Workshops

You Can't See New Things from Old Places - Sharyl Allen

The building of partnerships with industry can be done in a way that honors student voice, choice, and creates purpose in the lives of HS students.

 Sharyl Allen Ollin Education Senior Partner & Founder Sharyl thrives on confirming and challenging one’s thoughts about what’s possible in the world of teaching, learning, and acting on the opportunities change brings. She is a teacher at heart, with a wealth of skills and experience teaching learners of all ages. She is the architect of the Trades Academy incubator that was introduced with Conrad Public Schools and Frontline Ag as partners in the first John Deere University access high school program, in the country. Prior to that Sharyl was instrumental in the Holbrook Schools firsts in technology and learning, creating the first rural public school internet access using frame relays, creating distance learning partnerships using this ‘new’ technology, supporting interactive programming and teacher course design, and building a comprehensive dual enrollment program where the first associates degree was issued with the HS diploma in 1989. Her work in public education has spanned over 35 years including: 6-20 instructor, director of CTE, Athletic Director, Coach, Assistant Principal, Principal, Assistant Superintendent and Superintendent. She has been involved in entrepreneurial work since she was ten. Service work has included: two years as the International President of the Virtues Project, six years on the Northern Arizona University Alumni Board, over twenty years as a Rotarian, United Way Education chair. and a lifetime of church and community volunteerism. You’ll have to ask her about Ollin when you get a quiet moment with Sharyl. She is currently working with The Office of Public Instruction as the short-term manager for Transformational and Personalized Learning. On a more personal note, Sharyl is a 4th generation farming/ranching Montanan. She is the first female in her these generational relationships to get a college degree. She tried to compete in punt-pass and kick at age 12 and on the day of the competition told she could not participate because she was a girl. She has an adult daughter, scads of nieces and nephews and a cherished extended family.

Public High School Concealed Democratization - Kirk Cunningham

What happens when a teacher creates a space for students longing for democratization? How does the administration respond? The twists, turns, & lessons make for an intriguing story at a minimum, and a topic for discussion, as we think about the future of truly student centered schooling.

Public High School "teacher" of 27 years, predominantly, & currently in urban schools in the South & Midwest. PhDabD whose published research focuses on Democratic Free Schools, and how we can make them available to every student who wants & needs them, today arguably more than ever.

Gateless Writing - Write Without Fear! - Alex Muck (she/her)

Come enjoy a mini Gateless Writing Salon! Gateless Writing is a way of approaching creativity that is gentle, strengths-focused, and lets your mind and heart run free on the page. During the workshop, you'll offer your inner critic a back seat, and give your inner artist a chance to play. Though there will be an offered prompt, you can write anything from website copy to song lyrics to the next chapter of your novel. If you choose, you’ll have the opportunity to share your words and have their strength and genius reflected back to you in caring, supportive feedback.

Alex Muck is a self described learner, teacher, and haver of fun. She's also a writer, artist, swing dancer, and lover of the great outdoors. She started her business, Fun is a Necessity, LLC in 2019 after becoming disillusioned with classroom teaching and figuring there had to be a better way to enjoy life while helping people, young and old, to harness their unique creative gifts. You can learn more about her work, and browse upcoming workshops at funisanecessity.com. Aaaand switch to first-person: If you want to strike up a conversation with me, please say hello! What's a topic that makes your face light up with excitement? I love learning new things, and enthusiastic people are the best teachers! 

 

 

 

 

 

 

 

 

 

 

 

LGTBQ+ 101 & Intersectional Equity - Kelly D Holstine     

A 2018 national survey by the Human Rights Campaign revealed that 74% of LGBTQ students feel unsafe at school. OutFront MN’s Educational Equity Program aims to decrease intersectional inequity and increase LGBTQ+ inclusivity in classrooms, schools, districts, and youth organizations. We support schools to create environments where humans can feel safe, respected, and valued. This training includes: strategies to increase Educational Equity, LGBTQ+ vocabulary, definitions, and concepts; current legal policies; and concrete strategies on how to create safe and supportive environments. (Instructional Strategies Employed: whole group instruction, personal reflection time, small group discussions, and whole group discussion.)

