58
Beyond Laboratory Schools: Transforming Lives ANNUAL CONFERENCE 2016 - PUERTO RICO
1
Beyond Laboratory
Schools: Transforming
Lives
ANNUAL CONFERENCE 2016 - PUERTO RICO
2
O f f i c e r s a n d B o a r d M e m b e r s
& I A L S E n d o w m e n t B o a r d
Patricia Diebold
Executive Director
Konnie Serr, Shippensburg University of PA President
Jill Sarada, University of Pittsburgh
President-Elect
Sandra Brown Turner, University of Memphis Past-President
Mary Jane Taylor, Shippensburg, PA
Recording Secretary
Sharon Carver, Carnegie Mellon University Coordinator of Communications
Elizabeth Morley, University of Toronto
International Programming
Jill Sarada, University of Pittsburgh Grants
Jean Bird, Carnegie Mellon University
Membership Liaison
Nicolás Ramos, University of Puerto Rico Social Media Director
Wade Smith, Louisiana State University
Endowment Board Chairperson
Board Members
Marilyn Tolbert, Texas Christian University
Amani Reed, Columbia University
Richard Messina, University of Toronto
Endowment Board
Wade Smith
Endowment Board Chair
Konnie Serr IALS President
Sandra Brown-Turner
IALS Past-President
Jill Sarada President-Elect
Patricia Diebold
Executive Director
Mary Jane Taylor Secretary
Elizabeth Morley
International Committee Chair
Jill Sarada Grants Committee Chair
Member of IALS Board of Directors
Diana Dimitrovski
IALS General Membership 3 yr term
Ruth Fitzpatrick IALS General Membership 3 yr term
Arnold Lindaman
Annual Appointment by Board
3
H O S T S C H O O L S
Through the vision of the College of Education, the laboratory schools at the
University of Puerto Rico provide innovative education experiences while
supporting future educators. They are centers for creativity, research and
development of new educational practices. The main objective of the laboratory
schools is to improve and transform teaching and learning practices. The success of
the University of Puerto Rico Laboratory Schools is based on the teachers‟ team
work and the cooperation and integration of all students. The College of Education
prides itself in supporting and promoting such a wonderful learning community.
The Secondary School just turned 100 years old. It was the first public school in
Puerto Rico‟s metropolitan area. Thousands of teachers, counselors, administrators,
social workers, and other professionals have used the Secondary School as a pathway
to an exciting and fruitful career in the field of education. The use
of manipulatives as a way for students to learn mathematical concepts was first
researched at the Secondary School along with other cutting-edge teaching practices.
4
H O S T S C H O O L S
The Academia Ponce Interamericana (API) is a laboratory school part of
the Interamerican University of Puerto Rico. It is a Pre-K to 12th Grade
school. The languages of instruction are Spanish and English. There is
special attention to the development of science, math, technology and fine
arts. Human values have been integrated into the curriculum along with
universal ecumenical Christian values.
5
MAP
6
C O N F E R E N C E S C H E D U L E O F E V E N T S
Wednesday, April 27, 2016
3:00 pm Bus to University of Puerto Rico, Río Piedras Campus
Registration – College of Education, University of Puerto Rico 4:30 pm
Silent Auction Begins!
5:30 pm Welcome Ceremony
6:00 pm Alumni Panel
7:00 pm Keynote Speaker – Hon. Carmen Yulín Cruz, Alumnus and Mayor of San Juan
7:30 pm Puerto Rican Food Festival – Dinner and music!
9:00 pm Bus back to the hotel
Thursday, April 28, 2016
7:30 am Bus to University of Puerto Rico Lab Schools
8:30 am Grab-a-bag Breakfast
9:00 am Tour of UPR Laboraty Schools (Pre-school, Elementary and Secondary)
11:00 am Bus back to Hotel
12:15 pm – 1:00 pm
Business Meeting Lunch at the Hotel Announcing Mini Grant Recipients Outstanding Laboratory School Award 2017 Conference
1:30 pm UPR Secondary School Fretted Strings Ensemble and Choir
2:00 pm – 3:00 pm Keynote Speaker – Dr. Ana Helvia Quintero
3:00 pm – 4:00 pm Concurrent Master Classes – Dr. Ángeles Molina and Dr. Annette López
4:00 pm – 5:00 pm Workshops, Roundtables and Paper Sessions
6:30 pm – 7:30 pm Salsa by the beach! – Light Dinner and Cocktails
Evening on your own
7
C O N F E R E N C E S C H E D U L E O F E V E N T S
Friday, April 29, 2016
7:00 am Bus to Interamerican Lab School
9:00 am Light Breakfast
9:30 am Tour of the Lab School
11:30 am Lunch
1:00 pm International Presentation
2:00 pm – 3:00 pm Master Class – Dr. Ana Miró
3:00 pm – 5:00 pm Workshops, Roundtables and Paper Sessions
5:30 pm Tour of Ponce and Farewell
ENJOY PUERTO RICO AND SEE YOU NEXT YEAR IN MEMPHIS!
8
S c h e d u l e o f P r e s e n tat i o n s
THURSDAY, APRIL 28, 2016
WYNDHAM GRAND RIO MAR, RIO GRANDE
KEYNOTE SPEAKER (2:00 - 3:00 pm) ROOM
IN SEARCH OF A NEW PARADIGM FOR TEACHING AND LEARNING: THE ROLE OF THE LABORATORY SCHOOLS
DR. ANA HELVIA QUINTERO
The documents that describe the mission and philosophy of our school system correspond to what we know about the learning process. Yet few classrooms follow in practice those principles. This indeed is not particular of Puerto Rico. It happens in many countries. The talk will analyze the reason for this discrepancy between theory and practice, and how laboratories schools can contribute to im-plement in practice the principles about teaching and learning.
Riomar 6
MASTER CLASSES (3:00 – 4:00 pm)
EARLY BILINGUAL LITERACY DEVELOPMENT: CHALLENGES
AND OPPORTUNITIES FOR TEACHING DR. ÁNGELES MOLINA ITURRONDO
This master class aims at reviewing neurological and sociocultural dimensions of simultaneous first and second language learning in young children. Research literature will be discussed in order to identify the main develop-mental bench-marks and characteristics of bilingual development and early biliteracy learning. Implications, challenges and opportunities for bilingual teaching and learning will be addressed.
