Videos

This video provides an overview of Project MAX, a State Personnel Development Grant awarded to the Pennsylvania Department of Education by the Office of Special Education Programs. Intermediate Unit and Local Education Agency team members across Pennsylvania describe the benefits and their experiences as they implement the practices of the project.

Held annually since 2014, the Governor’s STEM competition challenges student teams to research, design, and present a project that can improve the lives of Pennsylvanians. As part of a three-part series, joining PaTTANpod to share their perspectives on the competition is Bishop Shanahan High School teacher and STEM competition advisor, Dr. John Janasik.

Held annually since 2014, the Governor’s STEM competition challenges student teams to research, design, and present a project that can improve the lives of Pennsylvanians. As part of a three-part series, joining PaTTANpod to share their perspectives on the competition is East Stroudsburg High School North teacher and STEM competition advisor, Jacqueline Edelbaum.

Held annually since 2014, the Governor’s STEM competition challenges student teams to research, design, and present a project that can improve the lives of Pennsylvanians. As part of a three-part series, joining PaTTANpod to share their perspectives on the competition is Pennridge School District teacher and STEM competition advisor, Melissa O’Brien.

Catching students early before they get off track to graduate is crucial. Check out the opportunity available through Middle School Success: Path to Graduation (P2G) to help prevent dropout.

This module is one of a ten part series with Kevin Williams, produced by PaTTAN. Our ability to think as well as to acquire and learn language is largely dependent on patterns, contrasts and constraints. Much like being adrift on a vast ocean, language, without these features, causes listeners to be awash in a sea of confusion, until some form ‘life ring’ is made available to use to take us to firmer foundation. This workshop will focus on prosodic features of language which provide such critical information.

This module is one of a ten part series by Kevin Williams, produced by PaTTAN. Good writers write usually have some form of an outline or discourse structure to guide their writing. Educational discourse is much the same. While most educational interpreters may not have the actual outline of lesson instruction, it is essential that they create a visual scaffold on which to build their interpretation. This workshop will define the notion of discourse mapping and linguistic features frequently used to indicate discourse units and shifts in discourse.

This module is one of a ten part series with Kevin Williams, produced by PaTTAN. For many students learning sign language, significant attention is place on learning hand-shapes and movements. However, in sign language, signs do not function in some obscure, separate visual realm. Thus, use of eye gaze, eye-brow movement and head movement are critical grammatical features of any form of sign language. This workshop will focus on learning about these grammatical non-manual markers and use of these non-manual behaviors while interpreting.

This module is one of a ten part series by Kevin Williams, produced by PaTTAN. During sign language learning, a great deal of focus is errantly directed towards the hands only, viewing other parts of the body as ‘extras’ or unnecessary embellishments. The fact of the matter is, that for signing to be grammatical, it is not an either/or situation (meaning face or hands), but it is both! This training will focus on the use of, primarily, the lower portion of the face, the portion used for lexical purposes.

This module is one of a ten part series by Kevin Williams, produced by PaTTAN. Language is a set of patterns and at the syntax (or sentence level), language is built on the clause level. Some clauses are independent while others are dependent on other surrounding clause for conveying intent. This workshop will focus on the analysis of classroom discourse in order to gain better ‘rhythm” predication skills while building educational interpretations, and reduce the number of ‘moving violations’ we create while interpreting.