Session 4 Workshops / Saturday Nov. 10

Nov 9 - 10, 2012 Providence, RI The Met School,

Session 4   3:30 - 4:45

Principled Math Instruction for the 21st Century
Courtney M. Leard, Fifth Grade Teacher at Fountaindale School for the Arts and Academic Excellence, Washington County Public Schools, Hagerstown, MD, Chesapeake CES

Common Core State Standards require students to transfer their learning, not just master skills.  Math Triath is a principled way to develop the transfer of student learning to real world situations within an engaging and exciting curriculum.  During this session participants will be engaged in 21st Century ways to develop student independence with Math Standards through cross content challenges. Participants will leave with a boatload of ready-to-use materials and plenty of ideas to implement! Come discover ways to create self-directed learners for the 21st Century

Co-teaching in an Inclusive Classroom – Two Teachers Tackle the Carbon Cycle
Jennifer Huard and Vincent Tom, Souhegan High School

Regardless of external pressures and high-stakes testing, the role of the 10 Common Principles remains the priority in inclusive coalition classrooms.  As educators, we strive to develop curriculum that puts students in the role of workers and teachers as coaches, represents goals that apply to all students, and meets the challenge of student mastery and achievement rather than an effort to merely cover content. This workshop demonstrates one collaborative response to this struggle designed by a 9th grade science teacher and special education teacher as they tackle the standard based content of nutrient cycles in an ecosystem.

Flipping the Classroom: Middle School Mathematics UpSide Down
Ms. Angela M. Boratko, Middle School Mathematics Educator, Watkinson School

The “Flipped Classroom” model was made popular by the Khan Academy,
the initial idea being to create video lectures for distance students to self?pace independent learning. The model used within the 7th Grade Accelerated Math curriculum at Watkinson School maintains the use of video lectures, created by the instructor as a precursor to class meetings. Class time is spent with students applying their new knowledge and working through stages of comprehension, therefore, learning is differentiated for every student. This pedagogy takes the “in class lecture, applied practice at home,” model and turns it upside down! Solving the “homework problem,” and providing students with greater engagement and self?advocacy, you’ll “flip” for this technological pedagogy!

Political Advocacy for Practitioner-Based Performance Assessment
Dan French and Christina Brown, Center for Collaborative Education
David Ruff, Great Schools Partnership

Strategy and coalition building focused on keeping practitioner-developed performance assessment at the center of assessment policy.  We will focus on the following Essential Questions:

•        What can we do collaboratively to support this work that we can't do separately?
•        What are we willing to commit to that as a group to move this work forward?
•        What structures might be helpful going forward to maintain our momentum?

From A’s and B’s to Standards Based Assessment: How to Make the Transition
Anne Swift, Mathematics Teacher and Department Coordinator, Souhegan High School
Jessica Tremblay, Social Studies Teacher and Department Coordinator, Souhegan High School

If we struggle with what an 88% says about a student as a learner, how do we expect students to know what it means and how to use this feedback? You will hear from a math teacher and a humanities teacher about their shift from a points based grading system to a standards based system. We will review the leading research on standards based assessment and steps taken to encourage students to see assessments as integral parts of a learning experience, rather than the end.  Learn strategies to move students toward a growth mindset where they ask about how to improve as learners rather than how to get "A"s.

Approaching the Common Core in a Principled Manner
Carly Pumphrey, Lead Teacher,Fountaindale School for the Arts and Academic Excellence
Hagerstown, MD
Jaclyn Chaney, Lead Teacher, Fountaindale
Brittany Mauriello, Kindergarten Teacher, Fountaindale

At Fountaindale, we work collaboratively to embrace the Ten Common Principles to support our central intellectual purpose in the midst of various educational shifts.  CES is the glue that holds Fountaindale’s multiple initiatives together!  We will showcase how the Charlotte Danielson’s Framework for Teaching is maximized not simply as an evaluation tool, but as the foundation of continued professional growth.  We will highlight our "Ready, Fire, Aim" approach with instructional practices to support teachers in constructing Common Core curriculum through Understanding by Design.  Our session will provide opportunities to converse around our work as you transfer it to YOUR setting!

The Mathematician’s Art
Stephen Garschina-Bobrow, STEAM Faculty, Boston Arts Academy

Math is an Art, not just a tool to analyze. Mathematics explores aesthetic, identifying connections between the intrigue of the natural world and our drive to understand it. This workshop will explore the different ways Math can be used in the classroom as an active form of expression, wrought with style and conceptual connections. Participants will experiment with a variety of modalities through video, discussion, and visual construction. We will also investigate how to assess student responses that are not concrete values, working to evaluate based on logic, fluency, and depth of expression.

Understanding and Connecting with Adolescent Male Students
Charles Bauman, Marriage and Family Therapist, Veteran Secondary Teacher of 20 years, Teacher - JFK University, School-based Counselor

The most at-risk group in our schools is adolescent boys.  They present chronic challenges to educators within classrooms and schools: disengagement, underachievement, problematic behaviors, suspensions/expulsions, and drop-outs.  The tenets of “masculinity” are often in conflict with academic achievement:  autonomy, detachment, power/control, learning by “doing”, and the “hero” syndrome. This workshop will provide insights and specific strategies for promoting engagement and achievement in male students.  Key elements of insight/empowerment for educators include:  understanding male socialization/early wounding, recognizing problematic object-relations, promoting a healthy attachment, and facilitating the change process through a new and different “relationship” experience.

