Submitted by keyana on 18 March 2014 - 10:55am
The Art in Literacy: The Common Core Standards and In-Depth Learning Through Arts Integration
Intended for Elementary teachers of all subjects and Middle School Language Arts teachers
Susan Freeman, visual artist, poet, and teacher educator, leads professional development programs in arts integration and literacy in Northern California. She was a K-5 classroom teacher and mentor in the Pájaro Valley USD for nearly 20 years, where she designed and led school-wide programs in writing and the arts for ELLs. Susan teaches arts and aesthetic education courses in Stanford University’s STEP Program and UC Santa Cruz; with the Bay Area Teacher Training Institute (BATTI) and the Santa Cruz County Office of Education.
Course Description: This highly interactive 4-day course invites K-8 teachers to experience the Visual and Performing Arts as a powerful force for in-depth learning, inquiry, and community building in the classroom, especially for English Language Learners. In hands-on sessions, we will “read” and make meaning of art as text, explore the ways in which the Arts improve students’ comprehension as readers and writers, and learn how artistic thinking informs the Common Core. In the process, we’ll develop lessons and materials you can take back to your classroom. The Arts teach students to use their imaginations and senses to understand complex ideas, to solve problems with multiple solutions, and to see the world from multiple perspectives. Join us in the art studio to experience the joy of learning in and through the Arts, and discover new opportunities for making creative connections with the Common Core across the curriculum.
When young people are involved with the Arts in the classroom, something changes in their lives. Their engagement, commitment, and enthusiasm for learning soars. Their understanding of complex concepts and ability to achieve academically often increases. The Arts also open up powerful pathways to the Common Core State Standards, helping all students develop the critical thinking and creative skills vital to learning and living in the 21st Century.
Submitted by keyana on 4 March 2014 - 11:17am
Increasing English Learners' Level of Participation to Improve Learning
Designed for teachers of all grades who have students who are learning English
Patrick Hurley is a twenty-year veteran secondary English and ELD teacher. He is a lecturer in the Stanford Teacher Education Program (STEP) and is currently a Teacher-in-Residence with the Strategic Education Research Partnership (SERP) Institute, working with teachers in San Francisco, Boston, Austin and New York City. He is an author and trainer of SERP’s Word Generation and Advancing Academic Language for All programs.
Course Description: The Common Core State Standards for ELA and Math, as well as the Next Generation Science Standards, have identified the discipline-specific practices that are essential for college and career readiness. English Language Learners will benefit from these practices, as they require students to use each other’s thinking as a resource for their own learning. This increase in classroom interactions will provide models of academic language, as well as additional opportunities for ELs to practice discipline- specific language. This session will help teachers support their ELs so that they can successfully participate in classroom discourse, as well as access the challenging texts from which students are expected to gather information and evidence for these discussions. Topics include:
- Understanding the features of academic language beyond vocabulary
- Creating effective academic interactions in the classroom
- Identifying language demands of classroom activities
- Practicing talk moves for improved classroom discourse
- Creating formative assessments for academic language
- Providing peer observation tools for improving practice
Submitted by keyana on 4 March 2014 - 9:47am
Teaching Students to Use English Effectively in Different Contexts
Designed for 6-12th grade English Language Arts teachers who teach culturally and linguistically diverse students.
Mike Metz is a National Board Certified English teacher and advanced PhD candidate in the Stanford Graduate School of Education. He taught for 15 years in Chicago schools before coming to Stanford to study English Teaching, Teacher Education, and Social Justice Education. Mike has worked extensively with teachers in the Chicago Public Schools and San Francisco Unified School District as well as teaching in the Stanford Teacher Education Program (STEP). He is currently conducting research on approaches to teaching grammar in middle school English classrooms that support and engage speakers of historically stigmatized English varieties.
Course Description: Most students, and teachers, dread the subject of grammar in English classes. Much of that dread stems from a fear of getting it “wrong.” In this course we unpack the problems with the idea of “correct” English, and consider the productive results of teaching students to use language “effectively” for given audiences, contexts, and purposes. We start by exploring the systematic rules governing various English dialects to emphasize that they are all “correct.” We then examine an approach that validates students’ language use while helping students build an expansive repertoire of language tools. We explore the connection between language use and identity, including racial and ethnic identity. The idea of “effective,” rather than “correct,” language use is then applied to each major strand of the Common Core English standards (Reading, Writing, Speaking/Listening, and Language). You will leave with new ideas about how language works, new ways to engage students who may previously have been resistant to the language of school, and concrete lesson ideas for how to help your students build their language skills for effective communication in all the contexts they encounter.
