Taddei, L. & Budhai, S. (February 2018). Nurturing Young Innovators with Creativity, Innovation and Technology. Learning and Brain Conference. San Francisco, CA. https://www.learningandthebrain.com/Event-361/The-Science-of-Innovation/


Taddei, L. & Butt, J. (December 2017). Strategies to Develop Critical Thinking and Problem Solving Skills in your Students. Pennsylvania Department of Education SAS Institute 2017. Hershey, PA. http://docs.wixstatic.com/ugd/67849a_90ecd0424b61434ba0dc9c27bc331ac8.pdf

Budhai, S. & Taddei, L. (October 2017). Working with Families and their Communities to Cultivate Creativity and Innovation in Young Learners. Family Involvement Conference. Harrisburg, PA. http://www.familyinvolvementconference.com/?page=about

Budhai, S. & Taddei, L. (October 2017). Developing Reflective Teachers through Voice-Recorded Reflections. PAC-TE Teacher Education Assembly. Harrisburg, PA. https://www.pac-te.org/i4a/pages/index.cfm?pageID=3279

Budhai, S. & Taddei, L. (July, 2017). Developing Students Critical-Thinking, Communication, Collaboration, Creativity Skills through Purposeful Technology Integration. Southern Regional Education Board. HSTW Staff Development Conference. Nashville, TN. http://tinyurl.com/HSTW-2017-4Cs

Taddei, L. (July 2016). Teaching 21st century skills with Emerging Learning Technologies. Best Practices for Better Schools Conference. National Association of Elementary School Principals. National Harbor, MD. http://www.naesp.org/2016-annual-naesp-conference

Milone, M., Coyne, P., Gunning, T., Koluta, A., Macpherson, J., Taddei, L. (July 2016).Special Interest Group: Literacy, Reading and Readability. International Literacy Association Conference. Boston, MA.

Budhai, S. & Taddei, L. (July, 2016). Leveraging Technology to Increase Students’ Critical-Thinking, Communication, Collaboration, Creativity Skills. Southern Regional Education Board. HSTW Staff Development Conference. Louisville, KY. http://tinyurl.com/HSTW-wiki

Taddei, L. (2015). Taking a Risk: Using technology to foster collaboration, encourage creativity, and engage students. Our Lady of Angels, Morton, PA. http://takingariskola.wikispaces.com/home.Discussed current techniques used to improve student learning. Identified sources and resources to promote innovation and creativity to improve student learning. Planned ways to integrate new technology or innovative techniques to improve student learning

Taddei L. & Budhai, S. (November, 2015). Technology in the early childhood classroom. Early Childhood Educator’s Conference November 2015.

This course will focus on the key skills and knowledge that educators need to have in order to implement technology in effective, developmentally appropriate and intentional ways. We will explore what it takes to make teachers good technology implementers with the knowledge, skills, and digital literacy needed to select, use, integrate and evaluate technology tools and interactive media in classrooms with young children.

Feil, T. & Taddei, L. (November, 2015). Differentiated Instruction: The basic steps towards differentiation. Our Lady of Angels, Morton, PA. http://takingariskola.wikispaces.com/Differentiation

Discussed ways to differentiate and meet the needs of every student. The faculty were teachers from K to 8th grade. Discussed providing choice within the classroom and using differentiation tools such as menu boards and tic tac toe boards. Students choose their assessments (appetizer, entrée, side dish, and dessert) from the menu and this provides opportunities for creativity and innovation.

Taddei, L. (November, 2015). What’s for dinner: Using Choice in the Classroom. Neumann University. Aston, PA. Lunch and Learn Workshops. November 2015.

Discussed providing choice within the classroom and using differentiation tools such as menu boards and tic tac toe boards. Students choose their assessments (appetizer, entrée, side dish, and dessert) from the menu and this provides opportunities for creativity and innovation. In addition, using Tic Tac Toe boards provides students with varying options to choose from with the blocks on the board coinciding with varying levels of Bloom’s Taxonomy. Within their choice assessments, students are encouraged to use technology and share their work with others outside of the classroom using wikis, videos, social media, etc. Explored how providing students choice can help motivate them, encourage 21st century skills such as communication, critical thinking, creativity, and collaboration, and lead to deeper learning.

Taddei. L. (February, 2016). Integrating science and art in the early childhood classroom. Delaware County Early Childhood Educator’s Association. http://www.dcecea.com/save-the-date.html

Participants explored the importance of integrating science and art in the early childhood classroom. Participants took part in hands-on activities and ideas on how to integrate science and art.

DiPaul, L. & Taddei, L. (April 2015). Instructional coaching: Job-embedded professional development Online Webinar – April 2015. http://iceneumann.wikispaces.com/Instructional+Coach+Webinar+-+April+21,+2015

Discussed using instructional coaching as job-embedded professional development and ways that instructional coaching can improve teaching and learning and support teachers in taking risks and trying out new instructional approaches.

