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August 2019
Actions for Mathematical Success: Using Mathematical Teaching Practices in K-12 Classrooms
Two day workshop - August 12 and 13, 2019 8:30-3:00, registration starts at 8:00 Breakfast snacks, coffee, tea and water will be available as well as an afternoon snack and beverages. Lunch will be from 11:00-11:40. A morning and afternoon break will be built into the agenda. Educators will explore the eight Mathematical Teaching Practices (NCTM Principles to Action) and leave the two-day experience with a plan to apply Mathematical Teaching Practices in the classroom. Resources will be provided including…
Find out more »Focused Teacher Evaluation Model – Curtis Jack
Learning Sciences International, working with Marzano, has developed an updated and streamlined model of teacher evaluation. Replacing the 60 element “Legacy” model, the Focused Teacher Evaluation Model (FTEM) has been revised into 23 elements. In addition, the FTEM model has been designed to support standards-based education practices and implementation. The resulting model helps districts not only provide staff with a research-based method of developing strong professional practices, but also with accurate, timely, usable performance feedback. Curtis Jack, a retired Maine…
Find out more »October 2019
Developing, Implementing, and Assessing Project-based Learning Modules – Frank LeBanca
Wanting to learn how project-based learning can help students demonstrate mastery of standards in a rigorous, engaging environment? This workshop will consist of interactive activities and content to develop capacity for understanding important components of project-based learning from design to assessment. Participants will also engage in a short PBL experience where they develop a product utilizing digital media and simple construction. Conversations around metacognitive aspects (challenges, successes) that the participants experience and how it translates to students will be examined.
Find out more »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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