Kelly D. Holstine is the Director of Educational Equity at OutFront Minnesota (one of the largest LGBTQ+ state equity groups in the nation) and is the 2018/2019 MN State Teacher of the Year. She is the first out LGBTQ+ teacher and the second alternative educator to be named MNSTOY. She taught English for 12 years and helped to design and open Tokata Learning Center in 2012. She received a Bachelor of Arts in Communication from the University of Massachusetts, a Communication Arts and Literature teaching license from Augsburg University, and a Master of Arts in Education from Augsburg University.  

 

 

Transitioning from Traditional Education to Colearning: Child and Parent Perceptions of First Year Colearning Community Experiences - Christina Agvent, ABD 

 

What happens when students from traditional learning environments transition into one that is self-directed? In this workshop I will discuss findings from a research study conducted at Workspace Education in Bethel CT, conducted by the International Association of Colearning Communities- N40: An exploratory mixed methods study of child and parent perceptions of first year colearning community experiences. The study's purpose is to document the transition of learners from traditional academic environments to one that is self-directed and founded in community. The results of this study demonstrate how agency and efficacy are affected when students take control of their own learning and is from the perspectives of both learners and their parents/guardians. The workshop will provide participants with an understanding of how learners view their own transition into self-directed learning environments, how parents perceive the transformation of their children/teens, and how the self-directed learning environment influences student learning as well as the students' sense of overall well-being. There will be time for questions and answers at the end of the session. Workshop participants will be provided with a hard copy of the research findings and access to the full white paper.

Christina Agvent is the Executive Director of the International Association of Colearning Communities. She is a doctoral candidate in Adult Learning and Development from Lesley University and has over 25 years of experience in traditional and alternative education. Christina has spent the last decade working in higher education as both a professor and an administrator. She specializes in program design, development and evaluation at both K-12 and college levels; her accomplishments include designing dual-enrollment and early college experiences, innovating and implementing creative learning models to create affordable private school alternatives, building curriculum for summer programming for college and career-readiness, and was the initiator and project leader for an innovative State approved transition program for students with special needs of all abilities. Christina's research and her programs have been featured in several journals of higher education, she has presented nationally, and is currently researching teacher resilience and the role of community and connection in education. As Executive Director of the IACLC Christina conducts research and supports "edupreneurs" in their quest to create new models of education.  

 

 

 

 

 

 

 

 

 

 

 

What Has Happened to This Child?: Using Neuroscience to Develop a More Compassionate Understanding of Behavior -  Monica Cochran & Kathy Magnusson 

Have you ever found yourself shaking your head and asking, “What’s wrong with this child? Why does he act this way? She’s making such poor choices ...” What if we instead asked, “What has happened to this child?” In this hands-on workshop, explore the basic effects of trauma (both big and small) on learning, and the neuroscience of the mind-body connection. You will learn strategies that you can use to stay centered in challenging situations with both children and adults. Learn how you can create the safety needed for real learning to occur at home and in school.