Taddei, L., Littlefield, C. & Radosh, M. (March 2015). Taking a Risk: Using Technology to Foster Collaboration, Encourage Creativity, and Engage Students. Drexel University – eLearning Conference – March 2015

Shared and discussed qualitative research collected during faculty development sessions where faculty shared their ideas about and challenges in using creativity and innovation in their classrooms to engage students. Shared ideas and recommendations with our main goal of increasing student engagement and learning. Asked participants to share ideas and suggestions during our session to add to the current data. Four main themes arose from current conversations with faculty: active learning, community building, collaboration, and risk taking.

Taddei, L., Littlefield, C. & Radosh, C. (August 2014). Using Innovation and Creativity to Improve Student Learning. Harcum College – Faculty Start-Up

Discussed current techniques used to improve student learning. Identified sources and resources to promote innovation and creativity to improve student learning. Planned ways to integrate new technology or innovative techniques to improve student learning

Taddei, L. (June 2014). Encouraging Innovation and Creativity. Teaching Professor Conference. Boston, MA.

Discussed current techniques used to improve student learning. Identified sources and resources to promote innovation and creativity to improve student learning. Planned ways to integrate new technology or innovative techniques to improve student learning

Taddei, L. (June 2013). Using Innovation and Creativity to Improve Student Learning. Bucks County Community College – Faculty of the Future

Discussed current techniques used to improve student learning. Identified sources and resources to promote innovation and creativity to improve student learning. Planned ways to integrate new technology or innovative techniques to improve student learning

Taddei, L. (October 2012). Are You Culturally Responsive? Early Childhood Summit – State College PA

K3C3 32 Tuesday 1:15pm - 2:45pm Dr. Laura Taddei, Assistant Program Director Early Childhood Department, Harcum College This presentation examines strategies and experiences that early childhood educators and administrators can use with students and families to help them become culturally responsive and provides an avenue for discussion on the topic. Are teachers and administrators creating experiences that take into account the culture of every student they teach? The act of teaching is about maintaining relationships with students and their families that cultivate an environment that enables learning. If faculty are not provided with opportunities to discuss and learn how to be culturally responsive, then students from diverse backgrounds risk going unserved. Through this presentation and discussion and the conversations that arise from it, teachers and administrators can raise their awareness of the importance of being culturally responsive. The National Center for Culturally Responsive Educational Systems (NCCRESt) defines culturally responsive as "the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures" (NCCRES, 2006-2008).

Taddei, L. (April 2012). How Culturally Responsive Are You? Harcum College Faculty Development.

This presentation examines strategies and experiences that faculty and administrators use with students and families to help them become culturally responsive and provides an avenue for discussion on the topic. Are teachers and administrators creating experiences that take into account the culture of every student they teach? The act of teaching is about maintaining relationships with students and their families that cultivate an environment that enables learning. If faculty are not provided with opportunities to discuss and learn how to be culturally responsive, then students from diverse backgrounds risk going unserved. Through this presentation and discussion and the conversations that arise from it, faculty and administrators can raise their awareness of the importance of being culturally responsive. The National Center for Culturally Responsive Educational Systems (NCCRESt) defines culturally responsive as “the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures” (NCCRESt, 2006-2008).

Taddei, L. (April 2012). Culturally Responsive Teaching in the Early Childhood Classroom. Harcum College Kickoff for Week of the Young Child – Sponsored by HAEYC (Harcum Association for the Education of Young Children)

This presentation examines strategies and experiences that early childhood educators can use with students and families to help them become culturally responsive and provides an avenue for discussion on the topic. Are teachers creating experiences that take into account the culture of every student they teach? The act of teaching is about maintaining relationships with students and their families that cultivate an environment that enables learning.

Taddei, L. (April 2011). Building Community in the College Classroom. Harcum College Faculty Development.

Through team-building and active learning activities, faculty, staff, and administrators will explore the concept of building community in their classrooms and institutions. Creating an environment that is welcome and inclusive will motivate students to want to learn. Faculty will have opportunities to share how they create community. When faculty know their students and students get to know each other, learning becomes a team effort. This presentation is a fun way to remember the importance of building community and the positive effects this has on everyone in the classroom and the institution as a whole.

Taddei, L. (March 2010). Learning = Leading. Delaware County Community College – Navigating Leadership Seminar for Students.

Preskill and Brookfield (2009) described a learning leader as leaders who create “environments for healthy, fully realized human beings by ensuring that relationships were inclusive, empowering and respectful” (p. 213). This presentation will explore the concept of faculty being learning leaders. As faculty leading students, we want to create an environment as described by Preskill and Brookfield. Some of the strategies that will be explored in this presentation are using critical thinking, narrative learning and analyzing experience.

Taddei, L. (September 2009). Building Classroom Community. Overbrook School for the Blind – Inservice

Participants discuss the teacher’s role in building classroom community. Participants learn ways to build community and create an environment that is inclusive and motivating to students and families.

Taddei, L. (March 2009). Fun Ways to Focus and Engage Students. Overbrook School for the Blind – Inservice

Participants discuss ways to engage students; take advantage of one-on-one instruction time; spend time building community and trust; explore engagement activities or management techniques used to improve teaching and learning


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