TRANSFORMATIVE TEACHING

JOURNEYING INTO THE COMMON CORE AND BEYOND

64-brochureWhat is it that students really need to know and be able to do? Transformative teaching emphasizes rigor while leading students into critical inquiry. This inquiry empowers students to better understand themselves and find their voice to impact society—from social justice issues here at home to worldwide issues of deep concern to themselves and their communities. Asilomar 64 will bring teachers, authors, and literacy experts together in meaningful conversations, as we examine not just how to implement the new standards, but also how to move beyond them to create more critically aware learners.

Each participant will meet over 3 days in one small-group session focused on a single topic in teaching reading and writing as part of the Common Core. This focused attention on one area of interest allows attendees to more deeply consider implementation of strategies discussed.

Groups will focus on close reading, the reading/writing connection, reading and writing across the content areas, technology integration, use of discussion to deepen student understanding, bringing the Common Core to life with culturally responsive teaching, and deeper learning through relevant project-based teaching.

Speakers


CamangianPATRICK CAMANGIAN is an Associate Professor of Teacher Education at the University of San Francisco and has been a high school English teacher since 1999. He began teaching in Los Angeles and currently teaches in Oakland. Patrick has received numerous awards for his inspirational teaching and his research in urban schools. His areas of expertise include: critical pedagogy, critical literacy, culturally-empowering education, and socially-transformative teacher development. Currently, he is turning to research in the health sciences to inform his findings on complex traumas and urban education. In his presentation, “From Coping to Hoping: Teaching Youth to Thrive through Trauma,” Dr. Camangian will share case studies from his work in California schools to illustrate pedagogical approaches for adequately teaching the sensibilities needed to deal with the traumatic stress of everyday, urban life and creating classroom learning conditions that foster healing and hope. VIDEO

CrutcherCHRIS CRUTCHER is an award-winning novelist whose popular young adult books “tell it like it is to teens.” Crutcher’s years as teacher, then director, of a K-12 alternative school in Oakland through the 1970s, and his subsequent twenty-plus years as a therapist, inform his thirteen novels and two collections of short stories. “I have forever been intrigued by the extremes of the human condition,” he says, “the remarkable juxtaposition of the ghastly and the glorious.” Most of his protagonists are male, teenage athletes, often swimmers, and recurring supporting characters include a wise Asian-American teacher or coach and a caring journalism teacher. VIDEO

SATURDAY NIGHT AROUND THE HEARTH
CamangianJoin in discussion of best practices and major issues in education and society at Around the Hearth. This Asilomar tradition provides two sets of sessions for spirited discussions in larger groups. Choose from a variety of topics. No sign-ups necessary; follow your interest Saturday night and benefit from communal exchange. This year we are pleased to have author, singer, scholar, and Holocaust survivor, Sonia Korn-Grimani join us. We will also have a session on Formative Assessments Using the CDE Digital Library as well as the popular Open Mic Reading.




Study Sessions

 


GRADES 2-6     TEACHING MATERIAL PROVIDED     USEFUL FOR NEW TEACHERS     DIFFERENTIATED INSTRUCTION
ENGLISH LEARNERS     COMMON CORE EMPHASIS

SESSION DESCRIPTION
“Read. Read. Read, everything!” William Faulkner uttered this decades ago, and his words still ring true. If we want to write, we need to be readers, and vice versa. It is through both reading and writing “up close,” however, that we begin to understand how to do both well. Come, to venture in.

During this workshop, participants will share ways they do “close reading” in several nonfiction genre. Text features have great impact on both reading and writing nonfiction, so they will be explored in a Question-the-Author format (Beck, et. al, 1997): Why this subheading? Why these bullets? Why this font, this amount of white space, this diagram or picture or label or chart?

Texts will be explored, too, with regard to their structure, development (elaboration and craft), and language conventions. With key features of text in mind, participants will engage in close writing opportunities that involve the writing process and publication (from newsletters to wikis, blogs, and websites). Participants will be allotted time to work on their own classroom materials.

Resources worth purchasing before hand, or at the Asilomar bookstore:
Close Reading in Elementary School: Bringing Readers and Texts Together, by Diana Sisson and Betsy Sisson (Routledge, 2014).
Note: This book not only has frameworks for “close reading” across the genre, but “close talks” and “close writes,” as well.

