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November 2019
Writing Reboot Camp K-5: A One Day Class that Brings Back the Joy to Teaching Writing – Barry Lane
Have you lost your passion for teaching writing, or not found it yet? Has writing become more of a predictable performance and less of an art? Do your students groan when it’s time to write because they see writing as filling in simple outlines or following prescribed formulas or mentor texts instead of discovering their own unique voices? Do students see elaboration as just adding more stuff because they are supposed to? In this class, we will learn ways to…
Find out more »Writing Reboot Camp, Gr. 6-12: A One Day Class that Brings Back the Joy to Teaching Writing – Barry Lane
Have you lost your passion for teaching writing, or not found it yet? Has writing become more of a predictable performance and less of an art? Do your students groan when it’s time to write because they see writing as filling in simple outlines or following prescribed formulas or mentor texts instead of discovering their own unique voices? Do students see elaboration as just adding more stuff because they are supposed to? In this class, we will learn ways to…
Find out more »January 2020
Knowing Is Half the Battle! Teaching and Learning for Depth of Knowledge – Erik Francis
The cognitive rigor of college and career-ready standards expect students to demonstrate different levels of thinking and communicate depth of knowledge. However, what exactly is depth of knowledge? How do Webb’s DOK Levels code and compare the depth and extent standards and assessments demand students to demonstrate and communicate their learning? Why is the DOK Wheel inaccurate? Learn how to deconstruct the learning expectations of academic standards to determine their DOK Levels and how to use Webb’s DOK Levels to…
Find out more »Now THAT’S a Good Question! – Erik Francis
What is a good question – or rather, how does a good question challenge students to demonstrate different levels of thinking and communicate depth of knowledge? Learn how to rephrase the performance objectives of academic standards and learning targets into good questions that can be used to assess and build foundational knowledge, develop and demonstrate deeper conceptual and procedural understanding, and personalize student-centered learning experiences.
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