program - Self-Reg

Strengthening
the Foundations
of Learning and
Well-Being:
The Alberta Self-Reg Institute
Lethbridge, April 19-20, 2016,
Enmax Centre
PROGRAM
Self-Reg Foundations Course
Special Stream: Blended Course Online and F2F Self–Reg Foundations 1:
The Brain, Stress and Self-Regulation
(Bio Domain)
F2F and
online course
April 19th
- May 20th
General Conference
Self-Reg Strategies for Early Years - Kindergarten- Gr. 6
Self-Reg Strategies for Grades 7-12
Challenges of Self-Reg Strategies across Populations and Contexts
page 2 | The Alberta Self-Reg Institute | Lethbridge, April 19-20, 2016, Enmax Centre
Strengthening
the Foundations
of Learning and
Well-Being:
The Alberta Self-Reg Institute
Lethbridge, April 19-20, 2016,
Enmax Centre
Dr. Stuart Shanker
Shanker Founder and Chief
Executive Officer,
The MEHRIT Centre
Dr. Stuart Shanker is a Distinguished
Research Professor of Philosophy and
Psychology at York University and the
CEO of the MEHRIT Centre, Ltd. (www.
self-reg.ca). One of his many books, “Calm,
Alert and Learning: Classroom Strategies
for Self-Regulation (2012)“, is the top selling educational publication
ever in Canada. Over the past decade, Stuart has served as an advisor
on early child development to government organizations across
Canada and the US, and in countries around the world. He served as
the 2012 Thinker in Residence for Western Australia. In Canada, he is
assisting in Kindergarten to grade 12 self-regulation initiatives in school
jurisdictions across Ontario, Saskatchewan, Alberta, British Columbia,
Northwest Territories, and the Yukon. Stuart cares deeply about the
health and well-being of children and families. He commits considerable
time to bringing the research and science of self-regulation to early
childhood educators, teachers, educational leaders, health practitioners
and communities through presentations, online courses, webinars,
publications, social media and most recently a blog entitled, “The Self-Reg View”.
Dr. Brenda Smith-Chant,
Director of Research,
Self-Regulation Institute
Prior to becoming a researcher,
Brenda was a therapeutic foster
parent for teenage girls in a small
community north of Algonquin
Park. This was the motivation
to become a university research
professor and Director of Research
at the Self-Regulation Institute. In addition to teaching
about child development, the development of children with
exceptionalities, and the science behind teaching techniques,
Brenda focuses on community-university partnerships. What
helps Brenda stay calm and alert: Cooking, nighttime reading,
walking nature trails near Trent University, making ‘to-do’ lists
and calling friends and family.
Linda Warren,
Partnership
Facilitator & SelfRegulation Consultant
As a retired principal and teacher,
Linda is grateful to have more time
for leisure: travelling, spending
time with friends and family and
volunteering in her community.
A well-rounded enthusiast, she enjoys spending time on
her bicycle, reading, cooking and restoring furniture. Linda
supports school districts, parents and community members
in their self-regulation journey as a consultant, trainer/mentor
and partner coordinator. What helps Linda stay calm and alert:
Bright, orderly spaces, regular time in the great outdoors and
practicing gratitude in her alone time.
Dr.Susan Hopkins,
Executive Director, TMC
Dr. Susan Hopkins is the Executive
Director of Dr. Shanker’s
organization, The MEHRIT Centre.
As a one-time, at-risk youth who
quit high school twice, Susan
went on to complete four degrees
including a masters in educational
technology and a doctorate in
educational leadership. Over the course of Susan’s career, she
has been a teacher, school administrator, inclusive schooling
coordinator, curriculum developer, educational researcher,
and educational leader. She has worked in every area of
education from the early years to post-secondary, from remote
Northern schools to the Department of Education, and across
contexts that include Italy and the Northwest Territories. A
passionate advocate for children, families and communities,
Susan is dedicated to bringing Dr. Shanker’s vision of ‘calm,
alert students, educators and families flourishing in physically
and emotionally nurturing environments’ to reality for every
child and youth in schools and communities across Canada and
beyond. What helps Susan stay calm and alert: S-R yoga, her
daughter’s laughter, animals, the ocean, a lovely glass of red wine.
