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Dr. Richard Cash

Dr. Richard M. Cash is an award winning author and educator who has worked in the field of education for over 25 years. His range of experience includes teaching, curriculum coordination, and program administration. Currently, he is an internationally recognized education consultant. His consulting work has taken him throughout the United States, as well as into Canada, The Czech Republic, China, England, Indonesia, The Kingdom of Saudi Arabia, Mexico, Poland, Qatar, Spain, South Korea, and Turkey.

Richard received his doctorate in Educational Leadership and a Master’s Degree in Curriculum and Instruction from the University of St. Thomas in Minneapolis, MN. Along with his Bachelor’s degree in Education from the University of Minnesota, Minneapolis, Richard holds a Bachelor’s degree in Theater from the University of Wisconsin, Eau Claire. For over 10 years, he co-directed a children’s theater company in Minnesota, and co-authored 4 award winning children’s plays. He was recipient of the National Association for Gifted Children’s Early Leader Award (2011), recognizing his leadership in programing for gifted children. Richard was also named the “Friend of the Gifted, 2016” by the Minnesota Educators of the Gifted and Talented.

His areas of expertise are educational programming, rigorous and challenging curriculum design, differentiated instruction, 21st century skills, brain-compatible classrooms, gifted & talented education, and self-regulated learning. Dr. Cash authored the books Advancing Differentiation: Thinking and Learning for the 21st Century, (2011), a finalists for the Association for Educational Publishers Distinguished Achievement Award; and Differentiation for Gifted Learners: Going Beyond the Basics (2014) (co-author Diane Heacox), winner of The Legacy Book Award for Outstanding Educators Publication. His newest book Self-Regulation in the Classroom: Helping Students Learn How to Learn was released in March 2016. All books are published by Free Spirit Publishing, Inc.

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Topics

Working WITH Parents of Gifted/Talented/Creative...or just really smart kids!

Parents of high ability children can sometimes be very demanding. This workshop will help teachers and schools work with parents of high ability children to improve the educational setting and parent-school relationships.

Using Gifted Strategies for ALL Learners

This workshop/session presents multiple teaching and learning strategies developed in the field of gifted education, which can be use in the regular classroom with ALL learners.

Creative and Critical Thinking

This workshop/session will assist teachers and schools in building a greater understanding of creative and critical thinking skills and how to apply them to lesson planning.

Effective Lesson Planning

This workshop/session presents a comprehensive review of multiple learning models and theories for building higher order thinking skills. Participants will be guided through developing effective lesson plans that incorporate multiple learning styles.

Teaching with the Brain in Mind

Understanding how the brain processes information and learns is necessary if teachers want to improve student learning. This session will present an overview of the brain's structure, and a variety of compatible teaching and learning strategies that will engage the learner.

Learning Styles

Utilizing individual learning styles can enhance student performance. Practical information regarding learning styles and how teachers can differentiate instruction to meet the needs of diverse learners will be shared in this workshop/session.

Developing a Differentiated Classroom

Developing differentiated instructional strategies is essential to improving student achievement. This workshop/session will present practical information and functional strategies to assist in developing a responsive classroom for ALL learners.

Effective Learning, Assessment and Evaluation Practices

One of the most contentious issues in education today is the matter of assessment and evaluation of student performance. The current practice of student evaluation dates back to the 19th century as one of reward and punishment. For 21st century students, this antiquated practice is neither an effective way to motivate nor an accurate measure of what students know, understand and are able to do. All students desire to be successful at meaningful tasks. Therefore, it is essential that teachers design meaningful tasks/assignments that matter, provide relevant feedback that support learning development and accurately report student success. This workshop will: • Provide examples of meaningful tasks/assignments that matter • Define the two measure of formative and summative assessment • Explain when and how to use formative and summative assessment • Identify the specifics of descriptive feedback that can increases student motivation to achieve • Offers ideas on the evaluation of student performance • Outline effective methods for reporting student achievement

Books

Advancing Differentiation: Thinking and Learning for the 21st Century

Advancing Differentiation: Thinking and Learning for the 21st Century

This advanced teacher's guide offers a full range of strategies to differentiate instruction to build unique thinking and learning skills required of today's students. More than an introductory manual for differentiation, this book is a "next step" instrument to help K-12 teachers: * integrate resilient thinking, problem solving, and decision-making skills into any content area * build achievement motivation and student self-regulation * set new roles for learner and instructor that encourage learning autonomy * utilize revolutionary techniques for designing rigorous curriculum * inspire young people's passion and creativity * create a thriving 21st-century classroom

You can purchase this book here

Differentiation for Gifted Learners: Going Beyond the Basics

Differentiation for Gifted Learners: Going Beyond the Basics

Differentiation for gifted students significantly differs from the ways in which educators differentiate curriculum and instruction for other students. Within a group of advanced learners, the variety of abilities, talents, interests, and learning styles can be formidable. Differentiating for them must go beyond adjusting content levels, task complexity, or product choice. For the first time, this book connects the unique learning differences among gifted students to the specific teaching methods used to tailor their educational experiences. Topics discussed include real-world problem solving, abstract thinking, interdisciplinary concepts, authentic products, learning autonomy, accountability, grouping practices, affective curriculum, 21st-century skills, Advanced Placement and Honors classes, IB programs, underserved populations, and twice-exceptional learners.

You can purchase this book here

Self-Regulation in the Classroom: Helping Students Learn How to Learn

Self-Regulation in the Classroom: Helping Students Learn How to Learn

To succeed in school, students need more than subject area knowledge-they must learn how to learn. Self-regulation, an executive functioning skill, describes the ways that students focus attention on achieving success. Self-regulated learners find personal value in learning, develop effective study habits, welcome challenges, seek help, and use failure as a learning tool. This user-friendly guide makes the process of developing self-regulation as easy as ABC: Affect (how you feel), Behavior (what you do), and Cognition (how you think). Teaching students to balance these three elements builds motivation, resilience, and college and career readiness. Digital content includes customizable forms from the book.

You can purchase this book here

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