Professional Development Workshops

How is MindWing's professional development plan described?

MindWing's professional development includes in-depth, interactive workshops, consultations and demonstrations focused on MindWing's cognitive-linguistic methodology using MindWing's child-friendly materials including Braidy the StoryBraid™, Story Grammar Marker®, Talk to Write, Write to Learn™, ThemeMaker® & MindWing's Data Collection & Progress Monitoring Process™, East Meets West™ 1 & 2 and additional MindWing supplemental materials. Workshops are based on learning how to use MindWing's research based methodology and tools for narrative development and content area text. The presenter uses MindWing's tools as well as children's literature, chapter books, novels and content area articles and textbook chapters. Participants will learn hands-on strategies for intervention in the areas of oral language development (with a focus on re-telling), critical thinking skills, listening and reading comprehension, writing, and social emotional skills. REQUEST HERE A PROFESSIONAL DEVELOPMENT PROPOSAL

What is the structure of MindWing's workshop?

Each MindWing workshop is a combination of

Consistent references to research and theory
Modeling & Guided Practice using MindWing Tools
Demonstration lessons
Discussion
Video presentations
Application of MindWing's methodology State Standards and Curriculum Guidelines
Participation in classroom activities
Participation in cooperative learning group activities
Activities using Picture Books, Chapter Books, Novels, newspaper clippings, internet articles, social studies & science textbook chapters

What are Learner Outcomes for MindWing's workshops?

Each MindWing workshop is designed with the following staff professional development goals in mind. Participants will

Utilize MindWing's methodology and tools effectively with designated core oral language, reading, content area and writing programs as well as and instructional practices that are currently in place in the school district
Inform instruction using MindWing's Data Collection and Progress Monitoring Tools™ in the areas of oral expression, comprehension & writing of stories
Build teacher capacity in the area of the oral language link to reading comprehension, critical thinking, expression and writing
Provide intervention in the area macrostructure and microstructure of stories (NARRATIVES) and content area text (EXPOSITORY) to develop comprehension, writing, pragmatics & critical thinking skills
Differentiate instruction for children with different abilities and learning styles
Implement effective strategies for teaching a group of diverse learners such as: children general education as well as children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse
Employ various modes of intervention and instruction to the students through use of hands-on materials, picture books, chapter books, novels & textbooks with MindWing's lesson ideas and customized activities
Develop collaborative partnerships among classroom teachers and the professionals who support their instruction including, literacy specialists, speech-language pathologists, reading teachers, special education teachers, and those working with children for whom English is not a first language.

Who should attend?

We have provided workshops that include participants who are in the following positions:

Early Childhood Educators
General Education Teachers
Special Educators
Speech/Language Pathologists
Literacy Coaches
Reading Specialists
School Psychologists
Adjustment Counselors
Para-Professionals
Administrators/Supervisors

The participants can either be a mixture of ALL of these staff positions, one particular position or "teams" of participants.

What combination of participants is right to meet the needs of a school district staff and the academic and social goals of a school district?

All of our workshops focus on the link between language and literacy. All workshops are interactive and incorporate lecture, discussion, activities, video, modeling and guided practice using MindWing's materials to increase student achievement. However, the combination of the participants dictates the style and focus of the workshop. Here are five examples of these styles (Remember: these are just examples, we customize the workshops to fit your needs and goals!):

All participants are Speech Language Pathologists - the workshop is designed for the ever broadening role of the SLP; from therapy to the classroom setting. This workshop focuses on oral language development “ from narrative to expository discourse and builds upon the existing knowledge base and experience of the SLP. Participants find this workshop rejuvenates their therapy and give them a way to get into the classroom, using MindWing's tools to impact student achievement.

All participants are Pre-K teachers, the specific focus is narrative development and the oral language base for comprehension, writing and critical thinking for that age/grade level (same if all participants are Kindergarten-1st Grade or 2nd-3rd or 4th- 5th grade, etc.)

All participants are Middle and High School Special Educators teaching science & social studies - “ the workshop will use ThemeMaker® and have a focus on older students working with content area (expository) text, critical thinking skills, conflict resolution

All participants are in teams of 2 who work with each other in their school - Due to Response-to-Intervention (RtI) initiatives, we have seen an increase over the past 18 months of school districts employing the "team" style of workshop participation. These teams can be comprised of a Classroom Teacher & an SLP, an SLP & a Literacy Coach, a Special Educator & a Classroom Teacher, etc. Here there is a synergistic approach to bringing this methodology back to the school. During the workshop, there is a focus on RtI, collaboration, curriculum goals, small and large group activities and collaborative models for lesson planning & sharing.