Stefani Burosch,
Self-Reg Foundations
Program Facilitator
Stefani is a Registered Social
Worker with a background
in research, communities,
organizations, and planning. She is
a passionate advocate for schoolbased mental health and spent
five years in northern Alberta as a
Project Coordinator with the Alberta Mental Health Capacity
Building in Schools Projects. Since moving back to Ontario,
Stefani has continued her work in mental health leadership
within the education sector. She believes that self-regulation
is absolutely essential for promoting the well-being of kids,
families, and communities. What helps Stefani stay calm and
alert: Sharing a good laugh with friends and family, walking with
her dog, hitting the trails on her horse.
page 3 | The Alberta Self-Reg Institute | Lethbridge, April 19-20, 2016, Enmax Centre
Strengthening the Foundations of Learning and Well-Being: The Alberta Self-Reg Institute
April 19th
Self-Reg Foundations
Course
General
conference
General
conference
General
conference
Special Stream: Blended
Course - Online and F2F
Self–Reg Foundations 1:
The Brain, Stress and SelfRegulation (Bio Domain)
Stream C: Self-Reg
Strategies; Early Years Kindergarten- Gr. 6
Stream C: Self-Reg
Strategies; Grades 7-12
Stream C: Challenges
of Self-Reg Strategies
across Populations and
Contexts
Focus/ Thread
April 19th
Welcoming
8:30am
Dr. Shanker
(8:45 - 10:15)
Dr. Stuart Shanker: What is Self-Reg and why has it suddenly become so important?
AM Workshop /
Session 1
(10:30-11:45)
PM Workshop /
Session 2
(1:00-2:15)
PM Workshop /
Session 3
(2:30-3:45)
Module 1 Workshop: The
Dawning of Relationships
Creative Spaces:
STRATEGIES FOR Self-Reg
and the Environment as the
3rd Teacher
Creating a Culture
of Safety: Strategies
for Self-Reg and Safe
Spaces/Safe Schools in
the Intermediate Years,
Grades 7 - 12
STRATEGIES FOR SelfReg in Action in AlbertaMiddle School Years
Module 2 Workshop: The
Nature of Stress
Bounce, Wiggle & Learn
STRATEGIES FOR Self-Reg
and Mental Health
Understanding How SelfReg Can Improve Student
Academic Achievement:
Strategies to Utilize in
Grades 7 - 12
STRATEGIES FOR SelfReg and working with
FNMI Populations
(with Dr. S.)
Module 3 Workshop: The
Problem of Excessive Stress
STRATEGIES FOR Self-Reg
in Action in Alberta: Early
Years
Keeping Kids in School:
Stragies for Self-Reg and
Truancy
Safe and Secure:
STRATEGIES FOR SelfReg and Dealing with
Trauma
Strengthening the Foundations of Learning and Well-Being: The Alberta Self-Reg Institute
April 20th
Self-Reg Foundations
Course
General
conference
General
conference
General
conference
Special Stream: Blended
Course - Online and F2F
Self–Reg Foundations 1:
The Brain, Stress and SelfRegulation (Bio Domain)
Stream C: Self-Reg
Strategies; Early Years Kindergarten- Gr. 6
Stream C: Self-Reg
Strategies; Grades 7-12
Stream C: Challenges
of Self-Reg Strategies
across Populations and
Contexts
Self-Reg Optional
Offerings
April 20th
AM Dr. Shanker
(8:45-10:00)
Dr. Stuart Shanker: Strengthening the Foundations of Learning and Wellbeing
AM Workshop /
Session 1
(10:30-11:45)
PM Workshop /
Session 2
(1:00-2:15)
PM Workshop /
Session 3
(2:30-3:45)
Module 4 Workshop: The
Casscading Effiects of
Excessive Stress
Creating a Culture of Safety:
Strategies for Self-Reg and
Safe Spaces/Safe Schools in
the Early Years, K-6
STRATEGIES FOR SelfReg in Action in Alberta
Senior Secondary
STRATEGIES FOR SelfReg and Anxiety and
Depression
Module 5 Workshop: The
Brain’s Reward System
Understanding How SelfReg Can Improve Student
Academic Achievement:
Strategies to Utilize in
Grades 3 - 6
Getting in the Zone:
STRATEGIES FOR SelfReg and Mental Health
Self-Reg in Action in
Alberta: Process vs.
Program.
Module 6 Workshop:
Self-Reg Method Step 1:
Reframing Behaviour
STRATEGIES FOR SelfReg in Action in Alberta:
Elementary Years
Maximizing Preparedness
for High Stakes Tests:
Self-Reg Strategies and
the Diploma Exam
Finding Focus:
STRATEGIES FOR SelfReg and ADHD
Dr. Stuart Shanker
Shanker Founder and Chief Executive Officer, The MEHRIT Centre
Keynote (90 min): What is Self-Reg and why has it suddenly become so important?
