Brainstorming is a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering

a list of ideas spontaneously contributed by its member(s). The term was popularized by Alex Faickney Osborn in the 1953 book Applied Imagination. Osborn claimed that brainstorming was more effective than individuals working alone in generating ideas, although more recent research has questioned this conclusion.[1] Today, the term is used as a catch all for all group ideation sessions.( http://en.wikipedia.org/wiki/Brainstorming) Storytelling is the conveying of events in words, images, and sounds, often by improvisation or embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation, and to instill moral values. Crucial elements of stories and storytelling include plot, characters, and narrative point of view.( http://en.wikipedia.org/wiki/Storytelling) Conceptual graphs (CGs) are a formalism for knowledge representation. In the first published paper on CGs, John F. Sowa (Sowa 1976) used them to represent the conceptual schemas used in database systems. The first book on CGs (Sowa 1984) applied them to a wide range of topics in artificial intelligence, computer science, and cognitive science.( http://en.wikipedia.org/wiki/Conceptual_graph) A poster is any piece of printed paper designed to be attached to a wall or vertical surface. Typically posters include both textual and graphic elements, although a poster may be either wholly graphical or wholly text. Posters are designed to be both eyecatching and informative. Posters may be used for many purposes. They are a frequent tool of advertisers (particularly of events, musicians and films), propagandists, protestors and other groups trying to communicate a message. Posters are also used for reproductions of artwork, particularly famous works, and are generally low-cost compared to original artwork.( http://en.wikipedia.org/wiki/Poster) Deductive reasoning, also deductive logic or logical deduction or, informally, "topdown" logic,[1] is the process of reasoning from one or more general statements (premises) to reach a logically certain conclusion.[2] Deductive reasoning links premises with conclusions. If all premises are true, the terms are clear, and the rules of deductive logic are followed, then the conclusion reached is necessarily true. Deductive reasoning (top-down logic) contrasts with inductive reasoning (bottom-up logic) in the following way: In deductive reasoning, a conclusion is reached from general statements, but in inductive reasoning the conclusion is reached from specific examples. (Note, however, that the inductive reasoning mentioned here is not the same as induction used in mathematical proofs - mathematical induction is actually a form of deductive reasoning.) http://en.wikipedia.org/wiki/Deductive Inductive reasoning, also known as induction or informally "bottom-up" logic,[1] is a kind of reasoning that constructs or evaluates general propositions that are derived from specific examples. Inductive reasoning contrasts with deductive reasoning, in which specific examples are derived from general propositions. (http://en.wikipedia.org/wiki/Inductive_reasoning)

A concept map is a diagram showing the relationships among concepts. It is a graphical tool for organizing and representing knowledge. Concepts, usually represented as boxes or circles, are connected with labeled arrows in a downward-branching hierarchical structure. The relationship between concepts can be articulated in linking phrases such as "gives rise to", "results in", "is required by," or "contributes to".[1] The technique for visualizing these relationships among different concepts is called "concept mapping". Concept maps are used to define the ontology of computer systems, for example with the object role modeling or Unified Modeling Language formalism. A concept map is a way of representing relationships between ideas, images, or words in the same way that a sentence diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, and a circuit diagram represents the workings of an electrical appliance. In a concept map, each word or phrase is connected to another and linked back to the original idea, word or phrase. Concept maps are a way to develop logical thinking and study skills by revealing connections and helping students see how individual ideas form a larger whole.[2] Concept maps were developed to enhance meaningful learning in the sciences. A well-made concept map grows within a context frame defined by an explicit "focus question", while a mind map often has only branches radiating out from a central picture. There is research evidence that knowledge is stored in the brain in the form of productions (situation-response conditionals) that act on declarative memory content which is also referred to as chunks or propositions.[3][4] Because concept maps are constructed to reflect organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them.( http://en.wikipedia.org/wiki/Concept_map)
Round table is a form of academic discussion. Participants agree on a specific topic to discuss and debate. Each person is given equal right to participate, because of the circular layout usually used in round table discussions.

(http://en.wikipedia.org/wiki/Round_table_%28discussion%29, April 23, 2013).

A round table discussion is an excellent form of small group communication when the group is going to be a long term engagement. Roundtable discussions are extremely useful when it comes to learning, whether the learning be social or academic. Most of these types of groups are focused on one subject like self help, educational endeavors, or hobbies. Since round table discussions are

usually a long term type of small group discussion, cooperation is vital to the groups success. Also, group participation is a key concept as well, especially in self help scenarios. Whether you are in a round table discussion for self help, learning math, share poetry, or tackle a big project at the workplace, here are some helpful hints to consider:

Establish the specific focus of the group early on Always have an agenda to follow to keep meeting flowing Always encourage equally active participation from all group members Be sure to discuss topics one at a time, try not to stray off in different directions which is easy to do in this informal format Always recap what was covered at the end of the round table

