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The Pyramid Model: Building Social Emotional Foundations for Learning 3215 X

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Registration Closed.
Agency: CESA 3
Agency Contact: Rebecca Lewis-Clifton
Agency Assistant: Kate Hennessy 608-822-3276 Ext. 214
Location: Wisconsin Heights High School
Facility: High School Board Room
Date/Time:
2/3/2012 09:00 AM - 03:00 PM Check-In 8:30-9:00 a.m.
3/10/2012 09:00 AM - 03:00 PM Check-In 8:30-9:00 a.m.
4/14/2012 09:00 AM - 03:00 PM Check-In 8:30-9:00 a.m.
5/5/2012 09:00 AM - 03:00 PM Check-In 8:30-9:00 a.m.
Attachments:

The Pyramid Model: Building Social Emotional Foundations for Early Learning

Friday, February 3, 2012
Saturday, March 10, 2012
Saturday, April 14, 2012
Saturday, May 5, 2012

9:00 a.m. - 3:00 p.m. (Check-In 8:30-9:00 a.m.)

Location: Wisconsin Heights High School
Board Room
10173 US Hwy 14
Mazomanie, WI

Cost: $25.00/person

Lunch provided

Must attend all four sessions to receive one or two graduate credit(s) ($190/credit) from Viterbo or Registry credit.

(FOR MORE INFORMATION, SEE ATTACHED FLIER)

 

Teacher Standards
WES2The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
WES3The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
WES4The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
WES5The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
WES7The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
Special Education
Preschool Outcomespercent of preschool children who demonstrate improved social/emotional, knowledge/language and behavior skills