All participants are in problem-solving teams of 5-6 who work in the same school - " a very effective plan that has been used in school districts to kick-off use of MindWing's methodology. The teams are comprised of a general education teacher, a special educator, an SLP, a Reading Specialist, School Psychologist and a Literacy Coach. They all work in the same school. The district sends 10-12 schools. This way, the principals can purchase additional materials for staff members, and have these 5 colleagues to in-service, team-teach, assist and mentor them. This is the path to whole district implementation that a district might take. REQUEST HERE A PROFESSIONAL DEVELOPMENT PROPOSAL

What is an appropriate length/time frame for MindWing's professional development?

Over the past 14 years of providing professional development to thousands of educators in the U.S. and Canada, we have developed and perfected various styles of workshops to meet the needs of the educators with whom we work. We are very flexible and can design your professional development to fit your needs regarding participants, release time & budget constraints.

Two day (10 hour) initial workshop and One day (5 hour follow up) approximately 6 months later, then annually or semi-annually coming back to the district for additional training and support. This professional development design is most effective due to the proven fact that a strong foundation as well as ongoing training and support yields the most success. It is recommended for all school districts but especially for large school districts and those who wish to train a variety of grade levels, disciplines and staff positions.

One Day (5 hour) initial Workshop is appropriate for school districts that wish to train a specific grade level, discipline or staff position and for whom release time and/or budget constraints are an issue. (For example, a one day workshop is appropriate for training either All Pre-K teachers on Braidy the StoryBraid™ only OR all middle school educators teaching social studies OR all SLPs in a school district.)

To read more, click Our Customized Sessions in which we incorporate Trainer/Mentor Programs, Classroom Demonstrations & Consultation and/or the Home Connection (mini-session with Parents/Guardians). REQUEST HERE A PROFESSIONAL DEVELOPMENT PROPOSAL

What are the Topics & Agendas for MindWing's Professional Development Workshops?

There are several different topics or combinations of topics for workshops that you may choose. Many school districts prefer a combination of two, for example a workshop with a focus on narrative development could include both Braidy the StoryBraid™ and Story Grammar Marker® or one on expository can include both Story Grammar Marker® and ThemeMaker® or any of the workshop topics with MindWing's Data Collection and Progress Monitoring Process™. Here are several samples of topics/agendas for workshops:

MindWing's Braidy the StoryBraid™ an emergent literacy tool, is an exciting, child-friendly way to introduce MindWing's Braidy the StoryBraid the patented icons of the Story Grammar Marker®. Designed for use in early childhood settings, Braid is a child-size puppet. Braid is developmental in nature, with removable parts, to scaffold stages of narrative development for young children. Braidy™ helps children to develop literate oral language abilities by incorporating story grammar structure and sentence building, the foundations of comprehension and thinking skills that all lead to social-emotional growth. It can be used with students from Pre-School through grade 2, in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a Braidy the StoryBraid™ Kit and East Meets West™ Volume I.

Braidy the StoryBraid™ Topics/Agenda

Introduction of MindWing Concepts and Braidy The StoryBraid™
Strands of Oral Language that intertwine with time to form the building blocks of language, the bases for literacy development.
Macro-structure (broad organization of sentence groups to form narrative/expository text structures) and Micro-structure (the sentence and word levels of language necessary to communicate ideas).
The episode as a fundamental structure of narrative thinking and plot development.
Analyze a simple episodic structure from a picture book in collaboration with the workshop presenter.
Developmental Sequence of Narrative Macrostructure via iconic representations of the 7 Narrative Stages; each stage will be illustrated using children's literature to anchor the stage.
Use Braidy, the StoryBraid™ manual and tools with children's literature through modeling and guided practice with the workshop presenter providing the model.
Focus on broad uses of Braidy, the StoryBraid™ throughout the day for such activities as organizing transitions, establishing routines and following general directions within the classroom.
Analyze the Macrostructure and Microstructure of a story as told by a young child, with guidance by the workshop presenter.
Increase awareness of the development of emotional and mental states using narrative language and Braidy, the StoryBraid™. Beginning with the six universal emotions: happy, sad, mad, scared, surprised and disgusted; body language including facial expressions will be a focus. Connections to life experiences and "planfulness" will be made explicit.
Facilitate the use of narrative language in formats of illustration, emerging writing, simple sentence development, literate language features; conjunction usage, mental state verbs & linguistic verbs
Expand the use of Braidy, the StoryBraid™ to pragmatics, problem solving, and conflict resolution.
Foster student awareness and understanding of information (expository) text structures including simple description, list, sequence and compare/contrast.

