NILD offers schools and educators professional learning in-service workshops in two broad categories:
- Educational therapy strategies to help your students with learning challenges.
- In-services to build the understanding of the impact of learning differences in various educational settings.
These workshops are conducted by NILD Professionally Certified Educational Therapists and last from 1 hour to a full day, depending on the topic. NILD’s training methods are accredited by the International Dyslexia Association and The Feuerstein Institute. You may select from the following list or you may request a workshop more specific to your organizational needs.
To schedule an in-service or for additional information, please Contact Us.
EDUCATIONAL THERAPY STRATEGIES WORKSHOP DESCRIPTIONS
Reading Comprehension: The Power to Understand
This workshop will explore the components that affect the ability to understand what one reads and strategies that students can be taught to help them better develop reading comprehension skills. Suggestions for how to incorporate these strategies within the general classroom will be discussed and demonstrated.
Those Inner Voices
The role that inner speech plays in education is significant. Many struggling learners have not developed the ability to self talk, creating impulsivity and comprehension difficulties. A teacher who is competent in the skills of questioning can influence a student’s ability to develop inner language.
The Power of Oral Language
The premise that oral language directs and develops thinking processes is the subject of this workshop. Examples of how to build cognitive strengths in the classroom will be presented.
Spelling: Orthographic Patterns and Memory
The ability to spell easily and automatically requires the skill to use a combination of knowledge of orthographic patterns and memory. This workshop will explore ways to enhance the teaching of spelling by developing the understanding of the orthographic patterns that exist within the English language.
The Intelligence Dilemma
There is increasing reason to believe that effective intervention can improve the way students think and actually increase their intellectual abilities. Classroom teachers will learn strategies to improve students’ abilities to connect to past learning and experience, thereby increasing cognitive competency.
Why Teach Handwriting?
This workshop will review research on handwriting. Rationale for teaching handwriting based upon building grapho-motor and cognitive competencies will be shared.
Teaching How to Learn in a What to Learn Culture
Today’s educational mandate that no child be left behind has resulted in standards of learning that are primarily content oriented. Students are being taught in an educational system that is increasingly driven by content mastery. This session will present ideas for integration of “how to learn” in classroom settings.
The Language Braid – Developing Critical Thinking Skills Through Literacy
Linguistic knowledge is not elusive but must be directly taught. One avenue to develop critical thinking skills is to weave together essential literacy elements, rather than to focus on a single strand of language. This workshop will highlight how classroom curriculum can be used to develop critical thinking skills and linguistic flexibility.
Learning Differences Workshop
Affecting the Affect
In this workshop participants will review the components of nonverbal communication and learn how this can be a significant contributor to social isolation and rejection.
Best Practices in Test Writing – Pathway to Academic Excellence
Mastering the skill of writing tests is vital to your success as an educator. Learn how to create reliable tests that give feedback about the mastery of material as well as develop cognitive skills in test taking.
Developing a Preventive Mindset
As an educator, the mindset and assumptions you possess about children and their learning will help determine when and how you work with young children. This workshop will examine the components of a preventive mindset in relation to learning difficulties.
Developing Research-Based Reading Programs
No child left behind legislation has made both educational professionals and the general public more aware that schools should be offering reading programs that are founded in current research related to the most effective methods of reading instruction. This workshop will focus on what the research is indicating and what types of curriculum include and support best practice in teaching reading.
Differentiated Instruction for Students with Learning Needs
Practical strategies for teachers to successfully differentiate instruction in order to engage student minds, encourage independent thinking, and successfully address individual learning needs within the classroom and small-group settings will be discussed.
Filling the Gaps: Enhancing Early Mathematical Concepts
Participants in this workshop will learn how to enable mathematical thinking especially by low performing students, as well as methods of intervention that address the gaps in mathematical knowledge.
Research in reading fluency has indicated that there are specific approaches to reading practice that consistently improve automaticity and fluency for students with reading disabilities. This workshop will relate the techniques to the curriculum used by your school and review and practice the methods suggested.
Foundations of Reading
For more than ten years, educational researchers have agreed that phonological processing and its most refined aspect, phonemic awareness, are foundational to reading acquisition. We will discuss the implications as put forth by the National Reading Panel.
Grammar: A Lost Art, A Forgotten Science
Those with learning difficulties regularly have difficulty with some aspect of language functioning. Grammar becomes an important tool to stimulate language processing. Educators must learn to use this tool effectively, understanding both the art and the science behind its powerful influence.
Is the Cement Dry Yet?
This workshop will introduce you to a program of early identification and intervention developed by Archie Silver, M.D. (child psychiatrist) and Rosa Hagin, Ph.D. (psychologist) to meet the educational needs of young learners (K-1), before they experience the frustration of learning failure.
Mediated Learning – How to Enhance Student Learning
This workshop will provide practical tips for teaching students how to learn while teaching specific content.
Morphology: One Key to Vocabulary Development
This workshop will provide teachers with tools to help students engage enthusiastically in the study of morphemes, unlock some mysteries of the English language, and increase their understanding of many of the complex words found within the content areas as they make logical connections to meaning.
Moving Beyond Memorization
The role of memory in the learning process needs to be understood by all teachers. It is a part, not the whole of learning. In our high stakes testing climate we tend to rely too much on the brain’s ability to remember facts. This workshop will take teachers beyond memorization into new avenues of creative teaching.
Personal, Practical, Professional Development for Educators
Both personal and professional characteristics are needed for teachers today. This workshop will explore these needed qualities and give some suggestions for professional improvement that are practical and attainable.
Potential or Propensity?
We are all curious about intellectual potential. What does it mean and can it be measured? Is there a limit to what some brains can learn? Is it possible to actually increase the ability to think and reason through great teaching? Ideas will be shared regarding the innate propensity of all learners and how you can apply them in the classroom.
Reading Comprehension: Strategies That Work!
This session will examine the building blocks of vocabulary, fluency and reading comprehension in light of skill development and strategies for successful and enjoyable reading experiences!