Thursday, August 11 (1:45 PM - 3:45 PM)
Mobile friendly view of Thursday afternoon Mini Course abstracts and Presenter bio's here
REPEAT - "I Wish My Teacher Taught This Way"
Kimberley D'Adamo Green and Her Students from Berkeley High
Jonah Arreola-Burl, Emily Christensen, Xalli Gordon-Chavez, Claire Haug, Sajdah Nasir, Chloe Wanaseija
What are the ways that our curriculum structures engage and disengage kids? Students from Berkeley High School talk frankly about their experience in the classroom, and how they wish teachers would teach. They will discuss the importance of community building, metacognition, peer-to peer teaching, and the benefits of involving students in curriculum design. They will also explain how understanding constructivism helps them learn better, and how various grading and assessment structures impact students. Their teacher, Kimberley D'Adamo Green, will be available to provide a teacher's perspective on how changing her own curriculum design and delivery made teaching easier and students more authentically engaged.
Five Simple Strategies for Promoting Critical and Creative Thinking
Indi McCasey, Destiny Arts Center
Looking for ideas to support students’ growth as lifelong learners? In this interactive workshop we will explore five key Visible Thinking Routines developed by Harvard’s Project Zero. These simple strategies provide a structure that makes students’ thinking visible to themselves and their peers, while at the same time helping educators to assess their students for understanding. We’ll learn how the routines can address Common Core English Language Arts Anchor Standards by involving students in separating evidence from claims, generating potential research questions, making connections across disciplines, and promoting empathy and perspective taking. Participants will get ample practice using the routines in a variety of activities, as well as time to identify how to make these thinking routines work for them and their particular learning community.
REPEAT - Unfolding Practice: Accordion Books as Maps of Learning
Todd Elkin, Washington High School, Fremont and Integrated Learning Specialist Program, ACOE
Arzu Mistry, Shristi School of Art and Technology Design, Bangalore, India
Accordion books are handmade maps of our thinking. Their artful form and layered functions are about unfolding our practice as learners, teachers and artists. In this workshop, participants will learn to make accordion books to tell the story of our learning, allowing for multiple strands of reflection, connection and inquiry to be occurring simultaneously. Through inquiring, documenting, reflecting and building on practice, learners, teachers, and artists will be given a space for reflection as well as a springboard for new investigations.
Conversations That Promote Adult Learning
Carrie Wilson and Mills Teacher Scholars
Juliana Houston, Kathleen Mitchell
In the age of Common Core many educators are working to strengthen academic discussions for students in their classrooms. Yet these same educators often work in environments that lack opportunities for powerful adult learning conversations. What do powerful collaborative professional conversations sound like and what are some of the practices that can begin to shift culture so that these learning conversations become the norm? Learn how to lead an activity at your school/organization that generates awareness around what it means to have a learning conversation. Identify the common barriers and pitfalls in setting up adult learning conversations and become equipped with some tools for handling this.
Performance Assessments and Socio-Emotional Learning
Ben Kornell, Executive Director of Envision Learning Partners
College and career readiness is not just a measure of what a learner knows; more vitally, it’s about what a learner can do and how they reflect on their work, themselves, and the world. Performance Assessments are an essential tool in measuring what a learner can do and in providing rich opportunities for reflection and metacognition. In this workshop, you will become grounded in the principles of Performance Assessment and the KNOW, DO, REFLECT paradigm that pushes learning beyond content to cognitive and nob-cognitive competencies.