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Fulfilling Students’ Potential Through Engaging Literacy Practices
Tuesday, December 3, 2019 @ 5:00 pm - 6:00 pm EST
Presented by Dr. Evan Ortlieb, Professor and Director, Manhattan Campus, School of Education, St. John’s University
Hosted by Terrie Noland, Vice President, Educator Leadership & Learning, Learning Ally
Sponsored by Learning Ally
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This recorded edWebinar will shed light on how to immerse K-12 learners in engaging literacy experiences to fulfill their potential as readers and writers in the 21st Century. Literacy directly impacts the success of a student throughout their educational career. A direct correlation can be seen between failing an English class and not completing high school. This is why it’s imperative that students get the support they need to improve reading skills and begin to close the achievement gap. The objectives of this edWebinar include:
- Discussion of the principles of how to involve students in authentic activities that connect their lives to historical and current contexts
- Case studies that demonstrate how to use turn-around pedagogies to change the outlooks of even the most resistant readers and writers
- Forward-thinking, customizable approaches to integrate these authentic practices into existing curriculums and programs nationwide
Teachers, administrators, and other educators can deepen their knowledge of how to lead youth toward their academic potential and succeed at meeting grade-level standards through engaging literacy experiences. The recorded edWebinar will be of particular benefit to elementary through high school teachers, librarians, and school and district leaders.
About the Presenter
Evan Ortlieb is a Professor and Director of the Manhattan Campus in the School of Education at St. John’s University in New York City. He also coordinates the PhD in Literacy program. He is an internationally recognized leader in the field of literacy education with previous work experience in the multicultural milieus of Australia and Singapore and whose expertise centers on empowering disenfranchised readers and writers, preparing literacy teachers, and differentiating literacy instruction for native and non-native English speakers. He has published over 130 manuscripts that substantiate some of his contributions to the field.
About the Host
Terrie Noland’s greatest strengths lie in the ability to motivate, inspire, and create enthusiasm in others to be passionate educators that support the diverse needs of students. Terrie serves as the vice president of educator initiatives for Learning Ally, where she works to develop engagement programs, professional learning services and communities for educators. Her passion is working with educators to create dynamic classrooms, and recognizing educators in their tremendous efforts. Terrie has more than 25 years of experience as both a motivational leader and developer of content for educators and administrators. Her focus for the past six years has been on the pedagogical practices needed to create effective environments for struggling readers and students with dyslexia. She has the opportunity to lead and facilitate groups numbering in the thousands, helping to build better understanding of working with struggling readers and students with dyslexia. Terrie is certified as an academic language practitioner and is currently working towards a Ph.D. in literacy, with an emphasis in educational leadership from St. John’s University.
Join the Empowering Struggling Readers community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.
Learning Ally is a leading education solutions organization committed to transforming the lives of struggling learners. The Learning Ally Audiobook Solution is a proven reading accommodation comprised of human-read audiobooks, student centric features and a suite of teacher resources. Used in more than 17,000 schools, this solution successfully helps students with reading deficits become engaged learners and reach their academic potential.