors K-12 who serve 61,000 students in the Tucson Unified School District (TUSD), in Tucson, Arizona. Judy was a teacher for six years, a high school counselor for 16 years and has been the counselor supervisor for eleven years. She has worked with the state of Arizona and TUSD since 1990 to restructure school counseling programs. This work led to the TUSD Governing Board adopting the developmental counseling program called Comprehensive Competency-Based Guidance (CCBG) in 1993. Under her leadership since 1994, the TUSD school-counseling department has been awarded four Federal Elementary Demonstration Grants and the number of school counselors has increased from 95 counselors in 1994 to 170 counselors in 2004. Leadership activities include president of the Arizona School Counselor Association; Supervisor/Post Secondary and Western Region Vice-President for the American School Counselor Association (ASCA), and she is the 2004-2005 President for ASCA. She is a national and international consultant to school districts, state departments, and university counseling departments who are developing comprehensive school counseling programs. Judy is the co-author of the ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003) and co-author of the ASCA National Model Workbook (ASCA, 2004). Judy received her doctorate degree in Educational Leadership from the University of Arizona in May 2004.
http://www.schoolcounselor.org/content.asp?pl=328&contentid=328
http://www2.edtrust.org/NR/rdonlyres/12993AB0-359C-4047-8DF0-EC5A5BEED900/0/

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Marcy Cook (1-3)
Learning Math Through Games, Skillboards, Charts, Tiles and Dominoes

Create a "live" math classroom, which involves all students in meaningful mathematics using appropriate tools. Incorporate games into your program to promote learning of basic facts, to encourage strategic thinking, and to provide opportunities to assess understanding of mathematical concepts. Find ways for children to have "hands on" as well as "minds on" experiences as they develop number sense and come to grips with the concepts underlying mathematics. Practical ideas to use immediately in your classroom will be a direct outcome to this session.

Biography
Marcy Cook, master educator, author, and math specialist, has presented workshops and seminars for teachers throughout the United States as well as in over two dozen foreign countries. She taught two years in the International School in Thessaloniki Greece and has provided math in-service for International Schools in South America, Central America, Mexico, Asia, Africa, and Europe. With a Bachelor of Arts from the University of California, Santa Barbara, and a Masters Degree from Stanford University, she has been in the field of education for more than thirty years. She has taught all elementary grades, junior high, senior high, and university level. She currently is an independent math consultant for public and private schools.

Her experiences with classroom teaching, GATE (gifted and talented education), and student teaching supervision have provided her with ideas galore to share with others. Author of over 145 mini math centers and 90 books, Marcy continually motivates teachers to make math a meaningful and exciting experience. For many years her TILING activities have been favorites with students and teachers in grades Kindergarten through middle school/junior high. Marcy's problem solving books, especially MATH STARTERS & STUMPERS, have also been popular in motivating students to think. Marcy's expertise in elementary and middle school mathematics combined with her enthusiasm for children and teaching make her an excellent source for inspiration; she has 100+ ideas at her finger tips and is ready and eager to share this knowledge and enthusiasm with others.

Marcy's rapid-fire presentations focus on involvement. They move quickly, cover a lot of ground, and actively engage the participants. As a result, teachers leave her workshops with dozens of practical ideas and much more enthusiasm for math and teaching! Popular workshop topics include manipulatives, communicating math, cooperative math experiences, active mathematical thinking, problem solving, creating an exciting math environment, provoking thought, challenging students to think, estimation and mental math.Marcy Cook (1 of 3) - Create A Live Math Classroom With "Hands On" & "Minds On' Geometric Activities (90 Minutes)

Enrich your mathematics classroom with a variety of activities to keep geometric concepts alive in the classroom. Engage all students in thinking and communicating. Provide meaningful mathematics instruction, which means meaningful materials, meaningful problems and meaningful assessment. Provide "tools" for everyone to participate. Diagnose and constantly assess as you and your students speak the language of mathematics and engage in "hands on" activities. Ideas to use immediately!!

marcycookmath.com

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Marcy Cook (2 of 3)
Engage Everyone In Mathematical Thinking (150 Minutes)

Create a mathematical environment where students are engaged from the beginning of the math period until the very end. Maximize your math minutes by the inclusion of Starters and Independent Task Time. Provide a variety of activities to focus on the language of mathematics and to keep skills alive. Ensure that thinking is an integral component of the math class. See ways for a teacher to engage all students in answering questions (not just the ones who want to raise their hand). Activities to use tomorrow! 