Riomar 6
ACTION RESEARCH: A WINDOW TO UNDERSTAND THE ACT
OF TEACHING DR. ANNETTE LÓPEZ DE MÉNDEZ
Teaching is a complex act, making it an exciting phenomenon to study. Participants will have the opportunity to learn about the benefits and the process of doing action research in the classroom, through the experience and work of a group of teachers as researchers from the UPR-RP Laboratory School. The workshop sees action research conducted in the classroom not only as a professional development activity, but as a window to understand the complexity of the act of teaching and learning
Caribbean 2
9
S c h e d u l e o f P r e s e n tat i o n s
THURSDAY, APRIL 28, 2016
WYNDHAM GRAND RIO MAR, RIO GRANDE
WORKSHOPS (4:00- 5:00 pm)
Time Presenter/s Title Relevant Learners Room
4:00-4:30
Ann H. Burns Implementing a high quality school-wide intervention/ enrichment program
Adult Learners: Teachers, Administrators Children: Elementary, Gifted Education University Students: Bachelors and Masters Level
Caribbean Ballroom 7
Bretislav Svozil Challenges for Czech educa-tion in the 21st century
Adult Learners: Teachers, Other Educators Children: Elementary University Students: Masters Level
Caribbean Ballroom 8
Dawn Miller Renee Huffman
Exploring the co-teaching model in primary elementary grades
Adult Learners: Teachers, Administrators Children: Early Childhood, Elementary University Students: Bachelors and Masters Level
Caribbean Ballroom 9
4:30-5:00
Nicole Romany Cathryn O‟Sullivan
The development of universi-ty laboratory preschools in the Caribbean
Early Childhood Development Caribbean Ballroom 7
Xiaofeng Kang
Improving students engage-ment in social studies classes: practice from Tsinghua High School International (THSI)
Adult Learners: Teachers Children: Secondary, Diverse Learners, English Language Learners University Students: Associates and Bachelors Level
Caribbean Ballroom 8
PAPER SESSION (4:30 - 5:00 pm)
Time Presenter/s Title Relevant Learners Room
4:30-5:00 Wade Smith
Can you really test a standard?
Adult Learners: Administrators, Teachers, Other Educators Children: Elementary, Secondary University Students: : Bachelors, Masters, Doctoral Level
Caribbean Ballroom 9
ROUNDTABLE (4:00 - 5:00 pm)
Time Presenter/s Title Relevant learners Room
4:00-5:00
Becka Wright Carrie Smith
Shakespeare for everyone: Universal design through performance-based and multi-age learning
Adult Learners: Other Educators Children: Elementary, Secondary, Diverse Learners, Gifted Education University Students: Masters and Doctoral Level
Caribbean Ballroom 3
10
S c h e d u l e o f P r e s e n tat i o n s
FRIDAY, APRIL 29, 2016
INTERAMERICAN UNIVERSITY LAB SCHOOL, PONCE, P.R.
PLENARY (1:00-2:00 PM)
IALS INTERNATIONAL PRESENTATION: THE EXPERIENCE AND CONTRIBUTION OF INTERNATIONAL LAB SCHOOLS
ELIZABETH MORLEY
In this session, there will be informing and candid presentations of some of the work of member schools from around the world. Particular emphasis will be given to the potential and reach of international partnerships with other IALS member schools. There will be individual presentations from each institution who sent members to the IALS Tour 2016 and then a small panel of members who have successful international partnerships to speak about the process and value of these for their schools. A Q & A will follow.
Theater API
MASTER CLASS (2:00 – 3:00 PM)
EDUCATION FOR ALL STUDENTS: FLEXIBILITY IN EDUCATION TO ADDRESS THE DIVERSITY OF THE
STUDENTS’ NEEDS
ANA MIRÓ-MEJÍAS
Instructional alternatives will be discussed to respond to diversity through flexible learning. The three primary alternatives will be: adaptations, differentia-tion and universal design. Adaptations in different areas will be presented, where the aim is for students to succeed and prove proficiency. Some aspects of the process of teaching and learning will be compared from the perspective of the differentiated education vs. traditional. The main principles of universal design will be addressed so that classes are inclusive for all students.
Theater API
11
S c h e d u l e o f P r e s e n tat i o n s
FRIDAY, APRIL 29, 2016
INTERAMERICAN UNIVERSITY LAB SCHOOL, PONCE, P.R.
WORKSHOPS (3:00 - 5:00 pm)
Time Presenter/s Title Relevant Learners Room
3:00-3:30
Yomarie Rivera Karen M. Holguín
¡Todos a leer! La promoción y
la integración de la lectura en el
currículo de una escuela en
Guatemala
Adult Learners: Administrators, Teachers
Children: Elementary
University Students: Bachelors and Masters
Level
B06
Kim McKnight
We all need a coach! How real
feedback can improve your
teaching
Adult Learners: Administrators, Teachers, Other
Educators, Support Staff
Children: Early Childhood, Elementary
University Students: Associates, Bachelors,
Masters and Doctoral Level
B05
Annette Lebrón
Rose Marie Santiago
Cuando los estudiantes exigen
investigar en la clase de Artes
del Lenguaje: Retos en el
desarrollo de un currículo
compartido
Adult Learners: Teachers
Children: Elementary
University Students: Bachelors and Masters
Level
B02
3:30-4:00
Wilda Rosado Linda Clark
Diversas estrategias educativas
que promueven la investiga-
ción, el pensamiento crítico
y la toma de decisiones en la
enseñanza de Ciencias.
Adult Learners: Teachers Children: Elementary
University Students: Bachelors Level
B06
Cheryl A. Slattery
Embracing effective literacy
I ntervention: Charting the
course throughout the
community
Adult Learners: Teachers, Administrators, Other
Educators Children: Elementary
University Students: Bachelors Level
B05
Rocio del M. Tonos
Clima escolar y aprendizaje
colaborativo para el desarrollo
del liderazgo estudiantil
Administrators, Teachers, Other Educators
Children: Elementary, Secondary, Diverse
Learners
University Students: Associates, Bachelors and
Masters Level
B02
12
S c h e d u l e o f P r e s e n tat i o n s
FRIDAY, APRIL 29, 2016
INTERAMERICAN UNIVERSITY LAB SCHOOL, PONCE, P.R.
WORKSHOPS (3:00 - 5:00 pm)
Time Presenter/s Title Relevant Learners Room
4:00-4:30
Wilda Y. Rosado
Ángel Díaz
Richard Román
Nadja Ramos
Cómo la integración curricular de
Arte, Ciencia, Inglés y Matemática
ayuda en el aprendizaje de los
ecosistemas humedales en los
estudiantes de nivel elemental.