MindWing’s Story Grammar Marker® is for narrative development: re-telling, telling, writing and The Story Grammar Markercomprehending stories. The SGM incorporates MindWing’s patented icons to give children a visual, kinesthetic tool for help with “WH” questions and common graphic organizers. The SGM® delves into the “why” question: motivations, feelings, plans – all necessary for the development of critical thinking skills. This colorful, hands-on tool enables children to externalize the macrostructure of the story so they can concentrate on literate language features (microstructure). It can be used with students from second to fifth grade, in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a Story Grammar Marker® Kit and East Meets West™ Volume I.

Story Grammar Marker® Workshop Topics/Agenda

Introduction & Background of MindWing Concepts
Strands of Language which underlie literacy acquisition
Building Blocks of Language
Discourse Level of language development: conversation, narratives and expository (content area) text
Elementary School relationship to the Language Link to literacy: expression, reading comprehension, writing and pragmatics
Introduce Story Grammar Marker® tool
Participate in dramatic play using an anchor children’s book to demonstrate Story Grammar Marker®
MindWing’s unique Critical Thinking Triangle™
Perspective-taking (in fictional narratives and in interpersonal communication)
Narrative Developmental Stages (descriptive, action sequence, reactive sequence, abbreviated episode, complete episode, complex episode, interactive episode)
Focus on Macro-structure and Micro-structure of stories
In-depth look at Developmental Stages using Children’s literature selections
Hands-on, small group activities using Story Grammar Marker® tools with children’s literature
Apply MindWing’s methodology to the classroom reading comprehension & writing goals and “making connections” using the Critical Thinking Triangle™ (with hands on activities)
Focus on Literate language features (microstructure) evident in narratives
Example of using Story Grammar Marker® (narrative structure) for SOCIAL STUDIE
Q & A and Wrap Up

MindWing’s Talk to Write, Write to Learn™ is a critical intervention necessary for the development of oral language and literacy skills as they relate to teaching writing. Talk to Write, Write to Learn™ (TTW, WTL™) was designed for use within your existing writing program to develop the oral language skills necessary as a Talk to Write, Write to Learnfoundation for writing of both narrative and expository text. It was also designed to develop the writing skills necessary for success in content area subjects such as science and social studies. “A Day In the Park” Student Activity Booklet™ is the hands-on, activity-based approach of TTW, WTL™. The Booklet contains self-paced activities and art that instruct students in the beginning stages of narrative development and writing. TTW, WTL™ helps children strengthen the relationship among oral language, comprehension and writing. It can be used with students from grades two through six, in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a Talk to Write, Write to Learn Kit™.

Talk to Write, Write to Learn™ Workshop Topics/Agenda

Introduction & Background of MindWing Concepts
Strands of Oral Language which underlie literacy acquisition
Building Blocks of Language
Discourse Level of language development: conversation, narratives and expository (content area) text
Introduction Talk to Write, Write to Learn™ (TTW, WTL™) and to SGM® and ThemeMaker® tools
Use of MindWing’s Critical Thinking Triangle™ for developing the main idea
Practice using TTW, WTL™ maps to map oral language to print for both stories and content area
“A Day in the Park” Student Activity Booklet™ for development of narrative writing
Analyze of student writing using MindWing’s Progress Monitoring forms and charts
Learn the Talk to Write, Write to Learn™ method for the “5 paragraph essay”
Perspective-taking in writing
Composing a narrative response (for book reports, state testing)
Mastering the basic narrative episode for story writing
Exploring expository writing (for example animal reports, term paper format, etc.)
Using TTW, WTL™ for writing a summary
Writing the “persuasive essay”

MindWing’s ThemeMaker® is a uniquely designed approach to help students visualize, organize, comprehend and write non-Theme Makerfiction/informational material. This workshop focuses on high level narratives (novels/chapter books) and content area (expository) text (ie. Social Studies and/or Science). ThemeMaker® focuses on the 7 primary expository text structures: description, listing, sequencing, cause/effect, problem/solution, compare/contrast and persuasion. ThemeMaker® helps to develop students’ skills in comprehension, writing, perspective-taking, conflict resolution, problem solving and “making connections.” It can be used with children in late-elementary school through high school in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a ThemeMaker® Kit and East Meets West Volume™ II.