Kathy Magnusson, M. Ed. believes learning is an adventure. She has over 25 years working with youth in a variety of formal and informal settings. Kathy taught as a public school science teacher and developed a leadership program for girls ages 10 and up. Kathy has earned a Master of Education degree from the University of Minnesota. As owner of Wildewood Learning, Kathy develops tailor made professional development opportunities for educators and youth professionals that will support them in designing positive learning environments for their students. Kathy is an Adverse Childhood Experience (ACEs) Interface trainer, she provides trainings to professionals in trauma informed and resilience based practices. Kathy believes educators and youth professionals need to develop their own social and emotional learning skills to create meaningful relationships with students, creating a ripple effect that changes the process of learning for all. Monica Cochran, M.Ed has worked with children, parents and other adults in a wide variety of educational, hospital and business settings for over 40 years. She has been active in alternative education since 1978, home educated two of her own children, and has worked with other home educating and distance learning families since 1997. She has vast experience in helping learners of all ages and abilities enjoy learning. She especially enjoys helping learners who have both unique talents and unique challenges develop their strengths and create learning experiences that work for them. Currently, Monica works with learners and their families around the world through her private practice, Learning Without Borders. Monica earned a Bachelor of Science degree from the University of Pittsburgh in a multi-disciplinary program in child development, social work, and early childhood education and a Master’s Degree from Eastern Michigan University in special education with certifications in learning disabilities and emotional impairment. She also earned a Primary Montessori Certification from the American Montessori Society and is an Advanced DIR practitioner. Since 1997, following her youngest son’s auto accident, she has also been active in supporting survivors of traumatic brain injuries and learners with other health and developmental issues, as they redesign their lives.

Monica Cochran, M.Ed has worked with children, parents and other adults in a wide variety of educational, hospital and business settings for over 40 years. She has been active in alternative education since 1978, home educated two of her own children, and has worked with other home educating and distance learning families since 1997. She has vast experience in helping learners of all ages and abilities enjoy learning. She especially enjoys helping learners who have both unique talents and unique challenges develop their strengths and create learning experiences that work for them. Currently, Monica works with learners and their families around the world through her private practice, Learning Without Borders. Monica earned a Bachelor of Science degree from the University of Pittsburgh in a multi-disciplinary program in child development, social work, and early childhood education and a Master’s Degree from Eastern Michigan University in special education with certifications in learning disabilities and emotional impairment. She also earned a Primary Montessori Certification from the American Montessori Society and is an Advanced DIR practitioner. Since 1997, following her youngest son’s auto accident, she has also been active in supporting survivors of traumatic brain injuries and learners with other health and developmental issues, as they redesign their lives.  

Taking Children to New Places with Math Games - Joan A. Cotter, Ph.D.

Many people blame flash cards and timed tests for their dislike of math. The only person who likes flash cards is the person who doesn’t need them. A better solution is to show the children strategies for learning the facts and math games for practicing them. There are also games for learning other math concepts, such as fractions.

Joan A. Cotter, Ph.D. has a degree in electrical engineering, a Montessori diploma (ages 3-6), and a doctorate in mathematics education. She taught children in a Montessori classroom and mathematics to students in grades 6-8. She is the author of Math Card Games: 300 Games for Learning and Enjoying Math and the RightStart™ Mathematics program.

 

 

 

 

 

 

 

 

 

 

 

 

Antioch University/GIFTLearning Partnership: Living a transformative paradigm - Ashley Nielson & Laurel Tien 

What happened to the SelfDesign Graduate Institute? The Graduate Institute for Transformative Learning? In this session, Ashley (from AU) and Laurel (from GIFTLearning) share the formation of an innovative partnership that truly lives the transformative paradigm. We invite you to share your stories as we speak about learning and teaching in what Laurel calls "the Transformative Borderlands".

Ashley Nielsen is a Faculty Member in the Individualized Masters program at Antioch University.

 

Laurel Tien is Academic Dean of the Graduate Institute for Transformative Learning

 

 

 

 

 

 

 

 

 

How is anxiety changing the learning landscape? - Ashley Nielson

This workshop explores how anxiety is changing the way learning is occurring from K-12 to higher education. This workshop does not focus on anxiety disorders but instead the prevalence of lower-level anxiety in our learners. We will discuss the signs of this anxiety, the neuropsychological implications, and how teachers and schools can help these learners in the classroom and beyond.

Ashley Nielsen is a Faculty Member in the Individualized Masters program at Antioch University.