Adult Learners: Teachers, Other Educators
Children: Elementary
University Students: Bachelors Level
B06
Jenine Schmidt Bringing race into early childhood
educators' reflective practice
Adult Learners: Administrators, Teachers
Children: Early Childhood, Elementary
University Students: Bachelors Level,
Masters Level
B05
Julianne Bailey Gretchen Dodson
Put the LAB back into
ColLABoration! - Collaboration
opportunities at a laboratory
school
Adult Learners: Teachers, Administrators
Children: Early Childhood, Elementary,
Secondary
University Students: Bachelors and graduate
Level
B02
Liliana Cruz Image theater: Showing what I'm
thinking with images
Adult Learners: Teachers, Administrators,
Other Educators, Support Staff
Children: Elementary, Secondary, Diverse
Learners, English Language Learners, Gifted
Education
University Students: Bachelors and Masters
Level
B01
4:30-5:00
Yolanda Santini Homoparental families in Puerto
Rican educational settings
Adult Learners: Teachers Administrators,
Other Educators, Support Staff
Children: Early Childhood
University Students: Associates, Bachelors,
Masters and Doctoral Level
B06
Sharon Carnahan
Capturing a classroom culture:
The teachable moments video
project
Adult Learners: Teachers, Other Educators
Children: Early Childhood, Diverse Learners
University Students: Bachelors Level
B05
Julianne Bailey Gretchen Dodson
Improvisational acting in the
classroom and after school pro-
grams
Adult Learners: Teachers, Administrators
Children: Early Childhood, Elementary,
Secondary
University Students: Bachelors and graduate
Level
B02
13
PAPER SESSIONS (3:00-5:00 pm)
Time Presenter/s Title Relevant Learners Room
3:00-3:30
Desiré Sánchez Leamos por siempre/Reading forever: A community of readers in twenty first century Puerto Rico
Adult Learners: Teachers, Other Educators Children: Early Childhood, Ele-mentary University Students: Bachelors and Masters Level
B01
Luis Estrada Alexis Vargas José Sánchez
Perfil físico de estudiantes en una escuela laboratorio a través de múltiples modelos curriculares
Adult Learners: Teachers Children: Secondary University Students: Bachelors Level
B07
3:30-4:00 Steven Smith 21st Century Skills: Integrating the 4 C’s in Lab School Learning
Adult Learners: Teachers, Other Educators Children: Early Childhood, Ele-mentary University Students: Bachelors and Masters Level
B07
3:30-4:00 Edwin Rivera Jonathan Soto
La enseñanza de la criptografía y teoría de códigos a estudiantes de escuela superior
Adult Learners: Teachers, Other Educators Children: Secondary University Students: Associates, Bachelors, Masters and Doctoral Level
B01
4:30-5:00 Elizabeth Cuevas
Natalie Báez Centros de lectoescritura: Helping all students be literate
Adult Learners: Teachers, Other Educators Children: Elementary University Students: Associates and Bachelors Level
B01
S c h e d u l e o f P r e s e n tat i o n s
FRIDAY, APRIL 29, 2016
INTERAMERICAN UNIVERSITY LAB SCHOOL, PONCE, P.R.
ROUNDTABLES (3:00-5:00 pm)
Time Presenter/s Title Relevant learners Room
3:00-4:00 James Seale
Wanda de Jesús José Nocua
Collaborative learning: The promise and the pitfalls
Adult Learners: Teachers, Other Educators Children: Secondary, Diverse Learners, Gifted Education University Students: Bache-lors, Masters and Doctoral Level
LIBRARY A04
4:00-5:00
María G. Rosado Ivette Torres Jaime Abreu
María del C. Currás
Los egresados de la UHS: Por qué estudian o trabajan en ambientes académicos
Adult Learners: Teachers Children: Secondary University Students: Bache-lors, Masters and Doctoral Level
LIBRARY A04
14
IMPLEMENTING A HIGH QUALITY SCHOOL-WIDE INTERVENTION/
ENRICHMENT PROGRAM
Ann H. Burns - Model Lab School, Eastern Kentucky University Model Laboratory School and Eastern Kentucky University worked to build new school wide intervention and enrichment schedule to develop all elementary students academically to his/ her highest level. The Model Lab School director will present an overview of the process, an update of their progress, and developments since implementation of the plan last school year.
THURSDAY, APRIL 28, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
15
CHALLENGES FOR CZECH EDUCATION IN THE 21ST CENTURY
Bretislav Svozil - Open School Space, Masaryk University, Czech Republic Czech educational system faces many challenges at the moment. Many changes have happened during the last twenty years, some of them successful some of them less successful. We need to focus more on future and the rapid development of the society and reflect it in our education. There are some initiatives that realize this, however we still need to be focused more on systematical solutions, holistic approach and work on synergies that can work for the improvement of Czech educational system. One of the examples of synergies can be the Open School Space project situated to Brno, Czech Republic.
THURSDAY, APRIL 28, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
16
EXPLORING THE CO-TEACHING MODEL IN PRIMARY ELEMENTARY
GRADES
Dawn Miller & Renee Huffman - Burris Laboratory School, Ball State University, Indiana Please join us as we explore the co-teaching model in primary grade education. The pragmatics of the co-teaching model will be discussed along with the research that supports strong student achievement when participating in the co-teaching environment. We will share the ways preservice teachers have collaborated with classroom teachers to develop and implement lessons and the subsequent evaluation of their teaching.
THURSDAY, APRIL 28, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
17
Improving Students` Engagement in Social Studies Classes: Practice
from Tsinghua High School International (THSI)
Xiaofeng Kang - Tsinghua High School International, Tsinghua University, Beijing, China Students` class engagement is critical to their success of learning in a social studies class. This
research investigates the difficulties that the students most commonly confront, and discusses
possible solutions. The study aims to contribute to students` active participation in their learning
environments and thus to succeed in college in the future.
WEDNESDAY, APRIL 28, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
18
THE DEVELOPMENT OF UNIVERSITY LABORATORY PRESCHOOLS IN
THE CARIBBEAN
Nicole Romany & Cathryn O‟Sullivan - The University of the West Indies Open Campus Early
Childhood Centres of Excellence
This presentation will outline the ongoing process of developing university laboratory preschools
in three Caribbean countries – Jamaica, Trinidad and Antigua. We will examine how one company
with four sites throughout the Caribbean, create a unique and recognizable brand that supports the
development of high quality early childhood programming while respecting and addressing each
country‟s culture and specific needs.
THURSDAY, APRIL 28, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
19
CAN YOU REALLY TEST A STANDARD?
Wade Smith - Louisiana State University Laboratory School, Louisiana State University It is now common practice for schools to be required to administer standards-based exams. In
many cases their results are used as a part of the school's accountability performance score. This
presentation examines the assumptions behind standards-based assessments, identifies the issues
created for schools by these assumptions, and offers recommendations based off of these issues.
THURSDAY, APRIL 28, 2016
PAPER SESSION
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
20
SHAKESPEARE FOR EVERYONE: UNIVERSAL DESIGN THROUGH
PERFORMANCE-BASED AND MULTI-AGE LEARNING
Becka Wright & Carrie Smith, University of Pittsburgh, PA Shakespeare really can be for everyone. Presenters Becka Wright and Carrie Smith will share their
experience of using Shakespeare's original text as universal design for first, second, and sixth grade
students. Learn how to engage your students in a universally designed Shakespeare exploration
using performance based techniques, theme, and combined classrooms.