ThemeMaker® Workshop Topics/Agenda

Introduction to ThemeMaker® (and MindWing’s methodology)
Reference to supporting research and theory of the discourse level of language development (narration, conversation and exposition)
Macro-structure and micro-structure of narrative development
Using ThemeMaker® to identify the 7 Primary Expository Text Structures (description, listing, sequencing, cause/effect, problem/solution, compare/contrast & persuasion)
Modeling of ThemeMaker® methodology with science and social studies text
Guided practice in using ThemeMaker® Maps (narrative and expository text)
Discussion regarding State Standards and high stakes testing related to text structure
Participation in lessons using newspaper clippings, internet articles and social studies/science text book chapters
Participation in lessons using high level narratives such as novels and chapter books
Participation in “classroom” and cooperative learning group activities using Content Area Text
Critical Thinking Skills (focus on the feelings and plans of characters in literature and in personal interactions)
Expository text writing skills
KWL, prior knowledge, “Alpha” boxes and other ways to organize text
The thought process behind persuasion
Reading non-verbal cues in social situations
Perspective taking skills relating to literature as well as social interaction
Use of literate language features (elaborated noun phrases, conjunctions, adjectives, etc.)
Ability to “make connections”
Problem solving and conflict resolution skills
Q & A and Wrap Up

NEW!* MindWing’s Data Collection & Progress Monitoring Process: Linking MindWing’s Tools To the Teaching-Learning Cycle is the newest addition to MindWing’s products and services. MindWing’s tools such as SGM®, Braidy™, TTW, WTL™ and ThemeMaker® provide the intervention necessary for oral language development, comprehension, writing, critical thinking, and pragmatics. With States mandating Response-to-Intervention initiatives and the necessity of schools to make AYP, now, more than ever, there is a strong focus on tracking student progress & collecting data inform instruction. It is the analysis, interpretation and use of the data that will ultimately make the difference for the child!

MindWing’s Data Collection and Progress Monitoring Process™ was created for use with MindWing’s tools and it includes Assessment Protocols such as: progress monitoring forms & charts, narrative sampling guides, checklists & rubrics for pre-school through middle school, goals & benchmarks and MindWing Concepts’ Authentic Assessment. These protocols include observation of dramatic play scenarios, simple picture walks, personal narratives and children’s drawings, telling, retelling, and writing stories and answering literal and inferential questions. These assessment/data collection tools will add to your language sampling toolbox, thus strengthening your expertise in making connections between language assessment and the language/literacy applications required for academic and social success in the general education classroom.

Data Collection & Progress Monitoring ProcessIt can be used with children in pre-K through high school in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a MindWing’s Data Collection & Progress Monitoring Process™: Linking MindWing’s Tools To the Teaching-Learning Cycle Set and your choice of a Braidy Kit™, and SGM® or ThemeMaker®. * Please note: This workshop is meant for a follow up after participants have attended another MindWing workshop such as: Braidy™, SGM®, TTW, WTL™ and/or ThemeMaker®.

MindWing’s Data Collection & Progress Monitoring Workshop Topics/Agenda

Review of MindWing Concepts’ methodology
Focus on Macrostructure and Microstructure
Using MindWing’s data collection and progress monitoring tools, learn to:
- Select areas of concern,
- Collect data reflecting that concern,
- Analyze the data, noting areas of need,
- Interpret the data relative to the specific child,
- Use the data to inform instruction
Collecting data varying narrative contexts, both social and academic
Differentiate instruction through group and individual progress monitoring
Use of MindWing’s Process for Tiered Intervention as is required with RtI programs
Using MindWing’s Data Collection and Progress Monitoring tools as Narrative Based Language Intervention (NBLI) facilitating vocabulary development, sentence development and oral and written discourse development
Practice use of checklists, forms and protocols