Submitted by keyana on 4 March 2014 - 9:43am
Teaching the Common Core's Mathematical Modeling Practice with Multimedia
Designed for middle and high school mathematics teachers. Also suitable for those who teach secondary mathematics methods courses.
Dan Meyer taught high school math to students who didn't like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. He currently studies math education at Stanford University, speaks internationally, and works with textbook publishers, helping them move from education's print past to its digital future. He was named one of Tech & Learning's 30 Leaders of the Future and an Apple Distinguished Educator. He lives in Mountain View, CA.
Course Description: We make enormous promises to our students that mathematics models the world they live in, that math has power in their world. We attempt to make good on that promise with word problems that look nothing like that world and look nothing like modeling as it’s practiced by mathematicians. In this session we’ll learn how digital photos and videos can help us engage and challenge our students in the modeling practice of the CCSS. Let's answer the questions, what is modeling, how do we get our students to do it, and how do we get our students to like it?
Submitted by keyana on 4 March 2014 - 9:23am
Inquiry-Based History Teaching and the Common Core (Course FULL)
Designed for middle school and high school history teachers. Also suitable for those who teach social studies methods courses.
Joel Breakstone directs the Stanford History Education Group. Along with Mark Smith and Sam Wineburg, he led the development of SHEG's assessment website, Beyond the Bubble. He has taught in the Stanford Teacher Education Program and provides professional development to history teachers in districts across the country. He previously taught high school history in Thetford, Vermont. He received his Ph.D. from the Stanford Graduate School of Education in 2013. His research focuses on how teachers use assessment data to inform instruction.
Brad Fogo is the Director of Curriculum Development for the Stanford History Education Group (SHEG). He also works as a clinical research associate for history education at the Center to Support Excellence in Teaching (CSET). He is currently leading the development of world history materials for SHEG’s Reading Like a Historian curriculum and conducting research on inquiry-based, history teaching practices. Brad has taught in the Stanford Teacher Education Program and worked with teachers throughout the country on using the Reading Like a Historian curriculum. A public school history teacher for nine years, he holds a Ph.D. in Curriculum and Teacher Education from Stanford.
Course Description: This course addresses the nexus between the development of historical understanding and literacy. Using Stanford History Education Group curriculum and assessment materials, participants will explore how an inquiry-based approach to history instruction addresses a wide range of Common Core State Standards. Particular attention will be paid to core instructional practices in history/social studies: modeling of close reading in history, classroom discussion facilitation, development of evidence-based claims, assessment of historical thinking, and using evidence in analytic writing.
Thank you for your interest in ChemEx2: Chemistry Experiences and Experiments for Learning.
Hollyhock Information Request
Submitted by keyana on 11 March 2013 - 4:01pm
JumpStart: A Good Way to Begin the National Board Journey - Designed for teachers at all levels
Silver White is a National Board Certified Teacher who has extensive professional development experience working with elementary reading teachers as a literacy coach, a Reading Recovery trainer, and a support provider for National Board candidates. She works in the Berkeley Unified School District training new Reading Recovery teachers and offering continuing contact for those already practicing.
Jump Start is a four-day session for candidates for National Board certification. It is designed to help candidates understand the National Board’s view of accomplished teaching and the tasks through which candidates are asked to demonstrate it. The emphasis is on learning to identify evidence of accomplished practice and organizing and planning the candidacy year, including assembling the outline for the digital portfolio. Participants will learn how to read, interpret, and apply the National Board standards, as well as how portfolios can provide evidence that standards have been met. National Board certified teachers will offer advice on selecting topics for portfolio development, managing time needed to prepare the portfolio, and securing support during the process. By session’s end, participants will be ready to begin developing their own portfolios.