THURSDAY, APRIL 28, 2016
ROUNDTABLE
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
21
¡TODOS A LEER! LA PROMOCIÓN Y LA INTEGRACIÓN DE LA LECTURA
EN EL CURRÍCULO DE UNA ESCUELA EN GUATEMALA
Yomarie Rivera & Karen M. Holguín, UPR Elementary Lab School
Proponemos presentar dos investigaciones realizadas en Guatemala, que fueron elaboradas como parte de una investigación sombrilla dirigida por la Dra. Ruth Sáez Vega, el Proyecto Alianzas de Lectura (P.A.L), iniciativa pedagógica e investigativa del Centro para el Estudio de la Lectura, la Escritura y la Literatura Infantil (C.E.L.E.L.I.) de la Universidad de Puerto Rico. Una de las investigaciones estaba dirigida al establecimiento de un programa de promoción lectora; y la otra, a la creación e implementación de unidades temáticas. Nuestro objetivo era establecer una biblioteca de aula en cada uno de los salones de la escuela. Asimismo, teníamos como objetivo acompañar a las maestras en torno a la promoción lectora y a la integración de la lectura a los contenidos curriculares y documentar el proceso y las vivencias de los estudiantes y las maestras al participar del proyecto.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
22
WE ALL NEED A COACH! HOW REAL FEEDBACK CAN IMPROVE YOUR
TEACHING
Kim McKnight, Graduate student at Virginia Commonwealth University
This session presents an approach for teachers to increase high-quality learning environments for
their students – using video cameras on your phone and a coaching model to deliver empirically
supported teaching strategies. This professional development model called practice-based coaching
is used in BEST in CLASS, a Tier-2 classroom-based intervention designed to prevent and
ameliorate the chronic problem behaviors of young children at risk for the development of
emotional/behavioral disorders. Instead of the traditional professional development model where
teachers learn general skills in a 1-day training and return to their classroom with a binder of new
material that will often never be opened again, practice-based coaching allows for more intensive
and focused instruction. Originally designed by Snyder (2007), practice-based coaching is a
collaborative professional development model in which a teacher and a coach work together to
assess the students‟ needs and evaluate the instructional practices for desired teacher and child
outcomes.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
23
CUANDO LOS ESTUDIANTES EXIGEN INVESTIGAR EN LA CLASE DE
ARTES DEL LENGUAJE: RETOS EN EL DESARROLLO DE UN
CURRÍCULO COMPARTIDO
Annette Lebrón & Rose Marie Santiago, UPR Elementary Lab School
Se presenta una investigación realizada en la sala de clases en la que se valida la importancia de la
toma de decisiones como práctica inherente al proceso de aprender. El propósito era recoger y dar
voz a los estudiantes en el diseño curricular y en su autonomía como aprendices. En la ponencia
se comparten los resultados de la investigación; los retos de dos docentes ante el reclamo de sus
estudiantes por investigar; y, por ende, la transformación del currículo de Artes del Lenguaje; de las
prácticas docentes, y del proceso de aprendizaje tanto del docente como del alumno.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
24
DIVERSAS ESTRATEGIAS EDUCATIVAS QUE PROMUEVEN LA
INVESTIGACIÓN, EL PENSAMIENTO CRÍTICO Y LA TOMA DE
DECISIONES EN LA ENSEÑANZA DE CIENCIAS
Wilda Rosado & Linda Clark, UPR Elementary Lab School
Por medio de la presentación se destacarán diversas estrategias creativas e innovadoras que se
utilizan en los cursos de Ciencias de nivel elemental que promueven el aprendizaje significativo y
auténtico en la sala de clases. Además, se evidenciará por medio de las diversas actividades de
aprendizaje desarrolladas cómo las mismas promueven la investigación, el pensamiento crítico y la
toma de decisiones.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
25
EMBRACING EFFECTIVE LITERACY INTERVENTION: CHARTING THE
COURSE THROUGHOUT THE COMMUNITY
Cheryl A. Slattery, Grace B. Luhrs University Elementary School, Shippensburg University, PA
This workshop session describes an innovative relationship created through the unique
professional triad of university faculty/pre-service teachers, laboratory school teachers/children,
and school district teachers/children, to service struggling readers throughout the school
community by delivering individualized literacy intervention sessions within a balanced and
comprehensive literacy framework.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
26
CLIMA ESCOLAR Y APRENDIZAJE COLABORATIVO PARA EL
DESARROLLO DEL LIDERAZGO ESTUDIANTIL
Rocío del M. Tonos, UPR Elementary Lab School
La presentación Clima Escolar y Aprendizaje Colaborativo para el Desarrollo del Liderazgo Estudiantil comenzaría con una breve sesión en la cual la audiencia podrá compartir ideas acerca del liderazgo y de ambientes de colaboración. Luego, se presentarán vídeos cortos acerca de estrategias de trabajo colaborativo y para el desarrollo de destrezas de liderazgo que utilizo en mi sala de clases. También se presentarán entrevistas, fotografías y muestras de trabajo que evidencian la utilización y el producto de dichas prácticas. Para atender las necesidades y los intereses de los participantes, la presentación culminará con un espacio para reflexionar acerca del enfoque primario de la presentación, así como para responder preguntas de la audiencia.
FRIDAY, APRIL 29, 2016
WORKSHOP
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
27
CÓMO LA INTEGRACIÓN CURRICULAR DE ARTE, CIENCIA, INGLÉS Y
MATEMÁTICA AYUDA EN EL APRENDIZAJE DE LOS ECOSISTEMAS
HUMEDALES EN LOS ESTUDIANTES DE NIVEL ELEMENTAL
Wilda Y. Rosado, Ángel Díaz, Richard Román & Nadja Ramos, UPR Elementary Lab School
Por medio de la presentación se destacarán diversas estrategias creativas e innovadoras que se
utilizan en los cursos de Ciencias, Arte, Inglés y Matemáticas de nivel elemental que promueven el
aprendizaje de los ecosistemas humedales por medio de la Iniciativa Educativa: El Humedal... una
obra de arte. Además, se evidenciará por medio de las diversas actividades de aprendizaje
desarrolladas cómo las mismas promueven la integración curricular en la sala de clases, la
investigación, la creatividad, reflexión y el pensamiento crítico en los estudiantes.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
28
BRINGING RACE INTO EARLY CHILDHOOD EDUCATORS' REFLECTIVE
PRACTICE
Jenine Schmidt, Mills College Children's School, Mills College, Oakland, CA
Jenine Schmidt identifies as a White early childhood educator. She works at the Mills College
Children‟s School [MCCS] lab preschool. Knowing that there is a racial “mismatch” between
predominantly White educators and student populations whose races are diverse, Jenine has been
on a journey to learn more about what it means to be White, and how to recognize and challenge
stereotypes and racism in education. As a mentor to future educators, Jenine also wanted to bring
a critical race mindset to pre-service teachers. This led to a participatory action research project
involving Jenine and eight other teachers in at MCCS. These teachers used reflective processes to
critically explore their racial and cultural identities in the interest of creating more equitable
education environments. Jenine will discuss the benefits and challenges of the group reflective
process and the key finding.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
29
IMAGE THEATER: SHOWING WHAT I'M THINKING WITH IMAGES
Liliana Cruz, UPR Secondary Lab School
A workshop of Image Theatre, one of the techniques of Augusto Boal will be offered. It will relate to the teaching of peace culture and educational ideas of Paulo Freire. The participant will learn theater games and Image Theater as a language of communication without using the voice.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
30
PUT THE LAB BACK INTO COLLABORATION! - COLLABORATION
OPPORTUNITIES AT A LABORATORY SCHOOL
Julianne Bailey & Gretchen Dodson, Berry College Elementary and Middle School, Austin, Texas This session will provide examples of collaboration with college classes, college professors, community groups and even community-wide fundraising. This session will provide a look at how to establish these valuable connections and how to provide opportunities that only a laboratory school can offer. Berry College Elementary was awarded a “Powerful Practice” evaluation by SACS in the area of “internal and external stakeholder partners engaged in collaborative teaching and active learning.”
