Sandtray Center for Children
Prof. Develop. Info.
The Professional Development offered at the Sandtray Center is based on Ohio Standards for Professional Development and 21st Century Framework:
Standard 1: High quality professional development is a purposeful, structured, and continuous process that occurs over time.
Hand-outs, poster displays, interactive activities, and group discussion will be utilized to disseminate information about the research behind sandtrays and Universal Design for Learning (UDL) and to review the instructional materials needed to effectively implement sandtrays in the school setting. The follow-up Labs offer participants opportunities to collaborate with other specialists while participating in hands-on sandtray groups, highlighting common core standards, and addressing the professional needs of the participants.
Standard 2: High quality professional development is informed by multiple sources of data.
Listening and reading comprehension skills are critical to success, both in school and in life. Evidence-based studies, using experimental designs, have shown improved comprehension and recall of literature occurs after students physically manipulate items that align with the stories read or heard. Additionally, the components of Sandtray Book Explorations (activating background knowledge, directly teaching specific reading strategies, pre-teaching and reviewing vocabulary, and utilizing graphic organizers) are based on the principles of Universal Design, current published research, and professional recommendations.
Standard 3: High quality professional development is collaborative.
Given the diversity found in current educational settings it is imperative that educational professionals collaborate. The Sandtray Center offers professional development that provides opportunities for specialists to work together to design appropriate instructional tools to meet the literacy needs of diverse learners. The fact that inclusive sandtray literature groups can be implemented with extremely diverse populations in inclusive settings makes this a topic if interest for language specialists, teachers of children with limited English, counselors, special educators, and regular educators alike. Each specialist brings a different perspective to the discussion, and by working together they can discover ways to utilize sandtrays to meet the diverse and unique needs of students.
Standard 4: High quality professional development is evaluated by its short and long term impact on professional practice and achievement of all students.
Sandtray and UDL training for special educators, regular educators, counselors, literacy coaches, and other educational personnel has wide-reaching implications. It increases awareness of sandtray literacy groups and Universal Design, promoting the use of concrete items in a group environment to encourage interaction, and increase vocabulary and reading comprehension of all students. Additionally, the training encourages professionals to seek more information about accessing the curriculum from the Universal Design for Learning perspective, and to closely review how they currently support diverse learners. Professionals trained in utilizing sandtrays literacy props can provide opportunities for children of varying developmental levels, ethnic background, and socio-economic status to work together, while honoring what each individual brings to the group. Interaction among students increases and creativity abounds when students are given motivating and highly engaging opportunities to build literacy-related sandtrays.
Standard 5: High quality professional development results in the aquisition, enhancement, or refinement of skills and knowledge.
At the end of the professional development participants will be able to discuss the concept of Universal Design for Learning, explain research-supported social and cognitive benefits of utilizing sandtrays, refer to peer-reviewed journal articles and theory to support implementation, and compare and contrast sandtray literacy activities with their current means of differentiated instruction. Additionally, based on UDL principles, participants will be able to justify the use of literacy props for diverse populations and to develop a sandtray kit that can be utilized to meet the needs of a specific student or group.
Standard 6: High quality professional development includes varied learning experiences that accomodate individual educators' knowledge and skills.
The Sandtray training offers a variety of activities/learning experiences:
* Provides opportunities for collaboration among professionals
* Offers follow-up activities to ensure that knowledge/skills are implemented
* Analyzes expectations of English Language Arts (ELA) Common Core Standards
* Addresses issues related to special needs students
* Refers to journals, professional publications, and books
* Addresses theory and research
* Offers opportunities to design activities based on student data
* Provides expert consultation
* Utilizes UDL to differentiate instruction
* Provides participants hands-on sandtray training
Standard 1: High quality professional development is a purposeful, structured, and continuous process that occurs over time.
Hand-outs, poster displays, interactive activities, and group discussion will be utilized to disseminate information about the research behind sandtrays and Universal Design for Learning (UDL) and to review the instructional materials needed to effectively implement sandtrays in the school setting. The follow-up Labs offer participants opportunities to collaborate with other specialists while participating in hands-on sandtray groups, highlighting common core standards, and addressing the professional needs of the participants.
Standard 2: High quality professional development is informed by multiple sources of data.
Listening and reading comprehension skills are critical to success, both in school and in life. Evidence-based studies, using experimental designs, have shown improved comprehension and recall of literature occurs after students physically manipulate items that align with the stories read or heard. Additionally, the components of Sandtray Book Explorations (activating background knowledge, directly teaching specific reading strategies, pre-teaching and reviewing vocabulary, and utilizing graphic organizers) are based on the principles of Universal Design, current published research, and professional recommendations.
Standard 3: High quality professional development is collaborative.
Given the diversity found in current educational settings it is imperative that educational professionals collaborate. The Sandtray Center offers professional development that provides opportunities for specialists to work together to design appropriate instructional tools to meet the literacy needs of diverse learners. The fact that inclusive sandtray literature groups can be implemented with extremely diverse populations in inclusive settings makes this a topic if interest for language specialists, teachers of children with limited English, counselors, special educators, and regular educators alike. Each specialist brings a different perspective to the discussion, and by working together they can discover ways to utilize sandtrays to meet the diverse and unique needs of students.
Standard 4: High quality professional development is evaluated by its short and long term impact on professional practice and achievement of all students.
Sandtray and UDL training for special educators, regular educators, counselors, literacy coaches, and other educational personnel has wide-reaching implications. It increases awareness of sandtray literacy groups and Universal Design, promoting the use of concrete items in a group environment to encourage interaction, and increase vocabulary and reading comprehension of all students. Additionally, the training encourages professionals to seek more information about accessing the curriculum from the Universal Design for Learning perspective, and to closely review how they currently support diverse learners. Professionals trained in utilizing sandtrays literacy props can provide opportunities for children of varying developmental levels, ethnic background, and socio-economic status to work together, while honoring what each individual brings to the group. Interaction among students increases and creativity abounds when students are given motivating and highly engaging opportunities to build literacy-related sandtrays.
