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Spring Workshop Descriptions

January 20, 2006
Teaching Collaboratively: Differentiation and the Challenges of Inclusion
Presented by: Rebecca Tatistcheff & Patrick Reimer

The workshop will focus on creating and utilizing strong partnerships between special education and general education teachers. We will explore “Practical Differentiation”— finding what works for you and your students while developing a classroom culture of differentiation and inclusion  

January 27 , 2006
Embracing the Rainbow

Presented by: Nancy Schneidwand

This interactive workshop offers educators a sequential, integrated approach and practical strategies for educating about diversity. Activities that enable students to understand the connection between bias based in race , gender, class, sexual orientation, language, religion and ability — and approaches for change — will be highlighted. Participants will engage in, discuss, and take with them lessons (roleplays, case studies, interviews, and writing activities) from “Open Minds to Equality”.

February 3, 2006
Applying Grades to Student Work: An Interactive Workshop

Presented by: Suzy Ort


Making the Grade is an interactive/exploratory workshop focused on applying grades to student work. During this session we will focus on developing rubrics from assignments that participants bring from their schools.

Requirements to bring to workshop:
1) one assignment as distributed to students (with scoring/grading guide if you have)
2) one to two samples of student work produced as part of the assignment (not necessarily the "best" work, rather work that represents a range of quality works best)

March 10, 2006
Real Student Engagement:  Inquiry-Based Learning Across the Curriculum

Presented by: Keely Ball & Jonathan Katz

This session is designed to be an introduction to inquiry-based instruction.  What makes inquiry meaningful and useful to students?  How do we channel students' natural curiosities into content-based learning?  In this session, participants will engage in several hands-on activities that mirror the approach and structure of inquiry-based learning in classrooms.  We will use these activities as a "launch pad" for discussing effective implementation of inquiry-based work in all subjects, with an emphasis on math and the Humanities.  Therefore, the session will look at universal elements of inquiry-based learning (observing, questioning, looking for patterns, conjecturing, and analyzing), as well as the demands of specific disciplines.  Participants will leave with resources to plan for inquiry-based teaching in their classrooms.

March 31, 2006
The Three R's for Today's Secondary Schools: Rigor, Relevance, and
Relationships

Presented by: Jennifer Allen

The focus of this participatory workshop will be on how classroom teachers and school leaders can personalize students' learning experiences and promote academic rigor in the process.

April 7 , 2006
Integrating the Principles of Learning into Instruction
Presented by: Lucy West

Over the past 50 years, extensive research in cognitive psychology and biology, has concluded that many of the beliefs that educators have about what and how people learn are erroneous. There is a growing body of research that has concluded that skillful instruction is key to improving student achievement. In other words, what teachers do makes the greatest difference. In this session, we will explore the new theories of intelligence and learning and their implications for instruction. What are the principles of learning? How do they play out in schools? What does good instruction entail and how might sound, modern principles of learning inform instruction? What are the underpinning beliefs that presently guide instruction and what new beliefs/practices might we want to try on? How might the whole system be organized to improve instruction? How are people presently deciding what and how to teach? If skillful teaching is learnable and complex and success is evidenced in student understanding, how might adults organize themselves and relate to one another in order to have the greatest impact on student understanding and achievement? This session will be interactive; include video footage, and it is highly recommended that participants read the article: Principles of Learning for Effort-Based Education (Resnick and Hall, 2000) which will be provided via e-mail upon registration

 

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