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
31
IMPROVISATIONAL ACTING IN THE CLASSROOM AND AFTER SCHOOL
PROGRAMS
Julianne Bailey & Gretchen Dodson, Berry College Elementary and Middle School Austin, Texas
This presentation will begin with a brief PowerPoint outlining how improv has been used in our
school and the results we have seen. The majority of the presentation will explain the basic rules
of improv, then allow time for participation with improv games and activities.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
32
HOMOPARENTAL FAMILIES IN PUERTO RICAN EDUCATIONAL
SETTINGS
Yolanda Santini, UPR Elementary Lab School
This presentation emerges from a multiple-case study about homoparental families which was conducted in Puerto Rico. It focuses on the experiences that the participating families have had in the school context.
Generally, educational settings are not prepared neither have established policies to work with the homoparental family type. The integration of family diversity, including the homoparental family type, to the curriculums and educational duties of Puerto Rican educational settings, is imperative.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
33
CAPTURING A CLASSROOM CULTURE: THE TEACHABLE MOMENTS
VIDEO PROJECT
Sharon Carnahan, Rollins College Child Development & Student Research Center, Florida
How do you take a small, warm, inviting lab school to a larger scale? Our new building, with
double the capacity, opens in 2016. Concerned with capturing our culture of mixed age groups,
intense teacher-child interactions, and a project centered curriculum, we completed a Teachable
Moments Video project.
FRIDAY, APRIL 29, 2016
WORKSHOP PRESENTATIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
34
LEAMOS POR SIEMPRE/READING FOREVER: A COMMUNITY OF
READERS IN TWENTY FIRST CENTURY PUERTO RICO
Desiré Sánchez, UPR Elementary Lab School
A community of readers emerged from digital gatherings through the educational blog: www.leamosporsiempre.com and Facebook/leamosporsiempre. This is an invitation to promote reading communities as central in educating towards a new generation that reads and loves reading for life. Information is offered about how the blog came to be, the importance of such presence in Puerto Rico's twenty first century digital community (especially among young parents) and the need, vision and mission to educate towards a new generation that reads and loves reading for life.
FRIDAY, APRIL 29, 2016
PAPER SESSIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
35
PERFIL FISICO DE ESTUDIANTES EN UNA ESCUELA LABORATORIO A
TRAVES DE MULTIPLE MODELOS CURRICULARES
Luis Estrada, Alexis Vargas, José Sánchez - UPR Secondary Lab School
La presentación explica las diferentes actividades, unidades y currículos que ofrece el programa de Educación Física de la UHS y el nivel de aptitud física que actualmente poseen nuestros estudiantes. Recomendaciones y sugerencias son ofrecidas por los presentadores para ofrecer actividades y unidades de movimiento en la clase de Educación Física que promuevan la aptitud física
FRIDAY, APRIL 29, 2016
PAPER SESSIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
36
21st Century Skills: Integrating “The Four C’s” in Lab School
Learning
Steve Smith, Grace B. Luhrs University Elementary School, Shippensburg University of PA
Many high schools are working to ensure that their graduates are prepared for the 21st Century workplace and postsecondary education. Through new courses, curriculum adjustments and a heightened focus on active learning instructional strategies, high school students are increasingly experiencing the skills deemed most critical in becoming a contributing, self-sufficient citizen: Critical Thinking, Communication, Collaboration and Creativity. The presenter, a high school principal most of his career, recognizes that secondary students experiencing “The Four C‟s” is not necessarily normative. Because much of high school instruction can be teacher-centered, students often experience the Four C‟s in pockets, and in some disciplines more than others. New this school year as an elementary laboratory school director, the presenter now observes children routinely communicating, collaborating with one another, creatively engaged and thinking critically. Not surprisingly, lab school curriculum and instructional approaches are tremendously conducive for students to consistently experience the Four C‟s.
FRIDAY, APRIL 29, 2016
PAPER SESSIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
37
LA ENSEÑANZA DE LA CRIPTOGRAFÍA Y TEORÍA DE CÓDIGOS A
ESTUDIANTES DE ESCUELA SUPERIOR
Edwin Rivera & Jonathan Soto, UPR Secondary Lab School
El propósito de la conferencia es enseñarles a los maestros de escuelas secundarias las metodologías de enseñanza de la criptografía y teoría de códigos en el nivel secundario. Este método siempre se ha visto como algo que se aplica en los niveles del bachillerato y en esta presentación los profesores mostrarán que se puede enseñar a estudiantes de escuela secundaria.
FRIDAY, APRIL 29, 2016
PAPER SESSIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
38
CENTROS DE LECTOESCRITURA: HELPING ALL STUDENTS BE
LITERATE
Elizabeth Cuevas & Natalie Báez, UPR Elementary Lab School
Centros de Lectoescritura provides support to students who have special needs in their literacy
development. Research and continuous evaluation as well as collaboration with the Language Arts
teachers, plus a balanced view of evaluation that doesn‟t rely exclusively on standardized tests are
the main features of this project.
FRIDAY, APRIL 29, 2016
PAPER SESSIONS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
39
COLLABORATIVE LEARNING: THE PROMISE AND THE PITFALLS
James Seale, Wanda de Jesús & José Nocua, UPR Secondary Lab School
A group of veteran teachers will share their approaches to this complex educational strategy, and
why they do things the way they do. Rather than identifying "best practices" (though it is possible
some may emerge), this roundtable will examine the messy nuts and bolts of getting kids to learn
by working together, mostly out of teachers' sight and earshot.