Resources participants can access online:
“Close Reading in Elementary Classrooms,” by Dr. Douglas Fisher (McGraw Hill)
“Close Reading in Elementary Schools,” by Douglas Fisher and Nancy Frey (The Reading Teacher, Vol. 66, #3, pp 179-188.)
“Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading,” by Steve Graham and Michael Hebert, Harvard Educational Review, Vol 81, #4, pp. 710-744. Winter 2011. (For you grant-writers out there!)

PRE-CONFERENCE READING
If possible, please read the article about close reading by Douglas Fisher and Nancy Frey, “Close Reading in Elementary Schools,” The Reading Teacher, Volume 66 #3, pp. 179-188.

GRADES 9-COLLEGE     GENERAL ENRICHMENT      TEACHING MATERIAL PROVIDED      USEFUL FOR NEW TEACHERS
DIFFERENTIATED INSTRUCTION      COMMON CORE EMPHASIS

SESSION DESCRIPTION
CCSS do not ask students to discover themselves. They do invite educators to open a door to the principles of deepened learning we explore in this session. Sustained reflection, pervasive questioning, and active cultivation of wisdom through particular classroom practices guide students not only to find what they think – but what they VALUE.

EXPANDED DESCRIPTION
Early in his 25 years of teaching sophomores at American High School in Fremont, CA, John began developing the Personal Creed Project. His impulse was to help his students carve out time alongside their academic learning to discover what they valued in life. Under continuous development for 25 years, the Personal Creed Project is used in schools and colleges around the country. To explain why students across the achievement gap are consistently more engaged during Creed season in his classes than at any other time during the year, John posits a model of deepened learning, which now informs all his work in the classroom and beyond. John believes this model presents the first professional understanding of depth in learning. To implement the model, John designs his courses using a two-legged approach, enabling him to integrate both planning for his students’ academic development and facilitation of their personal growth. In planning his units and lessons he employs three course-deepening design principles: sustained reflection, pervasive questioning, and active cultivation of wisdom.

John Cregar is an accomplished teacher, presenter and author with numerous awards including the prestigious James Moffett Memorial Award for Teacher Research from the National Council of Teachers of English and the National Writing Project. His articles have appeared in California English, Urantia Fellowship Herald, and one is forthcoming in NCTE’s Journal of the Assembly for Expanded Perspectives on Learning. His first book is The Personal Creed Project and a New Vision of Learning. (HeinemanN 2004). He is currently envisioning a second book with the working title The Case for Depth, and contemplating a third about his evolving sophomore course.

Recent Comments from Teacher Participants in John’s professional development sessions praised his work:
Asilomar Language Arts Conference, October 2014:

“I actually experienced something great. A validation of my personal teaching mantra of embracing the personal/human side of education and a project that, in its completeness, can be easily instigated in the classroom.”

“I valued every part of this session. I had my own personal experience doing a mini version of the Creed Project. It opened my eyes and I feel wiser because of it!”

PRE-CONFERENCE READING REQUIRED:
James Moffett, Confessions of an Ex-College Freshman.

ENCOURAGED:
The Universal Schoolhouse: Spiritual Awakening Through Education by James Moffett
What’s the Big Idea? By Jim Burke
The Personal Creed Project and a New Vision of Learning by John Creger

GRADES 6-COLLEGE      TEACHING MATERIAL PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION      COMMON CORE EMPHASIS

SESSION DESCRIPTION
We will explore how we can cultivate global citizenship and address issues of global significance through literature, expository texts, poetry, and writing in the English classroom. How can literature be used to help students acknowledge and see beyond their cultural lenses, challenge assumptions and single narratives, and understand cultural complexity?

EXPANDED DESCRIPTION
As a team, we will explore Asia Society’s definition of global competency as well as EdSteps’ Global Competency Matrix and accompanying materials, as well as explore a variety of short videos (such as Chimamanda Adichie’s provocative TED talk on the danger of the single narrative) and readings regarding global education pedagogy. We will also collaboratively evaluate and discuss some units developed by Teachers for Global Classrooms fellows addressing global competencies in the English classroom. Finally, we will work in grade-level teams to design a unit that integrates Common Core State Standards and the Global Competency Matrix.

PRE-CONFERENCE READING
Skim/review: Asia Society’s “Educating for Global Competence: Preparing Our Youth to Engage the World” (Boix Mansilla and Jackson, 2011)

GRADE 6-12      GENERAL ENRICHMENT      TEACHING MATERIAL PROVIDED      USEFUL FOR NEW TEACHERS      COMMON CORE EMPHASIS

SESSION DESCRIPTION
In this time of disruption, the most innovative solutions are often found through synthesis. Experience how project-based learning, standards-based grading, and the Common Core State Standards align in the 21st century classroom.