http://www.pitt.edu/~groups/rt.html, April 23, 2013 Science (from Latin scientia, meaning "knowledge") is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe.[1] In an older and closely related meaning (found, for example, in Aristotle), "science" refers to the body of reliable knowledge itself, of the type that can be logically and rationally explained (see History and philosophy below).[2] Since classical antiquity science as a type of knowledge was closely linked to philosophy. In the early modern era the words "science" and "philosophy" were sometimes used interchangeably in the English language. http://en.wikipedia.org/wiki/Science, April 23, 2013) English is a West Germanic language that was first spoken in early medieval England and is now the most widely used language in the world.[4] It is spoken as a first language by the majority populations of several sovereign states, including the United Kingdom, the United States, Canada, Australia, Ireland, New Zealand and a number of Caribbean nations. It is the third-most-common native language in the world, after Mandarin Chinese and Spanish.[5] It is widely learned as a second language and is an official language of the European Union, many Commonwealth countries and the United Nations, as well as in many world organizations (http://en.wikipedia.org/wiki/English_language, April 23, 2013). Mathematics (from Greek mthma, "knowledge, study, learning") is the abstract study of topics encompassing quantity,[2] structure,[3] space,[2] change,[4][5] and other properties;[6] it has no generally accepted definition.[7][8] Mathematicians seek out patterns[9][10] and formulate new conjectures. Mathematicians resolve the truth or falsity of conjectures by mathematical proof. When mathematical structures are good models of real phenomena, then mathematical reasoning can provide insight or predictions about nature. http://en.wikipedia.org/wiki/Math, April 23, 2013

Research-based Teaching & Learning Strategies

There is a huge array of research studies that document effective teaching and learning strategies, which improve student achievement. Robert Marzano, utilizing meta-analysis (a statistical technique) to analyze and summarize thousands of research studies identified nine (9) teaching and learning strategies that improve student achievement.1 Many of these strategies go under different names in the research studies and the activities frequently overlap in practice. Based on a student's identified strengths & weaknesses, these strategies and activities can be utilized in lesson plans, school-based interventions, & IEP programs and services (e.g., IEP goals, objectives, & supplementary aids and services). In addition, based on IDEA's new criteria for specific learning disabilities (Response to Interventions - RTI), a student's response to these researchbased strategies can justify an SLD classification.

The chart below lists these research-based strategies in order of effectiveness in improving student achievement, a brief description of each strategy, specific teaching & learning activities, which utilize these strategies, and hyperlinked nonlinguistic examples. As the data on the attached hyperlinked resource suggests, many students with disabilities experience difficulties with language mediated tasks, so prevalent in school. Consequently, examples of how to utilize nonlinguistic representations in the above research based strategies is provided in the corresponding hyperlinked resources:

Research-Based Instructional Strategy

Specific Activity
Assign in-class and homework tasks related to the knowledge/skills identified as problems & goals of interventions that involve: - Comparison and classification; & - Metaphors and analogies

Identify similarities & differences

Summarizing and note taking

When engaged in activities related to the knowledge/skills identified as problems & goals of interventions, ask the student to:

- Generate verbal summaries; - Generate written summary; - Take notes; & - Revise notes, correcting errors and adding information. - Recognize & celebrate student's progress towards learning goals/objectives during intervention; Reinforce effort and provide recognition - Recognize & reinforce the importance of student's effort(s) during intervention(s) - Recognize & celebrate student's progress towards learning goals/objectives after intervention period. - Provide specific feedback on all assigned homework related to identified problems & intervention goals; & Homework & Practice - Assign homework for the student to practice skills identified as problem(s) & goals of intervention. When engaged in activities related to the knowledge/skills identified as problems & goals of interventions, ask the student to: - Generate content; mental images representing

- Draw pictures or pictographs representing content; Nonlinguistic representations - Construct graphic organizers representing content; - Act out content; - Make physical models of the content; - Make revisions to his/her mental images, pictures, photographs, graphic organizers, and physical models.

Cooperative learning

Place the student into cooperative &/or ability groups when appropriate to address knowledge/skills identified as problems & goals of interventions. - Set specific learning goals for the student before intervention begins; - Ask the student to set his/her own learning goal(s) for the intervention(s); - Provide feedback to the student on learning goal(s) throughout the intervention(s); - Ask student to keep track of his/her progress on learning the goal(s) of the intervention(s); - Provide the student with summative feedback at the end of the intervention period; & - Ask the student to assess himself/herself at the end of the intervention period. Engage the student in projects that involve generating & testing hypotheses related to identified problem(s) and interventions goal(s) through: - Problem solving tasks;

Setting objectives & providing feedback

Generating & testing hypotheses

- Decision making tasks; - Investigation tasks; - Experimental inquiry tasks; - Systems analysis tasks; & - Invention tasks Prior to presenting new content related to identified problem(s) and interventions goal(s):

Questions, cues, & advance organizers

- Ask questions that help the student recall what they might already know about the content; - Provide the student with direct links with

what he/she have previously studied; - Provide ways for the student to organize or think about the content

References
1. Marzano, R. J. (2003) What Works in Schools Translating Research into Action Alexandria, Virginia, Association for Supervision and Curriculum Development

Mini-conferences take several workshops and roll them into one professional development event. Cost-effective and comprehensive, mini-conferences provide multiple hands-on workshops that align with teaching standards, including the Common Core. Mini-conferences can be customized to meet the unique needs of your school(s). This service can also serve as a wonderful pre-conference addition to your own event. There key concept for mini-conference which includes Discipline-specific tools and strategies, Building community, Critical thinking, 21st century skills, Building global connections, Rigorous and motivating assignments, Support of professional communities, Authentic assessment, Transformative teaching and learning, Building capacity for sustainable leadership, and Aligning curriculum to the Common Core Researched-Based. is a strategies connecting research recommendations to practice can improve instruction. These key research-based strategies have impact on student achievement helping all students, in all kinds of classrooms. Strategies are organized into categories of familiar practices in order to help you fine-tune your teaching to improve student achievement.