FRIDAY, APRIL 29, 2016
ROUNDTABLE
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
40
LOS EGRESADOS DE LA UHS: POR QUÉ ESTUDIAN O TRABAJAN EN
AMBIENTES ACADÉMICOS
María G. Rosado, Ivette Torres, Jaime Abreu & María del C. Currás, UPR Secondary Lab School
Se dará una presentación de os resultados de encuestas, una creada por ex alumnos de la UHS para validar a preparación sólida que recibieron en la UHS. Se creó otra encuesta reciente para conocer las razones del interés del ex alumno de estudiar y trabajar en espacios académicos. Un aves se presenten los resultados (15 minutos) tres profesores de la UHS analizarán los datos y discutirán como la preparación y el ambiente escolar promueven el aprecio y dedicación a la educación. El público podrá hacer preguntas y comentar o comparar su experiencia.
FRIDAY, APRIL 29, 2016
ROUNDTABLE
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
41
IALS INTERNATIONAL PRESENTATION: THE EXPERIENCE AND
CONTRIBUTION OF INTERNATIONAL LAB SCHOOLS
Elizabeth Morley, Kobe Shinwa Womens University, Canada
In this session, there will be informing and candid presentations of some of the work of member
schools from around the world. Particular emphasis will be given to the potential and reach of
international partnerships with other IALS member schools. There will be individual presentations
from each institution who sent members to the IALS Tour 2016 and then a small panel of
members who have successful international partnerships to speak about the process and value of
these for their schools. A Q and A can follow.
FRIDAY, APRIL 29, 2016
PLENARY
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
42
KEYNOTE SPEAKER
Carmen Yulín Cruz Soto was born in San
Juan on February 25, 1963. She is the daughter of Pedro Cruz and Carmen Irene Soto. She attended UHS, the high school of the University of Puerto Rico, where she became President of the Student Council and represented her school at the Presidental Classroom. During these years her skills in track and field and leadership academics started to excel.
She went to the University of Boston, Massachusetts, graduating Magna Cum Laude with a concentration in Human Resourses Management and a degree in Political Science. She received a Masters degree at the prestigious Carnegie Mellon University in
Pittsburgh, Pennsylvania. Here she was the first student to receive the Spirit Award, now the Barbara Jenkins Award, an honor given to the student who impacted positively the quality of life of other students in and out of the classroom.
After graduating Carmen Yulín was then hired by Westinghouse to be part of their program for the development of Managers in Human Resources. She has been Manager and Director of Human Resources for companies in the private sector, such as Colgate-Palmolive, Banco Popular de Puerto Rico, Cellular One ( now AT&T), Scotiabank. In the public service sector she worked in the Treasury Department of the United States of America.
In 1992, after living in the United States for 12 years, she moved back to Puerto Rico to enter the world of politics. First, she became an aide to Mayor Sila Calderón and later on, to the President of the House of Representatives, Carlos Vizcarrondo Irizarry, until finding her own path.
In 2003 she became a member of the Institute of Political Education of the Popular Democratic Party (PPD ). That same year she was elected President for the National Organization of Popular Democratic Women. (OMP). In 2005 , Governor Ani3bal Acevedo Vilá named her to the Comission for the Reorganization of San Juan. In 2006 she was re-elected as National President of OMP for another term, a position she still helds. In 2008 she was a member of the task force who developed the 2008 Platform for the Popular Democratic and the leader in charge of Women‟s Affair in the Platform. In 2008 the people of Puerto Rico elected her Representative at large. In March of 2012, Populares recognized her work with their votes as she revalidated as candidate for the House of Representatives in the Popular Democratic primary.
But destiny had something else for her. Something she had always aspired as a child. At the end of March she accepted the nomination to run for Mayor of her City of San Juan, winning the election on November.
43
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
KEYNOTE SPEAKER
44
KEYNOTE SPEAKER
Dra. Ana Elvia Quintero
Estudió su bachillerato con concentración en matemáticas en la Universidad de Puerto Rico, Recinto de Río Piedras. En la Universidad de California en Berkeley, completó su maestría en matemáticas. Su doctorado es del Instituto Tecnológico de Massachusetts (MIT), trabajando en un grupo interdisciplinario desde la perspectiva de la educación, la psicología y la estructura del conocimiento de la matemática.
Ha sido Ayudante del Presidente de la Universidad (1986-89); Vice Presidenta de Asuntos Académicos de la Universidad de Puerto Rico (1989- 91); y Directora del Centro de Investigaciones e Innovaciones Educativas adscrito al Consejo General de Educación (1991- 93). Desde el Centro promovió diferentes proyectos de innovación e investigaciones de cómo mejorar nuestras escuelas. De enero 2001 a julio 2002 se desempeñó como Subsecretaria para Asuntos Académicos del Departamento de Educación
Actualmente es profesora en el Departamento de Matemáticas de la Universidad de Puerto Rico, Recinto de Río Piedras donde trabaja proyectos de investigación y de desarrollo educativos. Entre estos se destaca el Proyecto Acceso al Éxito, el cual interesa aumentar el número de estudiantes de bajos recursos que continúan estudios post secundarios.
Ha publicado varios libros sobre educación, entre ellos, Hacia un Plan Educacional de Puerto Rico; Matemática con sentido: su aprendizaje y enseñanza; Muchas reformas pocos cambios: Hacia otras metáforas educativas; Educación con Sentido: La educación ideal y posible; Hacia la escuela que soñamos: Reflexión sobre una experiencia práctica; ¿Qué me pasa con las matemáticas? y Representaciones en la enseñanza de matemáticas; así como textos para la enseñanza de las matemáticas, entre ellos, Elementos de la matemáticas, Geometría y Estadística Descriptiva.
45
KEYNOTE SPEAKER
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
46
Master class
DR. ANGELES MOLINA ITURRONDO
Catedrática en el Departamento de Estudios Graduados de la Facultad de Educación del Recinto de Río Piedras de la Universidad de Puerto Rico. Posee un doctorado en Educación Temprana de la Universidad de Boston y una maestría en Educación de Arte de la Universidad de Nueva York. En 1985, realizó estudios postdoctorales en la Escuela Graduada de Educación de la Universidad de Harvard.
Desde el 2004 hasta el 2010 se desempeñó como Decana de la Facultad de Educación del Recinto de Río Piedras de la Universidad de Puerto Rico. Fue miembro del Consejo de Examinadores del National Council for the Accreditation of Teacher Education (NCATE) hasta 2013. Actualmente es miembro de la Junta de Gobierno del Regional
Education Laboratory del Noreste y las islas de los Estados Unidos (RELNEI); del PR Research Alliance on Dropout Prevention; de la Junta de Directores de la Fundación Chan y Samuel Levis; y del Consejo Multisectorial del Gobernador para Niñez Temprana.