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Marcy Cook (3 of 3)
Wondering & Questioning: The Heart Of Involvement In Mathematics (90 Minutes)

Create a mathematical environment where students estimate and communicate...where students are expected to be risk takers and to make changes in their thinking when more information is provided...where students are encouraged to see relationships and to talk "if...then..." talk. Be sure you are providing opportunities for seeing patterns and justifying thinking. Start students on the road to algebraic thinking by dealing with unknowns and writing equations. Think about activities where students can question answers rather than always answering questions.

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Mike Freborg
Tools of the Traits: An Introduction to the 6+1 Traits of Writing (Pre-conference full day, for teachers new to the traits model)

This introductory writing traits workshop focuses on the characteristics of the Six + 1 Traits of Writing: ideas and content, organization, voice, word choice, sentence fluency, conventions, and presentation. Participants will actively engage in learning how to assess student writing, with accuracy and reliability, using Six + 1 Traits scoring guides. As the group examines one trait at a time, they will learn how to pinpoint students' writing strengths and needs, identify ways to improve instruction, and learn how to use the six traits "language" to create a shared vocabulary with students. Participants who combine this workshop with Classroom Strategies for Using the 6+1 Traits of Writing will be ready to go back to their schools and implement right away.

Biography
Michael Freborg, from the Lake Wobegon region of Minnesota, has 25 years’ experience teaching middle and high school English. Trained by Ruth Culham and Vicki Spandel, he has presented K-12 workshops on the Six+1 Writing Traits to teachers, administrators, and curriculum specialists throughout the United States and the Middle East since 1994. He continues to relish living two concurrent professional lives: one as a classroom teacher currently extolling the virtues of writing with his 130 middle school students, and the other as a writing traits trainer who loves hanging out with educators.

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Joellen Killion
Coaching Success in Teaching and Learning

Participants will explore the role of an instructional coach as someone who promotes and examines the multiple roles of coaches, a continuum of coaching behaviors, and a variety of coaching strategies to support the work of curriculum specialists.

Biography
Joellen Killion is the Director of Special Projects for the National Staff Development Council. In her work with NSDC, Joellen focuses on improving teacher quality and student learning. She is currently working on several projects involving results-driven staff development and the evaluation of staff development. She authors NSDC's column on Code of Ethics and is a frequent contributor to the Journal of Staff Development. Her first book, What, Works in the Middle: Results-Based Staff Development, summarizes a two-year study of content-specific staff development for middle-grades teachers. Her study of schools that have received the U.S. Department of Education's Model Professional Development Awards sponsored by the U.S Department of Education and WestEd resulted in Teachers Who Learn Kids Who Achieve: A Look at Model Professional Development. In the past two years, she has studied online learning and its role in professional development. This study in E-Learning for Educators: Implementing the Standards. Her most recent books include Assessing Impact: Evaluating Staff Development: A Trainer's Manual, What Works in the Elementary Grades: Results-Based Staff Development. These books are companions to What Wokrs in the Middle: results-Based Staff Development. Joellen has extensive experience in training and human resource development services. As a former school district staff developer, curriculum coordinator, teacher, and national consultant, Joellen has supported schools and districts in the areas of staff development, facilitation, shared leadership, training skills, school improvement, data-analysis, team, and instruction. Joellen is married to Terry. Retired school technology instructor who now owns his own sailing school. She is the mother of Sara, 24, and Greg, 21. To relax she enjoys being outside with her family in the Colorado mountains; sailing, obviously not in Colorado; and nothing, although spare time for these activities is rare.http://www.nsdc.org/library/ethics.cfm

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Jeannene Mason
Learning Math Through Games

Games are an engaging way to promote learning of basic facts and the concepts of geometry and algebra. Logic and problem solving strategies are also practiced in a gaming environment. Games are powerful tools to reinforce basics for struggling learners and enrich for higher learners. Teachers will play games which can be used with any mathematics curriculum.

