2-Day Intensive Make And Take Lab – Every Child Can Learn

Course Participant Feedback

Amy Highstrom, Speech-Language Pathologist, attended a course in Claremont, New Hampshire and describes the day by saying:

"This course provided a great overview to this practical and comprehensive system of instruction. Phyl, you clearly have spent a tremendous amount of time on this. Thank you for your enthusiasm and the contribution to education you have truly made."

Amy Highstrom, Speech-Language Pathologist, attended a course in Claremont, New Hampshire and describes the day by saying:

Anne Moore Odell, Classroom Teacher, attended a course in Sherwood Park, Alberta and shares:

"Thank you for your personal and moving examples of students and teams. The color-coding really helps. T.H.E. P.A.C.T. is useful for all learners – regular ed and special ed."

Betsy Hawkins-Chernof, Computer Access Facilitator & Occupational Therapist from a St. Louis, Missouri Course, says:

"I liked that Phyl brought numerous visual aids and examples to St. Louis for us to try and she customized her examples to our group. Phyl was SO responsive to our questions!"

Bonnie Vaillancourt, President and Owner of Simplified Speech Solutions, LLC, shares:

T.H.E. P.A.C.T. Multimedia System is a systematically organized, hierarchically-based tool that is a simple and amazing resource! It puts an end to any guess work of implementing this program - it is a solution to everyone's individual needs."

Jennifer Caldwell, Occupational Therapist, attended a course at the Tools for Schools Conference in Hartford, Connecticut and concludes:

"This was a very comprehensive workshop. It provided a structure to curriculum as well and high and low tech strategies that can be used with a variety of learners. I will definitely use the program to structure curriculum lessons and adapt materials for teachers!"

Pat Schnieders, Special Educator, who attended a Storm Lake, Iowa training says:

"I loved all the concrete examples of diverse learners and I have a good overall picture of T.H.E. P.A.C.T. after this first day of training!"

Shawna Shappy, Autism Behavior Consultant in northern Vermont, feels:

"This course was not biased to one field and you are clearly knowledgeable, Phyl. You are a well-rounded presenter!"

Val Baker, Special Education Consultant, who attended a course at Buena Vista University in northwest Iowa, states:

"I came into today with no idea of what T.H.E. P.A.C.T. was, and leaving today, I feel that I not only have a good understanding of the framework, but could go home and implement many strategies. Yay!"

Wanda Chaulk, Classroom Support Teacher, explains:

"The 1-Day Course on T.H.E. P.A.C.T. provided multiple tips on websites, apps, and educational resources! Phyl, you have authored a very practical framework to add to our current practice in teaching all children with diverse needs."

The Power of T.H.E. P.A.C.T.:

2-Day Intensive “Make & Take” Lab

“A Jumpstart, In-Depth Action Plan for T.H.E. P.A.C.T. “

2-Day-Lab-Photo-1b — Phyl Models Each Teaching Format to use with Diverse Learners

Course Prerequisite: Completion of

The Power of T.H.E. P.A.C.T. 1-Day Course

In this intensive, hands-on lab, you will plunge into applying step-by-step teaching formats for each of the modules of T.H.E. P.A.C.T. and create instructional tools using T.H.E. P.A.C.T. 2-Day Make & Take Kit.

1-Day-M-&-T-Photo_collage — Participants Match Objectives to Instructional Tools They Actually Create

Leave with:

Power Word Charts
Multiple learning objectives
Actual teaching tools
Scaffolded lessons plans
A jam-packed Lab Resource CD
And more!

This Make & Take Lab is not available in an online format.

In-Person Training

Each participant:

Gets POWER Word Charts for drafting goals and learning objectives
Receives multiple learning objectives for each module of T.H.E. P.A.C.T. using POWER words to streamline I.E.P. writing
Views step-by-step demonstrations by Phyl of all instructional formats
Creates numerous instructional tools to use immediately following the course
Obtains “to the point” activity descriptions & sample mini lesson plans to simplify differentiated instruction for any learner
Walks away with a Lab Resource CD containing a sample set of T.H.E. P.A.C.T. Planning Forms, 49 reproducible module activity templates, 217 sample curriculum images, 61 samples of writing paper, and 365 free curriculum coloring pages

Participants are able to purchase and walk away with additional Make & Take Kits onsite at the training.

This Make & Take Lab is not available in an online format.

Online Training

Not Available for Lab

2-Day-Lab-Photo-2a — Participants Walk Away with a System of Instruction

In-Person Training Course Agenda

DAY 1
8:00 AM	Registration & Setup
8:20 AM	Introduction & Opening Announcements
Morning Training Block: (A morning break will be schedule for 15 minutes)
8:30 AM	Review of the Highlights of T.H.E. P.A.C.T. Framework An Introduction to T.H.E. P.A.C.T. 2-Day Make & Take Kit
9:00 AM	The Learn About Module: Power Words, Learning Objectives, Demonstration of Instruction, Creating Instructional Tools, & Explanation of Lesson Plans
12:00 PM	Lunch Break
Afternoon Training Block: (An afternoon break will be schedule for 15 minutes)
1:00 PM	The Read About Module: Power Words, Learning Objectives, Demonstration of Instruction, Creating Instructional Tools, & Explanation of Lesson Plans
4:00 PM	Course Ends

DAY 2
8:00 AM	Check-In & Setup
8:20 AM	Follow-Up & Announcements
Morning Training Block: (A morning break will be schedule for 15 minutes)
8:30 AM	The Write About Module: Power Words, Learning Objectives, Demonstration of Instruction, Creating Instructional Tools, & Explanation of Lesson Plans
12:00 PM	Lunch Break
Afternoon Training Block: (An afternoon break will be schedule for 15 minutes)
1:00 PM	The Talk About Module: Power Words, Learning Objectives, Demonstration of Instruction, Creating Instructional Tools, & Explanation of Lesson Plans
4:00 PM	Course Ends

Learning Objectives

At the conclusion of the course, the participants will be able to:

Use “POWER” words to write meaningful objectives for teaching vocabulary, accessing accessible literacy materials, instructing writing, and improving communication for diverse learners.
Write concise instructional plans for language-learning activities in Learn About, Read About, Write About, & Talk About modules.
Design, illustrate, & create simple low technology AT solutions during 4 “Make-and-Take” module sessions throughout the course for diverse learner profiles.
List ways to explicitly teach vocabulary using language-based, differentiated instruction.
Describe how to adapt literacy materials for literacy-challenged learners with developmental disabilities & varying levels of learning disabilities.
Describe customized strategies when setting up adapted writing tasks for brainstorming, composing, & editing using simple AT solutions.
List ways to improve participation of learners in a small group, classroom setting, & vocational tasks for learners using augmentative communication supports, having word-finding problems, & demonstrating word retrieval issues.