GRADES 4 – COLLEGE      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS
DIFFERENTIATED INSTRUCTION      ENGLISH LEARNERS      COMMON CORE EMPHASIS

SESSION DESCRIPTION
Tom Romano wrote, ” A multigenre paper is composed of many genres and subgenres, each piece self-contained, making a point of its own, yet connected by theme or topic and sometimes by language, images, and content.” In this session, participants will explore multigenre to encourage students to read, research, and think deeply.

EXPANDED DESCRIPTION
Multigenre writing could take the place of response and reporting after close reading of a novel or text set, or after extensive research about a topic. In order to get the most out of the writing part of this session, participants must bring a favorite novel or text set as inspiration, or a small collection of resources for research on any topic of personal interest.

PRE-CONFERENCE READING
To learn more about the multigenre writing task before coming to Asilomar, participants could consult articles or books about multigenre papers in the classroom. Suggested optional readings are:
Multigenre Research: The Power of Choice and Interpretation by Camille A. Allen and Laurie Swistak in Language Arts, January 2004.
Fearless Writing: Multigenre to Motivate and Inspire by Tom Romano
A Teacher’s Guide to the Multigenre Research Project: Everything You Need to Get Started by Melinda Putz
– The Multigenre Research Paper: Voice, Passion, and Discovery in Grades 4-6 by Camille A. Allen
The November 2002 issue of English Journal, which focused on multigenre writing

GRADES 9-12      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION      COMMON CORE EMPHASIS

SESSION DESCRIPTION
Do your students chatter endlessly until it is time to speak intelligently on content matter? It’s time to end the silence and increase the learning! Through a series of structured classroom activities, you will learn how and when to use peer-to-peer conversation as a tool for increasing comprehension.

EXPANDED DESCRIPTION
A 12-year veteran, I use academic discourse extensively in my own classrooms and have managed to develop a solid repertoire of activities that can be adapted to any content area. Stepping down from the “sage on the stage” role can be challenging, but in doing so, student experts emerge … and struggling students absorb information more readily from other students (without the pressure of the teacher’s expectations). How to run and score Socratic circles, controversial topic discussion, structured classroom debate, and committee/group work, as well as impromptu and formal presentation skills will be covered.

GRADES 6-12      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION      ENGLISH LEARNERS
COMMON CORE EMPHASIS

SESSION DESCRIPTION
We will explore the Inquiry Project as it supports College and Career Readiness. This is a highly adaptable yearlong SSR curriculum that focuses on student-directed learning and Common Core-aligned assessments. We’ll discuss the crucial components of inquiry-based learning and investigate ways to adapt this project into your own curriculum.

GRADES 6-COLLEGE      GENERAL ENRICHMENT      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION      ENGLISH LEARNERS      COMMON CORE EMPHASIS

SESSION DESCRIPTION
In this session, we will engage in dialogue around race, particularly gearing our work towards secondary contexts and developing as teacher advocates. We will be using essays, articles, poems, media, and digital stories, all aligned to the Common Core State Standards, within our work. What is at stake is no less than our lives.

PRE-CONFERENCE READING
A Herstory of the #BlackLivesMatter Movement by Alicia Garza
#BlackPoetsSpeakOut
Pedagogy of the Oppressed, Paolo Freire, Chapters 1 and 2
Citizen by Claudia Rankine

GRADES 9-12      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      COMMON CORE EMPHASIS

SESSION DESCRIPTION
In this hands-on workshop we will examine how to foster authentic discussion and student engagement through strategies aligned with Common Core. Participants will interact with technological resources and learn various student-centered engagement activities that can be immediately implemented in the classroom. Valuable print and digital resources will be provided.

GRADES 4-8      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION      ENGLISH LEARNERS      COMMON CORE EMPHASIS

SESSION DESCRIPTION
Utilizing mentor texts, participants will learn how to teach students two things 1) to demonstrate a writing skill found in the text that students can emulate in their own writing; 2) to inspire students to write something similar, while annexing their own words and finding their own writer’s voice. A variety of strategies and resources will be shared.