Youth Liberation and Democratic Education - Starri Hedges

Explore how democratic education and youth liberation are connected and how radical education can further liberation for all. Examples from Gaia Democratic School, Minneapolis, a K-12 grade independent nonprofit school founded by youth and educators. I promise it won't be boring.

Starri Hedges is the Executive Director, and a founding member of the Gai Democratic School Board/Council. Starri graduated from democratic school Second Foundation in 1989 and went on to earn: a Women’s Studies Certificate from Minneapolis (Community and Technical) College, a B.A. in Holistic Education (with a minor in Intermedia Arts) from Metropolitan State University, and a Masters of Arts in Human Development and Educational Psychology from St. Marys University. During undergraduate studies, Starri was a Kopp Scholar, a member of Phi Beta Kappa, and won several awards including the GLSEN Teacher of the Year award and first place in the Fuschian Student Association Literary Contest.

 

In addition to academic achievements, Starri has completed in-depth studies of expressive art therapies, martial arts, and several holistic healing techniques including Reiki, Qigong, Yoga and Ifa. Starri served as a Teacher's Aide, Lead Teacher, Board Member and Co-Director at Second Foundation School from 1988-2013. During this time, Starri developed multi-disciplined curriculum, managed testing, state reporting, and various grants including United Arts, Waste Reduction, Youth Employment, Community Murals, Art, Drama, Job Training and Nature Awareness programs. Starri has also worked at a Montessori childcare center, the Edina Art Center, as an Education Advocate and HIV Coordinator at District 202 (a GLBTQ youth drop in center), as a Youth Housing Advocate for YouthLink, as a baker, community organizer, and a founding member of the collectively-run Hard Times Cafe. Starri was also a Teaching Artist for the City of St. Paul Parks and Recreation Department and the nonprofit East Side Arts Council. Starri is an artist, writer, and performer, working with local and national arts organizations. Starri adores nature and time with family, including daughter and circus performer, Jazmin LeFae (who was unschooled), and grandpuppy, Olive.

 

 

 

 

 

 

 

What If You Knew You Had the Wind At Your Back? - Jan Quiett 

Welcome to the quantum field. "Quantum" is a word thrown around a lot these days, but how do we access it? Realizing we are inside of it can be a bit scary, but now is the time to let go and trust. We can learn to recreate our reality from the inside out. This interactive workshop will revolve around exploring the possibilities that our children are carrying, waiting for us to pay attention. It will open you up to the unknown that many fear, simply because it does not fit into the present accepted paradigm. But we are pathfinders exploring the edges of consciousness and some of us are taking the leap. Oh, the places we go!

Jan Quiett - When teaching Special Education in the 90's, I realized we had it all backwards. The children were fine, its just that we were too restrictive in our assessments and children were suffering, not just my special students but all students were being slam-dunked; evaluated on conformity. I have spent the last 30 years exposing this scam and have finally written my first book with first-hand experiences on how our children are equipped to fulfill their purpose. They are not here to fit in. I work now empowering parents to take charge of their children's education, to work from an empowered place of knowing rather than assuming the system has their child's best interest at heart.  

Forty Years On: Looking Back to Guide Our Way Forward - Steve Hornstein

Back in the mid-1970s, I taught at a public, parent-initiated, alternative elementary school. Recently, I have found that a large number of the students (now in their 40's and 50’s) have still remained in contact with one another. Based on these contacts I have been interviewing students (and some of their parents) about how this program impacted their lives. This session will feature stories from our school, students’ notions about how the school helped make them the people they became, and a discussion of what their experiences tell us about creating great schools now and in the future.

Steve Hornstein is a former open classroom teacher, private school principal, and college professor. He has focused on progressive education since the beginning of his career.he has served as board member of the National Counsel of Teachers of English, as president of Whole Language Umbrella, and as teacher trainer and coach promoting progressive approaches to education for the Navajo and Tohono O'dham nations as well as in England, Nigeria, Ghana, and Tanzania.

© AERO 2017

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