Robin Fogarty
LEADERSHIP, LEARNING STRATEGIES
Robin is President of Robin Fogarty and Associates, Ltd., a Chicago-based, minority-owned, educational publishing/consulting company, Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago.

A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies. She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, Korea and the Netherlands.

Robin's articles have appeared in Educational Leadership, Phi Delta Kappan and Journal of Staff Development.

Her books include:

Brain-Compatible Classrooms
Ten Things New Teachers Need
Literacy Matters
How to Integrate the Curricula
The Adult Learner
A Look at Transfer
Close the Achievement Gap
Twelve Brain Principles
Nine Best Practices
From Staff Room to Classroom: Planning and Coaching Professional Learning.


Brain Compatible Classrooms

Brain Compatible Classrooms addresses three interrelated issues: the brain physiology, the principles of the brain and learning and classroom strategies for more brain compatible learning. Learn about the geography of the brain and how the brain functions, twelve principles that govern how one learns, and a spectrum of strategies from the four critical arenas of classroom practices:
* setting the climate for learning
* teaching the skills of learning
* structuring interactions with learning
* learning about learning

Related books:
Brain Compatible Classrooms
Making Sense of the Research on the Brain and Learning
(Go to resources for details and order information)

Beyond Active Learning

Active brains lead to mindful student engagement when teachers mediate for "conscious and unconscious" processing through interaction, dialogue and reflection. This focuses on research that targets the brainÕs search for meaning and how teachers facilitate that process. It introduces participants to 12 principles of the brain and learning that govern teaching decisions.

Related books:
Cooperative Learning
Differentiated Instruction
Blueprints for Thinking in the Cooperative Classroom
(Go to resources for details and order information)

Integrated Curriculum

What's the big idea? That's the question that leads to conceptual understandings and skill development that thread through the disciplines. Based on emerging research on the brain on how one learns by making critical neural connections , one implication seems clear. We need a more connected curriculum to facilitate learning for all students. Integrated curriculum workshops are designed to begin the conversation within and across disciplines about practical ways to build a curriculum that is coherent, rigorous and relevant.

Related books:
Integrating the Curricula
Integrating the Curricula with Multiple Intelligences
(Go to resources for details and order information)

Multiple Intelligences

In Howard Gardner's groundbreaking theory of multiple intelligences, he proposes that there are eight ways of knowing and expressing what one knows. These eight intelligences include: visual, verbal, mathematical, musical, bodily, interpersonal, intrapersonal, and the naturalist.
As participants experience the various intelligences, they learn how to use the intelligences framework for teambuilding, instructional design, curriculum development and for performance assessment. Participants leave with immediate back-home applications for the staff room and the classroom.

Related books:
Differentiated Learning
Integrating the Curricula with Multiple Intelligences
(Go to resources for details and order information)

Assessment is Instruction

It's not, "Assessment drives instruction", but rather, "Assessment is instructionÉand instruction is assessment." That's how to make sense of the assessment/instruction conundrum. Using the concept of "backward mapping", teachers explore ways to "design with the end in mind"; to design learning not for the test, but for a lifetime. It's as simple as 1,2,3!
* Standards are the goals of the curriculum.
* Performance Tasks provide evidence of the learning.
* Scoring rubrics help to judge the quality of that learning.

Related books:
Portfolios
Balanced Assessment


Standards of Learning

Standards are a blessing in disguise. The blessing is that student learning standards set high expectations for life long learning for all children. Yet, standards sometimes come disguised as a point-in-time-test. Join this lively and highly practical session to explore ways to design rich, rigorous, relevant and robust learning experiences that:
Begin with the Standards
Require Performance Tasks
Judge Quality with Rubrics.

Related books:
Standards of Learning
Integrating the Curricula
Integrating the Curricula with Multiple Intelligences
How to Raise Test Scores
(Go to resources for details and order information)















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