One virtual conference, accessible anywhere 100% virtual, 100% authentic
Pre-conference workshops February 3-4, 2022 – Priced separately
Feb 3 – Rx Reading Standard, Rx Writing Standard, Rx Math I, Search & Teach (day 1)
Feb 4 – Rx Reading Fundamentals, Rx Writing Fundamentals, Rx Math II, Search & Teach (day 2), Executive Functions
Main conference February 5, 2022
Benefits of this year‘s conference:
- Special virtual evening event with Dr. Caroline Leaf
- Three keynote sessions featuring Dr. Kristin Barbour and Dr. Steven Feifer
- Two general sessions featuring Dr. Kristin Barbour and Dr. Kathy Keafer
- Technique breakout sessions for Level 1 and Level 2/3 trained therapists
- Live attendees automatically get the full recording of all general and breakout sessions (Breakout sessions are not recorded and are not available to archive only registrations)
Keynote 1 - E3 Igniting the Learning Mind: Hearts, Heads, and Hands
NILD’s 40+ years of program development, research, and training have placed us on a path to becoming a world leader in education as we equip educators to provide cognitive and academic enrichment for learners. NILD continues to build on our foundation, ensure alignment with learning sciences, and pursue cultural relevancy in addressing the educational needs of 21st-century learners. Given the current educational challenges and the learning opportunity gap for many students, equipping educators to provide transformational learning experiences requires a three-dimensional approach that addresses heart, head, and hands. The session will review how effectively enriching students’ cognitive and academic development involves engaging educators’ and students’ heads, hearts, and hands.
Keynote 2 - Igniting the Learning Mind: Understanding Reading, Writing, and Math from a Brain-Based Educational Perspective
The fundamental aim of this presentation will be to examine reading, writing, and math disorders from a brain-based educational perspective. The emerging field of cognitive neuroscience has provided educators with a brief glimpse of the basic neural mechanisms involved with academic learning. The primary focus of this presentation will be to classify learning disorders into distinct categories or subtypes based upon critical neurodevelopmental markers inherent within the child. Four universal truths when teaching reading will be shared, as well as five essential steps for effective written language instruction and keys to building mathematical literacy will be featured. As the underlying mysteries of the brain become unveiled, NILD has aligned research-based interventions with neuroscience to help students become more competent, confident, and productive learners for over 40 years. The primary goals of this discussion will be to:
- Examine current learning trends in the United States and the challenges all educational therapists face in the wake of students returning to school following the global pandemic.
- Distinguish the terms “dyslexia”, “dysgraphia”, and “dyscalculia” from other learning disorders, and discuss how schools can best screen for early learning pitfalls in children.
- Introduce a brain-based educational model of reading, writing, and math disorders by classifying specific learning disabilities into distinct subtypes, and linking each subtype to the Rx Discovery model for learning.
Keynote 3 - How Stress & Trauma Impacts Learning in the Classroom: Connecting Hearts and Minds
This presentation will explore the neural underpinnings of stress and trauma in children and its impact on learning. Environmental deprivation, poverty, childhood abuse, witnessing violence, and pandemics can impact both cognitive and social-emotional development in children. The primary focus of this presentation will be to explore the neural architecture of social-emotional functioning in children and discuss how NILD therapists can engage both the hearts and minds of their students. Developing learning competence begins by first empowering both students and their families in order for successful intervention strategies to succeed. Targeted assessment strategies, specific classroom accommodations, and school-based interventions will be presented to foster emotional growth and academic gains for all children. The primary goals of this discussion will be to:
- Discuss the prevalence of trauma and stress for school-aged children, as well as the various sources from which trauma can occur.
- Explore key brain regions that are impacted when students experience stress and trauma and the subsequent effect on academic and social-emotional development.
- Discuss the impact of the pandemic on the social-emotional learning needs of children and introduce key assessment strategies to screen for anxiety-related concerns.
- Discuss how NILD therapists can foster hope and resiliency in their students to maximize emotional growth and learning outcomes for all children.
General Session #1: Structuring Learning Conversations to Encourage Deep & Metacognitive Thinking
Learning conversations that encourage deep and metacognitive thinking are what I call “hinge moments.” Hinge moments create the change within transition spaces that enable educational therapists and students to gain confidence, grow, develop, and learn. Cultivating traits such as vulnerability and courage, engaging in deliberate practice, and participating in communities of practice can be mechanisms to open new pathways, understanding, and knowledge. Vulnerability and courage can propel NILD educational therapists and their students toward a readiness for and acceptance of mistakes as good teachers. Deliberate practice positions the educational therapists and students to learn through productive struggle grounded in self-evaluation and critical reflection. Conversations within a community of practice build a repertoire of resources, including knowledge, strategies, and approaches to addressing problems.
- Discuss how vulnerability and courage can facilitate learning reciprocity, helping therapists and students engage and deepen self-knowledge through a well-examined life.
- Explore ways to use structured learning conversations about productive struggle that can enhance critical reflection, metacognition, and self-evaluation as a means to embed new learning into habits of thinking and acting.
- Learn how to benefit yourself and students in communities of practice by engaging in collective learning and learning how to learn through shared thinking.
General Session #2 - Four Connection Sections
Four Connection Sections: 1) Water Cooler (a great place to talk and reflect on the day so far), 2) Reading, 3) Writing, or 4) Math (NILD moderated spaces to ask questions about these subject areas, share tips, and suggestions, and get advice).
**Note, there will also be a Water Cooler Connection Section at the start of the day from 7:30 am – 8:00 am
General Session #3: Cultivating Students’ Reflection, Cognitive Flexibility, & Emotional Regulation
Self-reflection in the learning process is best achieved as a collaborative activity that supports the dissolution of bad habits, inaccurate thinking, or unproductive strategies that hinder quality problem solving or skill achievement. It can be a powerful technique to use both in the moment of learning new skills or after completing a task and promotes cognitive flexibility or the capacity to think about problems or questions from different perspectives. Highly related to these abilities is emotional regulation which is essential for quality learning. The student’s ability to regulate emotions is necessary for developing goal-directed and purposeful and positive behaviors. NILD Educational Therapy is designed to incorporate all three aspects within the techniques used in each session. We will look specifically at a variety of techniques and how these important foundations to learning are developed within our sessions.
Breakout sessions for Level I trained therapists
A practical session to help intern educational therapists refine their skills, learn about recent level updates, and contemporary adaptations to technique implementation. There will be time for meaningful discussion and feedback as well as a role-play therapy demonstration.
Breakout session for Level II/III trained therapists
A practical session to help experienced educational therapists refine their skills, learn about recent level updates, and contemporary adaptations to technique implementation. There will be time for meaningful discussion and feedback as well as a role-play therapy demonstration.
**Breakout sessions will NOT be recorded. You must register for live attendance to take part in these breakouts.**