Biography
For twenty-eight years, Jeannene Mason taught from kindergarten through sixth grades in the Millard Public Schools in Omaha, Nebraska. She was also involved in curriculum, instruction, assessment and staff development at the district and state level. During the pilot and adoption of Everyday Mathematics, Jeannene had the opportunity to work with the program at all levels K-5. Since leaving the school district, Jeannene has been an independent consultant in a variety of educational areas. She has been an Everyday Mathematics consultant for eight years. She is now working extensively with teachers in mathematics in schools in the United States as well as in International Schools throughout Asia, Africa and Europe.
http://www.nde.state.ne.us/HAL/HiAbilityIDENT.pdf

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Diane Paynter
A Research-based Approach to Designing Classroom Curriculum

Designing classroom curriculum is no easy task. This session will present current research on instruction and curriculum design and how to apply this research in the classroom. Participants will learn to identify what type of knowledge students will be learning and the instructional implications for teaching this type of knowledge. Additionally they will learn how nine of the most effective instructional strategies can be used in such a way as to create the optimal conditions for improving student achievement.
http://www.doe.state.in.us/lmmp/pdf/new_love-of-words.pdf
http://www.doe.state.in.us/lmmp/pdf/new_love-of-words.pdf

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Barrie Jo Price/Anna McFadden
Professional Electronic Portfolios For Teachers

This full-day, hands-on session will present introductory information for teachers on how to develop a professional electronic portfolio (eport). The session will begin with an informational overview to include: what is a teaching eport? why should I consider using one? how do I construct one? Participants will spend the majority of the day working individually on their own eport, guided by four instructors. The centerpiece of the eport will be the artifacts (evidence of teaching) but will also include other aspects such as resume and philosophy & pedagogical questions. Participants will receive information on what items to bring to the session as content for the eport. Novices will develop in WORD while those proficient in Dreamweaver will be encouraged to use it. The day will conclude with suggestions for how these skills might translate to use of electronic portfolios for students. Outcomes will include knowledge of current trends in the use of eports for teachers and skills in planning and developing a professional teaching eport. Products will be an eport uploaded to the web and an electronic version, either on a USB drive or a CD.

Biography
Dr. Price has worked as a consultant for the U.S. Department of State, Office of Overseas Schools and individual schools, private corporations and non-governmental agencies since 1979. Her work focuses on professional development and technology applications, including classes and training online. She was on the board of directors for The Association for the Advancement of International Education (AAIE) and serves AAIE as Chairman, Communications Committee. She is a board member for the George Lucas Education Foundation, the National Board of Professional Teaching Standards (NBPTS), and other organizations. The emTech Consulting group provides technical assistance to organizations, including writing content for publications, conducting technology audits, and assisting boards and administrators with technology planning. Barrie Jo has co-authored numerous textbooks and articles with Dr. Anna McFadden and Dr. George E. Marsh II, emTech partners. Barrie Jo Price, Ed.D, Partner, emTech Consulting (http://www.emTech.net) and Professor, The University of Alabama, Institute for Interactive Technology.

Biography
Dr. McFadden teaches network management and development of online media classes. She is leading a team initiating Real Audio/Real Video development as part of the web-assisted classes, focusing on asynchronous learning activities. Anna and her team have secured in excess of $10 million in external funding for research and development. She has co-authored traditional textbooks as well as online publications. She has author an extensive listing of professional articles, most focusing on the use of technology in teaching and learning.
As a senior partner in emTech Consulting <http://www.emTech.net> Anna is involved in professional development activities in organizations in the USA and internationally. Anna has served as a consultant to The U.S. Department of State, Office of Overseas Schools; she has consulted in American-curriculum schools in Africa, Europe, Canada, Asia, Central America and South America.