Su línea de investigación se centra en la lectura y la escritura emergentes en la edad temprana. Es autora de literatura infantil, de artículos académicos y de varios libros académicos en el campo de la educación preescolar y lectoescritura emergente. Entre otras se destacan Educación con Sentido: educación ideal y posible (2006) en coautoría con cinco autoras; Leer y escribir con Adriana: la evolución temprana de la lectoescritura en una niña desde la infancia hasta el primer grado (1999); y Niños y niñas que exploran y construyen: currículo para el desarrollo integral en los años preescolares (1994). Este último ha sido adoptado como currículo en muchos centros preescolares en Puerto Rico. En el 2010, fue la editora de la guía curricular para el nivel preescolar Volteretas, publicada por Ediciones SM. Es coautora del marco conceptual del programa de educación temprana del Departamento de Educación que está en vigor en la actualidad. Su más reciente publicación académica, en junio de 2015, fue el artículo “MAMI ILOBU”: la escritura emergente en inglés en preescolares hispanohablantes, en la revista Miríada Hispánica, de la Universidad de Valencia, España.
Como autora de literatura infantil y entre otros libros, se destacan Sapo Sapito, sapote publicado por Ediciones Santillana; El príncipe que no quería ser príncipe, y Sopa de hortalizas publicados por la Editorial de la UPR; y Esto era una vez en el fin del mundo, publicado por Ediciones SM, por el cual fue distinguida por el PEN Club de Puerto Rico en 2009 con el Premio Nacional de Literatura Infantil; y Valentina ya no dice solo mu, publicada en 2015.
Con frecuencia es invitada a participar como oradora en congresos y conferencias internacionales sobre educación. Al momento, está llevando a cabo la investigación Storybook reading aloud and textual structures as scaffolds to the construction of meaning: An analysis of dialogue of a group of Puerto Rican 4-year-olds.
47
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Master classes
48
MASTER CLASS
Dr. Annette López de Méndez holds a
doctoral degree from Harvard University in the area of research in Teaching, curriculum and Learning Environments, a Master Degree in Early Childhood and Elementary Education from New York University, and a Bachelor Degree in Humanities from the University of Puerto Rico. She also has an Advance Graduate Studies Certificate from the „Center for Advanced Study in the Behavioral Sciences in the area of Research, Practice and Education Policy’ from Stanford University. At present, she teaches at the Faculty of Education at the University of Puerto Rico, Río Piedras Campus and is director of the Educational Research Center. In the past years, she has collaborated with the Puerto Rico Children Council and has contributed to the development of the Quality Rating and Improvement System for Early Childhood Programs in Puerto Rico. She has developed a website to promote developmentally appropriate practices for early childhood educators under the sponsorship of Angel Ramos Foundation. Dr. López de Méndez also devotes time to research and development projects with the purpose of advancing the professional development of teachers in the area of English as a Second Language (ESL). The emphasis is on stimulating the integration of technology and the arts to the teaching of English as a Second Language. Her passion is to volunteer at the Museum of Art of Puerto Rico, developing programs to educate the family and teachers in the integration of the visual arts into the school curriculum, as well as promote children‟s learning and creativity.
La Dra. Annette López de Méndez ostenta un doctorado de la Universidad de Harvard en el área de investigación en enseñanza, currículo y ambientes de aprendizaje. Tiene una Maestria en Educación preescolar y elemental de la Universidad de New York y un Bachillerato en el área de Humanidades de la Universidad de Puerto Rico. Además, ostenta un Certificado de Estudios de Posgrado Avanzados de la Universidad de Stanford del 'Centro de Estudios Avanzados en Ciencias del Comportamiento y en el área de Investigación, Práctica y Políticas Educativas'. En la actualidad, es catedrática en la Facultad de Educación, de la Universidad de Puerto Rico, Recinto de Río Piedras y es directora del Centro de Investigación para la Educación. En los últimos años, ha colaborado con el Consejo de la Niñez Temprana en Puerto Rico y ha contribuido al desarrollo del Sistema de Calidad y Mejoramiento de los Programas de Niñez Temprana en Puerto Rico. También ha desarrollado, con el patrocinio de la Fundación Ángel Ramos, un portal web dirigido a promover las prácticas de desarrollo apropiadas para la niñez. La Dra. López de Méndez también dedica tiempo a la investigación y al desarrollo de proyectos de mejoramiento profesional para maestros de Inglés (ESL), con el fin de estimular la integración de la tecnología y las artes a la enseñanza de Inglés como Segundo Idioma. Su pasión es ser voluntaria en el Museo de Arte de Puerto Rico, donde ha desarrollado programas para educar a la familia y los maestros en la integración de las artes visuales en el currículo escolar, así como promover el aprendizaje de los niños y la creatividad a través de las artes visuales.
49
MASTER CLASS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
50
MASTER CLASS
Dra. Ana G. Miró Mejías posee estudios de bachillerato, maestría y doctorado en las áreas de Educación Especial y Elemental, Currículo/Enseñanza y Liderazgo Educativo. Imparte cátedra en el Recinto de Río Piedras de la Universidad de Puerto Rico desde el 1991.
Durante 36 años se ha desempeñado en diversas tareas que complementan su quehacer educativo. Ha trabajado como maestra en el sistema público y privado en diversos niveles en Pr y EU. Ha servido de consultora en diversos proyectos u organizaciones como: Sociedad de Padres de Niños Autistas; Fundación SIDA; Proyecto de Reforma Sistemática en Puerto Rico para la Educación de Excelencia en Ciencia y Matemática; Asociación de Padres Pro Bienestar de Niños con Impedimento (APNI); Asociación de Adiestramiento, Servicio e Investigación de los Problemas de Aprendizaje (AASI); Corporación de Servicios Legales de Puerto Rico; Proyecto de Red de Apoyo Interdisciplinario (Facultad de Educación, UPR, RP); Programa de Honor de la UPR, RP; Clínica de Asistencia Legal de la UPR, RP; Centro de Desarrollo Preescolar y Laboratorio de Infantes de la UPR; Corporación de Investigaciones Científicas y Proyectos Educativos (ICPE); "Quality Improvement Center" de New York University que sirve a los programas de Head Start; Training Designers; The Children Foundation; Asociación de Padres de Niños Dotados; Editorial Panamericana, Ediciones SM, Editorial Santillana, Editorial Norma, Museo de Arte de PR y otros.