EXPANDED DESCRIPTION
All teachers love to talk about their favorite read alouds so the discussion will start there, with sharing favorite read-alouds and why those books are chosen. Much of what is taught in Lucy Calkins’ workshops will be implemented in this session including apprenticing sentences and mini-lessons. Once the strategy of apprenticing sentences and using partner sentencing is shared, participants will learn to apply these strategies to their own favorite read-aloud. We will work in partners and small groups with round table discussions so the “talk-time” and learning opportunities from one another will be increased. Click here for one example of Writer’s Workshop (a sixth grade example).

Each participant will also create their own Life Map, which will be a stepping stone to other ways to inspire writers, even themselves. Once pieces of writing are generated, if we have time, we will also experience “spoken-word poetry,” another way to lift writing in students. Exchanging ideas of how to inspire writing, particularly in reluctant writers, will be emphasized (Lingo Lounge, spoken-word poetry, creative writes, etc.)

Cheri Eplin is a fifth grade teacher and published children’s book author. She has also taught third grade and K-5 Science in addition to being a K-7 school principal and elementary assistant principal. As a writer and teacher, Cheri pushes her students to high standards while still developing a love of reading and writing.

PRE-CONFERENCE READING
Bring favorite READ-ALOUD with a page you are willing to share with group as to why you enjoy sharing with students.

GRADES 9-12      TEACHING MATERIALS PROVIDED

SESSION DESCRIPTION
What does a metaphorical (or Psychoanalytic, or Postmodernist, or Marxist, or Romantic) reading of the Smurfs look like? Let’s spend the weekend experimenting with a multitude of ways to analyze a text, discussing the benefits of attempting these multiple analytic perspectives, and evaluating what these readings can teach us about being readers/critics/students. These ideas will be addressed through discussion, exercises and strategies that can then be used in the classroom with almost any text and the common core.

PRE-CONFERENCE READING
Try to watch some old episodes of the Smurfs.

GRADES K-8      GENERAL ENRICHMENT      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION      ENGLISH LEARNERS      COMMON CORE EMPHASIS

SESSION DESCRIPTION
We’ll immerse in dialogue, reflect on credos, and write. Literacy teachers, recall why living the writer’s life matters – and gain strategies for your classroom. We will distinguish school writing from composing and explore motivating revision. Given the Common Core writing standards, every student and teacher deserves to write well. Join us!

EXPANDED DESCRIPTION
Lorena Lopez and Laura R. Brown have co-authored and presented professional development for K-8 schools as teacher consultants with San Jose Area Writing Project (SJAWP). In addition, Lorena leads seminars for her school and coaches teachers. Laura has taught elementary writers workshop for almost 10 years. She also co-directs Intensive Summer Institutes with SJAWP.

GRADES 6-12      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION      ENGLISH LEARNERS

SESSION DESCRIPTION
California Young Reader Medal books are nominated for their literary value and relevance to students’ lives. Besides being excellent novels to read, they can be used as a springboard for exploring nonfiction content. We’ll share ways to make them a part of your curriculum, discuss their contemporary significance to students, and suggest funding sources.

EXPANDED DESCRIPTION
California Young Reader Medal

PRE-CONFERENCE READING
It is suggested that you read or are acquainted with the nominated books in one or both categories, but if you are unfamiliar with the books, that will not keep you from participating in this session, as an overview will be presented and teaching strategies will be stressed.

Middle School:
Dogtag Summer by Elizabeth Partridge
Doll Bones by Holly Black
Ghost Hawk by Margaret K. McElderry

Young Adult:
Cinder by Marissa Meyer
Eleanor & Park by Rainbow Rowell
Miss Peregrine’s Home for Peculiar Children by Ransom Riggs

GRADES 9-12      TEACHING MATERIAL PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION      ENGLISH LEARNERS

SESSION DESCRIPTION
Looking for ways to improve student engagement in your classroom? Worried that technology continues to lure student attention away from your instructional goals? In this session, participants will explore interactive storytelling techniques as both a popular phenomenon and as a means for generating authentic engagement within high school students.

GRADES 6-8      GENERAL ENRICHMENT      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION      ENGLISH LEARNERS      COMMON CORE EMPHASIS

SESSION DESCRIPTION
With the newly implemented and adopted Common Core Standards, many educators are aligning existing curriculum with the new standards or feeling overwhelmed on where to begin. Our session will show how to infuse lessons and units with CCSS through engaging ideas, technology, helpful resources, and assessments through collaborative conversations, examples, and independent work time.