Everywhere we turn we are seeing an explosion of internalizing and externalizing problems, physical
health issues, and serious learning challenges in children and youth. The problem is due to the
excessive stress-load that so many of them are struggling with, the result of hidden stressors that
are triggering a chronic state of limbic arousal. Self-Reg is a five step method for helping students
recognize when this is happening and why, and what they can do to overcome their dysregulated
stress state.
Keynote (90 min): Strengthening the Foundations of Learning and Wellbeing
There has been a remarkable explosion of Self-Reg initiatives in schools across the country, but
the next phase is to ensure that this enthusiasm evolves into a genuine “paradigm-revolution” in
education. Instead of seeing Self-Reg as simply a matter of instituting a “classroom makeover” to
reduce environmental stressors and then tacking on one of the existing “programs” designed to
help students calm themselves, teachers need to grasp how Self-Reg transforms our understanding
stress and the signs of excessive stress, and as a result, our understanding of “emotion-regulation,”
“attentional problems,” “poor interpersonal skills,” and “anti-social behavior.” In this lecture I will lay
out a blueprint for building on the exciting changes that are happening to take this critical next step in
our thinking and teaching.
Special Session (75 min): STRATEGIES FOR Self-Reg and working with FNMI Populations
The starting-point for any FNMI Self-Reg work is listening and trying as best as one can to understand.
So often when we are working in a community that is caught in a dysregulated stress-cycle – invariably
for powerful historical reasons – we find that the most effective Self-Reg practices are to be found
in the community itself. Self-Reg then serves as a means to recognize and capitalize on these rich
resources, and indeed, to deepen our own understanding of Self-Reg as a result of such enriching experiences.
page 8 | The Alberta Self-Reg Institute | Lethbridge, April 19-20, 2016, Enmax Centre
Dr. Susan Hopkins, Executive Director, TMC
Self-Reg in Action in Alberta: Process vs. Program
The session is open to anyone interested in joining in a dialogue on
opportunities to conceptualize Self-Reg as a framework and not just
another program. Explore program overload and how it can get
in the way of the best of intentions with self-regulation initiatives.
It is hard to truly capture just how much is put on the plates of
teachers day-in and day-out: Massive amounts of curriculum to
cover, multiple programs to implement, new initiatives, changes
to legislation and policies, standardized testing, public pressure,
academics, safe schools, personalized learning, inclusion, mental
health, restorative practices, behaviour programs, leadership,
resiliency, social emotional learning, self-regulated learning, ... and
of course the list goes on. Let’s take a collective breath and use Dr.
Shanker’s 5 domain Self-Reg framework to explore the 10,000 foot
view of program overload. An open discussion on the challenges,
the choices, the possibilities and most of all looking towards the
neurophysiological underpinnings of self-regulation for new answers
to challenging behaviors and over-stressed students (and educators),
so we can get back to the learning and joy of education.
Strategies for Self-Reg in Action in the
Alberta Context
Four Workshop Options:
The workshop will explore:
•Early
Years (19th pm)
a.Biological Domain
•Elementary Years (20th pm)
b.Emotion Domain
•Middle Years (19th am)
c.Cognitive Domain
•Secondary Years (20th am)
d.Social Domain
The focus of these workshops will be on
learning about the Self-Reg Framework
and exploring strategies to apply Self-Reg
in your context. The session will introduce
school and program leaders, specialist
team members, classroom teachers, and
anyone looking to apply theory to practice
to some practical next steps and strategies
appropriate to the age range of their students.
During the workshop you will have an
opportunity for some initial next steps
planning of Self-Reg structures, practices,
and strategies in your context. Participants
will Identify some initial goals, outcomes,
success indicators and strengths to build on
for their Self-Reg plans.
e.Prosocial Domain
1.Dr. Shanker’s Self-Reg Framework and
strategies in each of the 5 domains
2.The 5 Steps of The Shanker Method TM
a.Read and reframe the behavior
b.Recognize the stressors (in all 5 domains)
c.Reduce the stressors
d.Reflect
e.Respond
3.Next Steps Planning
a.Four journeys to choose from with Self-Reg
The domains and the method are interrelated and non-linear. They live
within a context and the context matters to the individual's Self-Reg.
b.Lessons learned
page 10 | The Alberta Self-Reg Institute | Lethbridge, April 19-20, 2016, Enmax Centre
Linda Warren, Partnership Facilitator & Self-Regulation Consultant
Creating a Culture of Safety:
Strategies for Self-Reg and Safe Spaces/Safe Schools in the Early Years, K-6
Research is clear that a safe environment improves student learning and well-being. Explore how to
utilize the 5 Domains and the 5 Step Method to create a safe space for students in kindergarten to
grade 6.