Submitted by keyana on 11 March 2013 - 3:57pm
Language and Literacy Development and the Common Core - Designed for English language arts, social studies, and science teachers who teach English language learners and linguistically diverse students in grades 4-12
Laura Alvarez is a middle school Humanities teacher at Melrose Leadership Academy in Oakland, CA and was previously a 4th and 5th grade bilingual teacher. She also supports teachers who are engaging in inquiry into their students’ learning and their own teaching through Mills Teacher Scholars, a professionaldevelopment program at Mills College. She has served as an instructor, supervisor, and cooperating teacher for pre-service teachers at Mills and Stanford University. Laura holds a Ph.D. in Educational Linguistics from Stanford University and an M.A. in Education from Mills College. Her research focuses on understanding and supporting bilingual students’ language and literacy development in English, as well as in their primary language.
The Common Core State Standards emphasize the importance of language and literacy development
across the disciplines. In particular, increased time is to be spent reading and writing informational and
argumentative texts both in English language arts and in the content areas. It is clear that all teachers
must now support the language and literacy development of their students, especially English Language
Learners and other students who are learning academic uses of language.
This course will focus on understanding the language and literacy demands of the Common Core and
learning how to support ELLs to meet the new standards. We will analyze the linguistic and conceptual
demands of texts and tasks in different disciplines. We will then use this analysis to design instruction
and assessment that helps students comprehend, discuss, and write challenging texts in different genres.
Teachers will participate in and reflect on strategies that they can use with their students to build their
language and literacy abilities, as they learn content. Instructional strategies will focus on creating
opportunities for students to talk about text, as a way to deepen their reading comprehension and
understanding of content, analyze model texts, and prepare them to write. Finally, participants will design
sequences of lessons they can use in their classrooms.
Submitted by keyana on 11 March 2013 - 3:46pm
Orchestrating Whole-class, Text-based Discussion - Humanities - Designed for secondary teachers of all subjects
Lisa Barker is an Assistant Professor of Secondary Education at The State University of New York (SUNY) at New Paltz, where she teaches courses on English education, the teaching of writing, and the facilitation of discussion. She received her Ph.D. in Curriculum and Teacher Education from Stanford University and her M.A. in Educational Theatre from New York University. The 2011 Winifred Ward Scholar, Lisa conducts research on the role of educational theatre in teacher learning. For example, her dissertation, entitled “Under Discussion: Improvisational Theatre as a Tool for Improving Classroom Discourse,” examined how high-school English and history teachers learn to engage in the difficult work of orchestrating rich and, by nature, improvised classroom discussions. Prior to her work with SUNY New Paltz, Lisa taught with the Stanford Teacher Education Program and the Center to Support Excellence in Teaching and performed with the Stanford Improvisors and children’s theatre companies such as Barrel of Monkeys in Chicago and the Story Pirates in New York. Lisa began her career as an English, reading, and drama teacher at James Lick High School in San Jose, California.
Leading a whole-class discussion is a complex instructional practice that cuts across content areas and teaching contexts. Within the Speaking and Listening domain of the Common Core State Standards, secondary students are expected to demonstrate “Comprehension and Collaboration” during classroom discussions. The first standard states that students should be able to “participate effectively in a range of conversations…, building on others’ ideas and expressing their own clearly and persuasively.” The language of this standard raises several questions: What does it mean for students to ‘participate effectively’ in such discussions? What does clear and persuasive expression that ‘[builds] on others’ ideas’ sound like? Moreover, what teacher moves support students’ ‘comprehension’ of content and capacity for ‘collaboration’?
Attending teachers will experience and develop strategies and tools for helping young people prepare for, participate in, and reflect upon whole-class, text-based discussion. We will examine how to plan for discussion (i.e., setting norms, selecting texts, designing questions), facilitate classroom talk (i.e., listening actively, monitoring participation, responding to ideas), and assess and provide feedback on the quality of discussion.
Teachers have the option of attending one or both weeks of this two-part course sequence. Across both weeks, we will engage in text-based discussions ourselves in order to experience and unpack discussion- based tools. Both weeks’ discussions will focus on African-American civil rights movements of the mid- 20th century and be anchored by the overarching question: What rights are worth fighting for, and what’s the best way to fight? Discussions in week one will use historical documents to investigate the topical questions: Why did the Montgomery Bus Boycott succeed? What can we learn from this movement that can influence contemporary civil-rights struggles? Discussions in week two will be tethered to visual and literary texts with the topical question: Can art and fiction affect social change? Although we will ground our discussions in historical documents (in week one) and visual and literary texts (in week two), the courses are open to teachers from all subject areas.