OPTIONAL READING
Understanding Formative Assessment: Insights from Learning Theory and Measurement Theory

GRADES 6-12      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION

SESSION DESCRIPTION
What is literacy in the 21st century? Literacy has moved beyond simple reading and writing. Common Core requires students be critical thinkers who read about any content area, do research, and respond to writing challenges. This session will help teachers understand the digital native and the new definition of literacy.

EXPANDED DESCRIPTION
Teachers need to understand the new dynamics of literacy in the 21st century and how the digital native is a new kind of learner. Literacy skills involve all subjects and technical areas and students need to know which skills to use when so that they can efficiently and effectively interact in the global technologically driven world they will soon enter.

We must adapt our understanding of literacy in order to embrace the new skills our students need. Understanding this is a key to also understanding the digital native, how they learn and how we as teachers must acclimate our teaching strategies to be more effective with this new type of learner.

“Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies. These literacies are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Active, successful participants in this 21st century global society must be able to:

– “Develop proficiency and fluency with the tools of technology
– Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought
– Design and share information for global communities to meet a variety of purposes
– Manage, analyze, and synthesize multiple streams of simultaneous information
– Create, critique, analyze, and evaluate multimedia texts
– Attend to the ethical responsibilities required by these complex environments.”
Updated February 2013; Adopted by the NCTE Executive Committee, February 15, 2008

Links we will use:


OPTIONAL READING
Introduction to Inquiry-based Learning
Basics of Learning Theory (all types:)

GRADES 9-COLLEGE      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS
DIFFERENTIATED INSTRUCTION      ENGLISH LEARNERS

SESSION DESCRIPTION
Getting students on their feet awakens their brains. Discover theatre techniques that introduce your students to difficult texts and dramatic activities that measure comprehension of material they have just read. This hands-on session presents a wide variety of dramatic ways to engage and motivate students to actively explore their texts.

GRADES K-12      GENERAL ENRICHMENT      TEACHING MATERIALS PROVIDED      USEFUL FOR NEW TEACHERS      DIFFERENTIATED INSTRUCTION

SESSION DESCRIPTION
This session will use activities to stimulate participants to write about the natural world and their immediate environment. These activities can be used to stimulate curiosity and the writing of poetry for writers of all ages and levels of experience.

GRADES K-COLLEGE      GENERAL ENRICHMENT      USEFUL FOR NEW TEACHERS

SESSION DESCRIPTION
Teachers of writing rarely have time to practice the craft of writing themselves. Participants select a local destination and are given time to write. Group members respond to one another’s drafts. Spend a weekend writing in the beautiful environment surrounding Asilomar and brushing up on how to get students to respond to one another’s writing.

GRADES 9-12      GENERAL ENRICHMENT

SESSION DESCRIPTION
New standards don’t mean teaching in a straightjacket. Students soar in Common Core with a multi-platform approach using opera and drama. Our study includes Othello (Shakespeare); Otello, the opera (Verdi); and The Magic Flute (Mozart). Each can be used to enhance learning in the classroom. This is appropriate for the general student population, as well as honors/AP students.

GENERAL ENRICHMENT

SESSION DESCRIPTION
School or district teams can use the conference time to plan their own Common Core implementation. Groups often find inspiration from the keynote and Around the Hearth sessions. Discounts offered for groups of 5 or more.




Conference Schedule

 


Friday, October 9
3:30 – 9:00 Registration in Chapel
4:30 – 5:30 No Host Reception at Scripps Patio
6:00 – 7:00 Dinner (Dining Room stops serving at 7)
7:15 – 8:45 GENERAL SESSION A in Chapel
9:00 – 10:00 GROUP SESSION #1

Saturday, October 10
7:30 – 9:00 Breakfast
8:00 – 5:45 Bookstore Open
9:00 – 10:30 GROUP SESSION #2
10:30 – 10:45 Coffee Break
10:45 – 12:00 GROUP SESSION #3
12:00 – 1:00 Lunch
1:15 – 2:30 GROUP SESSION #4
2:45 – 4:00 GENERAL SESSION B in Fred Farr Forum
4:00 – 5:45 No Host Reception and Book Signing at Fred Farr Forum Patio
6:00 – 7:00 Dinner
7:15 – 8:30 Around the Hearth Session I
8:45 – 10:00 Around the Hearth Session II

Sunday, October 11
7:30 – 9:00 Breakfast
8:00 – 9:00 Bookstore Open
9:15 – 10:45 GROUP SESSION #5
10:45 – 11:00 Coffee Break
11:00 – 12:00 GENERAL SESSION C in Fred Farr Forum


Recent Conferences


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