Creating a Culture of Safety:
Strategies for Self-Reg and Safe Spaces/Safe Schools in the Intermediate Years, Grades 7 - 12
Research is clear that a safe environment improves student learning and well-being. Explore how to
utilize the 5 Domains and the 5 Step Method to create a safe space for students in grades 7 through 12.
Understanding How Self-Reg Can Improve Student Academic Achievement:
Strategies to Utilize in Grades 3 - 6
Helping students learn how to co- and self-regulate will improve achievement. Reflect on your present
practice with a Self-Reg lens to assess stressors that influence learning in grades 3-6.
Understanding How Self-Reg Can Improve Student Academic Achievement:
Strategies to Utilize in Grades 7 - 12
Helping students learn how to co- and self-regulate will improve achievement. Reflect on your present
practice with a Self-Reg lens to assess stressors that influence learning in grades 7-12.
Keeping Kids in School:
Strategies for Self-Reg and Truancy
There are many factors that affect student engagement at school. This multi-disciplinary Self-Reg lens
will provide considerations to improve attendance in a home and school partnership.
Maximizing Preparedness for High Stakes Tests:
Self-Reg Strategies and the Diploma Exam
High stakes testing is a stressor unto itself. Investigate Self-Reg strategies that will support students
to be more successful in preparing for and completing the test.
page 6 | The Alberta Self-Reg Institute | Lethbridge, April 19-20, 2016, Enmax Centre
Stefani Burosch, Self-Reg Foundations Program Facilitator
Creative Spaces:
Self-Reg and the Environment as the 3rd Teacher. Environments matter.
The environments that we live and work in have a huge impact on how we feel and on our energy
levels throughout the day. This workshop will focus on how we can create educational environments
with intention to promote self-regulation for students - and educators too!
Bounce, Wiggle, Learn:
Strategies for Self-Reg and Mental Health (Elementary).
The explosion of brain science over the last decade has taught us a great deal about what kids need
to be happy, healthy, and ready to learn. This workshop will focus on how we can apply the science of
self-reg in the elementary classroom to promote learning and well-being for all students.
Getting in the Zone:
Strategies for Self-Reg and Mental Health (Secondary).
A student’s ability to recognize, respond, and recover from stress in adaptive ways is a critical factor
for educational success and long-term health and well-being. This workshop will focus on how we can
apply the science of self-reg at the secondary level to promote learning and well-being for all students.
Safe and Secure:
Strategies for Self-Regulation and Dealing with Trauma.
Working with students whom have had exposure to trauma creates special considerations for
educators in the classroom. Whether as a result of early exposure to toxic stress or as a consequence
of a traumatic event, trauma affects the way that the brain functions and responds to stress. This
workshop will present the self-reg view of trauma with a focus on how we can apply the science of
self-reg to support the learning and well-being of students affected by these kinds of experiences.
Strategies for Self-Reg and Anxiety and Depression.
Mood disorders are some of the most common mental health problems facing students in our
classrooms. These internalizing disorders can go unnoticed until the student is in great need of
support. This workshop will present the self-reg view of anxiety and depression with a focus on how
we can apply the science of self-reg to support the learning and well-being of students living with
these challenges.
Finding Focus:
Strategies for Self-Reg and ADHD.
ADHD is one of the most common mental health diagnoses represented in classrooms today. Due
to the externalizing nature of this disorder, students living with ADHD can face many challenges as a
result of their behaviours which can be impulsive, explosive, and even aggressive. This workshop will
present the self-reg view of ADHD with a focus on how we can apply the science of self-reg to support
the learning and well-being of students living with this diagnosis.
page 7 | The Alberta Self-Reg Institute | Lethbridge, April 19-20, 2016, Enmax Centre
Dr. Brenda Smith-Chant, Director of Research, Self-Regulation Institute
This Self-Reg course is offered with a blended learning design. The course will open
with 6 sessions over two days with the Facilitator and then continue in The MEHRIT
Centre’s eSchool online for the next four weeks. All participants will attend both of
Dr. Shanker’s keynotes as part of the program and Brenda will stay with the group
through the online portion for the next four weeks.
SELF-REG FOUNDATIONS 1:
The Bio Domain: Body-Brain Connections, Stress and Self-Regulation
6 Modules:
Module 1: The Dawning of Relationships
Module 2: The Nature of Stress
Module 3: The Problem of Excessive Stress
Module 4: The Cascading Effects of Excessive Stress
Module 5: The Brain’s Reward System
Module 6: Self-Reg Method Step 1: Reframing the Behaviour
page 9 | The Alberta Self-Reg Institute | Lethbridge, April 19-20, 2016, Enmax Centre