Anna C. McFadden, Ph.D. Professor, Institute for Interactive Technology, The University of Alabama, Tuscaloosa, Alabama. http://iit.ches.ua.edu

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Richard van de Lagemaat
Theory of Knowledge Across the Curriculum

The IB Theory of Knowledge course focuses on the question, “How do you know?” The aim of the course is to help students to develop their critically thinking skills and to consider how the various subjects they study are related to one another.
TOK works most effectively when colleagues understand how it relates to their day to day teaching. Using specific examples and a variety of hands-on exercises, this one day pre-conference seeks to demonstrate the relevance of TOK to every subject area, and to help schools develop an integrated strategy to implement the programme.

The workshop will be divided into four parts:
1. The Importance of Critical Thinking Among other things, TOK encourages students to ask good questions, clarify their terms, support their views with evidence, and evaluate arguments and counter-arguments. In this session we will look at a five point model of critical thinking and draw particular attention to the importance of critical thinking skills in the information age.
2. Knowledge Tools According to the TOK programme, there are four main “tools” for acquiring knowledge: perception, language, reason and emotion. However, each of these tools is double-edged and has both pros and cons. We will look in detail at two of the above tools and consider the role they play across the range of subject areas.
3. Subject Specific Examples A key requirement for a successful TOK course is to use examples that students can easily access and relate to their own educational experience. To capture the spirit of TOK, we look at some typical TOK activities in mathematics, science, the humanities and the arts.
4. Implementing the Program Once teachers are aware of, and sympathetic to, the aims and objectives of TOK, it is easier for them to support and contribute to the course. In this final session, we focus on some specific strategies for integrating TOK across the curriculum. We conclude by relating TOK back to the broader goals of education and Critical Thinking.
http://www.inthinking.co.uk

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Ross Todd
Guided Inquiry: A Framework for Learning through the School Library

This program will address:
• What is guided inquiry?
• Philosophical foundations of inquiry learning
• Research that supports inquiry learning
• Perspectives of classroom teachers and school librarians involved in Guided Inquiry
• Designing and implementing inquiry learning in schools
• Developing working models of guided inquiry for sharing with other professionals
• Building a community of learners through holistic intervention and instruction
• Enabling partnerships between teachers, librarians, and all of the school community
• Guided inquiry and evidence-based practice
• Measuring the impact of guided inquiry learning
• Using the results of learning impacts
• Training school librarians and classroom teachers

This program would be for school librarians and classroom teachers who want to learn and work together to bring about the best learning opportunities for students in information age schools through a guided inquiry framework.

Each participant will come away with:
• An understanding of guided inquiry: philosophy and grounding in learning theory
• A knowledge of the current research in guided inquiry
• Ability to plan an implement guided inquiry learning
• Ability to measure learning outcomes of guided inquiry projects
• Strategies to develop a school community in guided inquiry
• Capacity to train district and regional librarians in guided inquiry
• Prototypes of learning materials and impact measurement instruments


Biography
Dr. Ross J. Todd is associate professor in the School of Communication, Information and Library Studies at Rutgers, the State University of New Jersey. He is Director of Research in the Center for International scholarship in School Libraries, at Rutgers University. His primary teaching and research interests focus on adolescent information seeking and use, and how students learn through using information. The research is multi-faceted, and includes: understanding how children learn and build new knowledge from information; how school libraries and librarians more effectively empower student learning; and information and critical literacies with emphasis on digital environments; and building schools as effective information sharing communities . He has published more than 120 papers and book chapters and has been an invited speaker at many international conferences, most recently in Hong Kong, Netherlands, Australia, Croatia and UK. He is a member of the editorial board of the International Association of School Librarianship journal School Libraries Worldwide.
http://www.scils.rutgers.edu/~rtodd

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