Standard 5: High quality professional development results in the aquisition, enhancement, or refinement of skills and knowledge.
At the end of the professional development participants will be able to discuss the concept of Universal Design for Learning, explain research-supported social and cognitive benefits of utilizing sandtrays, refer to peer-reviewed journal articles and theory to support implementation, and compare and contrast sandtray literacy activities with their current means of differentiated instruction. Additionally, based on UDL principles, participants will be able to justify the use of literacy props for diverse populations and to develop a sandtray kit that can be utilized to meet the needs of a specific student or group.
Standard 6: High quality professional development includes varied learning experiences that accomodate individual educators' knowledge and skills.
The Sandtray training offers a variety of activities/learning experiences:
* Provides opportunities for collaboration among professionals
* Offers follow-up activities to ensure that knowledge/skills are implemented
* Analyzes expectations of English Language Arts (ELA) Common Core Standards
* Addresses issues related to special needs students
* Refers to journals, professional publications, and books
* Addresses theory and research
* Offers opportunities to design activities based on student data
* Provides expert consultation
* Utilizes UDL to differentiate instruction
* Provides participants hands-on sandtray training
Overview of Professional Development Opportunities
Sandtrays in Educational Settings: Promoting Universal Design for Learning is a full-day professional development that reviews the history and theoretical background of sandtrays from a Universal Design for Learning perspective. Research specific to the field of education will be highlighted, enabling professionals to analyze sandtrays as a tool to diversify instruction, address social/emotional issues, target specific educational standards, and address IEP goals. Additionally, each participant will have the opportunity to build an individual sandtray and to participate in a group book exploration.
Schedule: 8:30 - 5:00
Thursday, February 9th; Thursday, March 8th; OR Thursday, April 12th
(Additional dates can be added for teams of 5 or more.)
Follow-up LABS are evening or 1/2 day sessions that offer professionals a chance to further investigate a specific area of interest to them. Topic specific research will be reviewed, and professionals will have opportunites to participate in group activites related to the topic of the LAB. Topics include (a) literacy props- reading comprehension/vocabulary, (b) literacy props- 'make-it/take-it, (c) developmental bibliotherapy, (d) inclusive sandtray friendship groups, and (e) literacy props-writing.
Make-it/Take-it LAB: Participants receive graphic organizers, stickynotes, sand, materials for dry-erase storyboards, and additional literacy props. Lab time is spent designing literacy kits and props for immediate use.
Schedule: 1/2 day LABS:
Friday, February 10th 8:30-12:00 LAB A (Reading comp./Vocab.)
1:30-5:00 LAB B (Literacy props: Make-it/Take-it)
Friday, March 9th 8:30-12:00 LAB A
1:30-5:00 LAB B
Friday, April 13th 8:30-12:00 LAB A
1:30-5:00 LAB B
The 1/2 day LABS follow a full-day training for professionals who wish to take the training for Ashland credit in back-to-back sessions.
Schedule: Evening LABS 5:15-8:45
LAB A: Thursday, March 15th
LAB B: Thursday, February 16th; Thursday, March 29th; or
Thursday, April 19th
***The Sandtray Center has several literacy kits available for trained professionals to borrow for use in their educational settings.***
Contact Dr. Sheila McCown for more information:
513)683-5900 or sandtrays@zoomtown.com
Sandtrays in Educational Settings: Promoting Universal Design for Learning is a full-day professional development that reviews the history and theoretical background of sandtrays from a Universal Design for Learning perspective. Research specific to the field of education will be highlighted, enabling professionals to analyze sandtrays as a tool to diversify instruction, address social/emotional issues, target specific educational standards, and address IEP goals. Additionally, each participant will have the opportunity to build an individual sandtray and to participate in a group book exploration.
Schedule: 8:30 - 5:00
Thursday, February 9th; Thursday, March 8th; OR Thursday, April 12th
(Additional dates can be added for teams of 5 or more.)
Follow-up LABS are evening or 1/2 day sessions that offer professionals a chance to further investigate a specific area of interest to them. Topic specific research will be reviewed, and professionals will have opportunites to participate in group activites related to the topic of the LAB. Topics include (a) literacy props- reading comprehension/vocabulary, (b) literacy props- 'make-it/take-it, (c) developmental bibliotherapy, (d) inclusive sandtray friendship groups, and (e) literacy props-writing.
Make-it/Take-it LAB: Participants receive graphic organizers, stickynotes, sand, materials for dry-erase storyboards, and additional literacy props. Lab time is spent designing literacy kits and props for immediate use.
Schedule: 1/2 day LABS:
Friday, February 10th 8:30-12:00 LAB A (Reading comp./Vocab.)
1:30-5:00 LAB B (Literacy props: Make-it/Take-it)
Friday, March 9th 8:30-12:00 LAB A
1:30-5:00 LAB B
Friday, April 13th 8:30-12:00 LAB A
1:30-5:00 LAB B
The 1/2 day LABS follow a full-day training for professionals who wish to take the training for Ashland credit in back-to-back sessions.
Schedule: Evening LABS 5:15-8:45
LAB A: Thursday, March 15th
LAB B: Thursday, February 16th; Thursday, March 29th; or
Thursday, April 19th
***The Sandtray Center has several literacy kits available for trained professionals to borrow for use in their educational settings.***
Contact Dr. Sheila McCown for more information:
513)683-5900 or sandtrays@zoomtown.com