Los temas de interés en adiestramientos y proyectos han sido variados, entre estos: Derechos de los niños con necesidades especiales y sus familias; Adaptaciones curriculares, instruccionales, evaluativas y ambientales para atender las necesidades especiales de diversos niños; Planificación y ambientación de la instrucción en el nivel preescolar/elemental; Enfoques educativos para la intervención con estudiantes con desórdenes emocionales y de conducta; Trabajo con padres; Transición de infantes y preescolares en diversos programas así como de adolescentes; Manejo del salón de clases para facilitar la disciplina; Competencias del maestro para atender las necesidades de todos los estudiantes; Análisis y evaluación del proceso educativo de estudiantes de Educación Especial desde la perspectiva educativo-legal; Desarrollo social, emocional y conductual: alternativas para la sala de clases; Diseño y confección de materiales instruccionales; Diseño, desarrollo y evaluación del currículo; Alternativas curriculares para estudiantes dotados; Desarrollo socioemocional de estudiantes dotados; Assessment de estudiantes con necesidades especiales; Las excepcionalidades y los conflictos que se generan entre los alumnos ¿cómo intervenir?; Entendiendo la normalidad de ser diferentes: Una herramienta facilitadora invisible; La diversidad desde la perspectiva de estudiantes dotados; ¿Cómo identificar los elementos que trastocan a la población diversa en la sala de clases y las alternativas que tiene el docente?; Materiales educativos que facilitan el manejo del salón de clases de acuerdo a las necesidades de los estudiantes; El aprendizaje de las ciencias y la atención a la diversidad en la sala de clases: el caso de los niños de educación especial; La asignatura de Español como medio para el pleno desarrollo del alumno: Dotados, Identificación y Educación; Estudiantes con doble excepcionalidad; Flexibilidad para atender las necesidades especiales de los estudiantes en salones inclusivos; Educación diferenciada. Estos y otros temas han sido el foco principal de múltiples conferencias en PR y EU.
Una de las tareas más intensas que ha tenido a su haber es la de servir como perito educativo en demandas en corte, y querellas en vistas administrativas, en casos de Educación Especial para evaluar adecuacidad del proceso educativo de los estudiantes. Entre estos casos se encuentra el pleito de clase de Rosa Lydia Vélez que representa a todos los estudiantes de Educación Especial de Puerto Rico. Relacionado con esto, diseñó y validó un sistema para determinar si el proceso educativo de los estudiantes de educación especial cumple con los parámetros educativo-legales.
Ha participado de la revisión curricular de varios programas académicos. Ha trabajado en la evaluación de los programas del Recinto de Río Piedras de la UPR bajo la Oficina de Planificación Académica adscrita al Decanato de Asuntos Académicos. Además, ha trabajado como enlace en el proyecto de acreditación de los programas de educación del sistema de la Universidad de Puerto Rico. También está certificada por el Crisis Prevention Institute.
Ha escrito diversas publicaciones y ha realizado varias investigaciones relacionadas, entre otras, con los procesos de transición, las destrezas socioemocionales y conductuales, las adaptaciones instruccionales y la adecuacidad del proceso educativo desde la perspectiva educativa-legal, materiales instruccionales adecuados para la diversidad, educación diferenciada y prácticas apropiadas para estudiantes dotados. Es autora del libro "Autismo: ¿Estás interesado?, de la "Guía ASEI: Análisis y evaluación del proceso educativo de estudiantes de Educación Especial desde la perspectiva educativa-legal" y del libro Matemática para todos. Ha sido directora del proyecto Matemática para todos sobre desarrollo profesional de maestros. Ha sido la investigadora principal de la investigación “Desarrollo de destrezas sociales en estudiantes dotados de doble excepcionalidad mediante intervenciones interdisciplinarias” y otros estudios relacionados con la preparación y desarrollo profesional de maestros y futuros maestros.
51
MASTER CLASS
NOTES:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
52
PRESENTERS
Alexis Vargas UPR Secondary Lab School
Ángel Díaz UPR Elementary Lab School
Ann H. Burns Model Lab School, Eastern Kentucky University
Annette Lebrón UPR Elementary Lab School
Becka Wright University of Pittsburgh, PA
Bretislav Svozil Open School Space, Masaryk University, Czech Republic
Carrie Smith University of Pittsburgh, PA
Cathryn O‟Sullivan The University of the West Indies Open Campus Early Childhood Centres of Excellence
Cheryl A. Slattery Grace B. Luhrs University Elementary School, Shippensburg University, PA
Dawn Miller Burris Laboratory School, Ball State University, Indiana
Desiré Sánchez UPR Elementary Lab School
Edwin Rivera UPR Secondary Lab School
Elizabeth Cuevas UPR Elementary Lab School
Elizabeth Morley Womens University, Canada
Gretchen Dodson Berry College Elementary and Middle School, Austin, Texas
Ivette Torres UPR Secondary Lab School
Jaime Abreu UPR Secondary Lab School
James Seale UPR Secondary Lab School
Jenine Schmidt Mills College Children's School, Mills College, Oakland, CA
Jonathan Soto UPR Secondary Lab School
José Nocua UPR Secondary Lab School
José Sánchez UPR Secondary Lab School
Julianne Bailey Berry College Elementary and Middle School, Austin, Texas
53
PRESENTERS
Karen M. Holguín UPR Elementary Lab School
Kim McKnight Graduate student at Virginia Commonwealth University
Kobe Shinwa Womens University, Canada
Liliana Cruz UPR Secondary Lab School
Linda Clark UPR Elementary Lab School
Luis Estrada UPR Secondary Lab School
María del C. Currás UPR Secondary Lab School
María G. Rosado UPR Secondary Lab School
Nadja Ramos UPR Elementary Lab School
Natalie Báez UPR Elementary Lab School
Nicole Romany The University of the West Indies Open Campus Early Childhood Centres of Excellence
Renee Huffman Burris Laboratory School, Ball State University, Indiana
Richard Román UPR Elementary Lab School
Rocío del M. Tonos UPR Elementary Lab School
Rose Marie Santiago UPR Elementary Lab School
Sharon Carnahan Rollins College Child Development & Student Research Center, Florida
Steven Smth Grace B. Luhrs University Elementary School, Shippensburg University of PA
Wade Smith Louisiana State University Laboratory School, Louisiana State University
Wanda de Jesús UPR Secondary Lab School
Wilda Rosado UPR Elementary Lab School
Wilda Y. Rosado UPR Elementary Lab School
Xiaofeng Kang Tsinghua High School International, Tsinghua University, Beijing, China
Yolanda Santini UPR Elementary Lab School
Yomarie Rivera UPR Elementary Lab School
54
sponsors
787-769-3379 • 787-257-3220 · 787-257-7820
José Gorbea
Art & Crafts
787-504-5703
Puerto Rican Art & Crafts 204 Fortaleza St
Old San Juan, PR 00901 (787) 725-5596
55
NOTES
56
NOTES
57
NOTES
58
Patricia E. Diebold, Executive Director
The International Association of Laboratory Schools
Executive Office: 134 Maple Drive
Edinboro, Pennsylvania 16412
814-881-7051
International Association of Laboratory Schools
Dedicated to Research, Service and Educational Excellence
