Beyond Laboratory Schools: Transforming Lives
Transcripción
Beyond Laboratory Schools: Transforming Lives
ANNUAL CONFERENCE 2016 - PUERTO RICO Beyond Laboratory Schools: Transforming Lives 1 Officers and Board Members & IALS Endowment Board 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 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 Nicolás Ramos, University of Puerto Rico Social Media Director Wade Smith, Louisiana State University Endowment Board Chairperson Diana Dimitrovski IALS General Membership 3 yr term Ruth Fitzpatrick IALS General Membership 3 yr term Board Members Marilyn Tolbert, Texas Christian University Arnold Lindaman Annual Appointment by Board Amani Reed, Columbia University Richard Messina, University of Toronto 2 HOST SCHOOLS 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. 3 HOST SCHOOLS 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. 4 MAP 5 CONFERENCE SCHEDULE OF EVENTS Wednesday, April 27, 2016 3:00 pm 4:30 pm Bus to University of Puerto Rico, Río Piedras Campus Registration – College of Education, University of Puerto Rico 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 6 CONFERENCE SCHEDULE OF EVENTS 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! 7 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 implement 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 benchmarks 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 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 WORKSHOPS (4:00- 5:00 pm) Time 4:00-4:30 Presenter/s Relevant Learners Room 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 education 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 Nicole Romany Cathryn O‟Sullivan The development of university laboratory preschools in the Caribbean Early Childhood Development Caribbean Ballroom 7 Xiaofeng Kang Improving students engagement 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 4:30-5:00 Title Caribbean Ballroom 8 PAPER SESSION (4:30 - 5:00 pm) Time 4:30-5:00 Presenter/s Wade Smith Title Relevant Learners Room Can you really test a standard? Adult Learners: Administrators, Teachers, Other Educators Children: Elementary, Secondary University Students: : Bachelors, Masters, Doctoral Level Caribbean Ballroom 9 Relevant learners Room ROUNDTABLE (4:00 - 5:00 pm) Time 4:00-5:00 Presenter/s Becka Wright Carrie Smith Title Shakespeare for everyone: Universal design through performance-based and multiage learning Adult Learners: Other Educators Children: Elementary, Secondary, Diverse Learners, Gifted Education University Students: Masters and Doctoral Level Caribbean Ballroom 3 9 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 Theater API 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. 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, differentiation 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 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. WORKSHOPS (3:00 - 5:00 pm) Time 3:00-3:30 3:30-4:00 Presenter/s Title 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 Wilda Rosado Linda Clark Diversas estrategias educativas que promueven la investigación, el pensamiento crítico y la toma de decisiones en la enseñanza de Ciencias. Adult Learners: Teachers Children: Elementary University Students: Bachelors Level B06 Embracing effective literacy I ntervention: Charting the course throughout the community Adult Learners: Teachers, Administrators, Other Educators Children: Elementary University Students: Bachelors Level B05 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 Cheryl A. Slattery Rocio del M. Tonos Relevant Learners Room 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 4:00-4:30 Presenter/s Title Relevant Learners Room 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 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 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 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 programs Adult Learners: Teachers, Administrators Children: Early Childhood, Elementary, Secondary University Students: Bachelors and graduate Level B02 Julianne Bailey Gretchen Dodson Liliana Cruz Yolanda Santini 4:30-5:00 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. PAPER SESSIONS (3:00-5:00 pm) Time Presenter/s Title Room B01 B07 Desiré Sánchez Leamos por siempre/Reading forever: A community of readers in twenty first century Puerto Rico 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 3:00-3:30 3:30-4:00 Steven Smith 21st Century Skills: Integrating the 4 C’s in Lab School Learning 3:30-4:00 Edwin Rivera Jonathan Soto La enseñanza de la criptografía y teoría de códigos a estudiantes de escuela superior 4:30-5:00 Relevant Learners Adult Learners: Teachers, Other Educators Children: Early Childhood, Elementary University Students: Bachelors and Masters Level Elizabeth Cuevas Natalie Báez Centros de lectoescritura: Helping all students be literate Adult Learners: Teachers, Other Educators Children: Early Childhood, Elementary University Students: Bachelors and Masters Level Adult Learners: Teachers, Other Educators Children: Secondary University Students: Associates, Bachelors, Masters and Doctoral Level Adult Learners: Teachers, Other Educators Children: Elementary University Students: Associates and Bachelors Level B07 B01 B01 ROUNDTABLES (3:00-5:00 pm) Time Presenter/s 3:00-4:00 James Seale Wanda de Jesús José Nocua 4:00-5:00 María G. Rosado Ivette Torres Jaime Abreu María del C. Currás Title Collaborative learning: The promise and the pitfalls Los egresados de la UHS: Por qué estudian o trabajan en ambientes académicos Relevant learners Adult Learners: Teachers, Other Educators Children: Secondary, Diverse Learners, Gifted Education University Students: Bachelors, Masters and Doctoral Level Adult Learners: Teachers Children: Secondary University Students: Bachelors, Masters and Doctoral Level Room LIBRARY A04 LIBRARY A04 13 THURSDAY, APRIL 28, 2016 WORKSHOP PRESENTATIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 14 THURSDAY, APRIL 28, 2016 WORKSHOP PRESENTATIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 15 THURSDAY, APRIL 28, 2016 WORKSHOP PRESENTATIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 16 WEDNESDAY, APRIL 28, 2016 WORKSHOP PRESENTATIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 17 THURSDAY, APRIL 28, 2016 WORKSHOP PRESENTATIONS 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. 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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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 19 THURSDAY, APRIL 28, 2016 ROUNDTABLE 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 20 FRIDAY, APRIL 29, 2016 WORKSHOP PRESENTATIONS ¡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. 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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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 22 FRIDAY, APRIL 29, 2016 WORKSHOP PRESENTATIONS 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. 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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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 24 FRIDAY, APRIL 29, 2016 WORKSHOP PRESENTATIONS 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. 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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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 26 FRIDAY, APRIL 29, 2016 WORKSHOP PRESENTATIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 27 FRIDAY, APRIL 29, 2016 WORKSHOP PRESENTATIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 28 FRIDAY, APRIL 29, 2016 WORKSHOP PRESENTATIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 29 FRIDAY, APRIL 29, 2016 WORKSHOP PRESENTATIONS 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.” NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 30 FRIDAY, APRIL 29, 2016 WORKSHOP PRESENTATIONS 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. 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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. 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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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 33 FRIDAY, APRIL 29, 2016 PAPER SESSIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 34 FRIDAY, APRIL 29, 2016 PAPER SESSIONS 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 NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 35 FRIDAY, APRIL 29, 2016 PAPER SESSIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 36 FRIDAY, APRIL 29, 2016 PAPER SESSIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 37 FRIDAY, APRIL 29, 2016 PAPER SESSIONS 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 38 FRIDAY, APRIL 29, 2016 ROUNDTABLE 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 39 FRIDAY, APRIL 29, 2016 ROUNDTABLE 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 40 FRIDAY, APRIL 29, 2016 PLENARY 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. NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 41 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 ColgatePalmolive, 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. 42 KEYNOTE SPEAKER NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 43 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 (199193). 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. 44 KEYNOTE SPEAKER NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 45 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. 46 Master classes NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 47 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. 48 MASTER CLASS NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 49 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 educativolegales. 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. 50 MASTER CLASS NOTES: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 51 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 52 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 53 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 [email protected] 54 NOTES 55 NOTES 56 NOTES 57 International Association of Laboratory Schools Dedicated to Research, Service and Educational Excellence Patricia E. Diebold, Executive Director The International Association of Laboratory Schools [email protected] Executive Office: 134 Maple Drive Edinboro, Pennsylvania 16412 814-881-7051 58