Living with Policies in Democratic School Settings
Ayla Gavins, Mission Hill School

This collaborative session will focus on the restoration, continuance and creation of democratic practices in schools. Through the lens of the participants' schools, we will discuss a text and video exploring democratic practices. Participants will connect their own goals with action steps to positively change the current environment.

The Senior Instructional Leadership Corps:  A Model Mentoring Program
Larry Rehage, Former Co-Director Senior Guidance, New Trier High School, Winnetka, IL
Janice Dreis,  Former Co-Director Senior Guidance, New Trier High School, Winnetka, IL
The Senior Instructional Leadership Corps (SILC) program emphasizes development of leadership skills and an awareness of effective teaching practices. Participants in this workshop will explore this highly successful student mentoring program in which high school seniors are trained to work closely with teachers in classrooms across the curriculum. The workshop will facilitate reflection and appreciation of the efficacy of using seniors as vital instructional leaders in a classroom setting with the ultimate goal of helping participants implement a SILC program in their schools.

The Question Formulation Technique in the Classroom
The Right Question Institute
Dan Rothstein, Luz Santana and Steven Flythe co-facilitated by
teachers with experience using the QFT in their classroom and RQI Staff

We can help students become more effective, self-directed learners by building their capacity to generate, prioritize and categorize their own questions. Participants in the workshop will be introduced to the Question Formulation Technique and then identify ways to introduce question formulation skills to their students. Teachers will share their reflections of using the QFT and provide classroom examples (across subjects and grades) of how they have (or will) effectively implemented the strategy using a variety of strategies across subjects. Those who have previously used the QFT, will share examples, student assessments and reflections.

Building Resilience Through Learning and Teaching
Shanti Elliott, Teachers’ Inquiry Project and Francis Parker School Chicago

The new generation of students and the teachers face enormous pressures as they try to serve the families who surround them, it is urgent that teachers are prepared to foster resilience, not only in individual students, but also in broader learning communities.  Isolated classrooms, isolated schools and isolated teachers lack the resources to carry out this work.  How can cross-neighborhood connections contribute to the growth of resiliency in students, teachers, and communities?  In this session, participants will experiment with a range of activities to build community, reflection, and inquiry -- relevant for academic disciplines and vital for the democratic work of boundary-crossing.

The Peer Mentoring Program at Eagle Rock
Eagle Rock School and Professional Development Center
Anastacia Galloway, Director of the Peer Mentor Program, and Peer Mentor Student Leaders Michael Hermes, Nyeema Lee, Rene Dominguez, Tehya Brown

Eagle Rock School and Professional Development Center is both a high school and center for adult learning. We have been developing a peer-mentoring program as a strategy for youth engagement, developing student leadership, and accountability as well as a best practice in education reform. Staff and students will provide practical and inspiring exercises that will enhance your ability to develop your own peer mentorship program. Join us and you will leave with stories, energy, and practical tools to bring back to your school.

Infusing Dialogue Into the Classroom and Advisory
Rachel Poliner and Jeffrey Benson, Leaders and Learners Consulting

Whether making curriculum-based decisions, resolving dilemmas within the school, or trying to understand community and global issues, students and teachers need respectful, dialogue-based formats for collaboration. Dialogue is an essential skill for the 21st century. Students must know how to listen for understanding, to ask clarifying questions, to identify deep interests, and to find common ground for creative solutions. This interactive workshop will introduce foundational skills in dialogue, an alternative to classroom debate as a means of exploring, analyzing, and understanding. We will share ways to apply dialogue in multiple content areas.

Drilling Down into the Data:  Identifying Essential Data to Connect Learning Gaps to Instructional Gaps
Daniel R. Venables, Center for Authentic PLCs

The overwhelming amount of student data available in most schools is sufficient to paralyze the average CFG (PLC) into a numbing state of inaction.  This session will provide a short overview of data literacy and sources followed by methods for systematically reviewing and responding to data.  Proceeding from the big data (macrodata) to the daily classroom data (microdata), this session will walk you through a process for identifying specific gaps in student learning and then connecting these to instructional gaps.  Real-life data will be used as well as a data-specific protocol developed by the facilitator.  

Sessions 3 & 4  2:00 - 4:45
Advisory as an Equity Pedagogy
Gregory Peters: Executive Director, San Francisco  Coalition of Essential Small Schools

Whether your Advisory program is just getting started or is in need of a jumpstart, this workshop will provide participants the opportunity to learn from the experiences of advisors and students.  After seeing examples of structures that allow advisors to support students academically and emotionally, they will consider how to define or refine their own schools’ advisory program from mission and vision to signature curriculum - from schedule to staffing to budget.  Participants will create a blueprint of key assessments and core curriculum. Recommended for school teams.

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