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Excellence Through Equity: From a Powerful Vision to Everyday Reality marks what many believe to be a rising tide toward a deeply felt desire—the desire to provide a brighter future for all our country’s students. We convene to learn the ways in which school leaders and classroom teachers better educate all students.

 

 

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Speakers


NogueraPEDRO NOGUERA ia a Distinguished Professor of Education in the Graduate School of Education and Information Sciences at UCLA and author of Excellence Through Equity: Five Principles of Courageous Leadership to Guide Achievement for Every Student, Dr. Noguera’s broad, lasting public influence has lead to his being ranked as one of the top ten RHSU Edu-Scholars of Public Influence.

 

JagoCAROL JAGO is the editor of California English, past president of NCTE, and associate director of the California Reading and Literature Project at UCLA, has served as AP Literature content advisor for the College Board and has published several books for teachers, including four books on contemporary multicultural authors.

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Asilomar 66 Study Sessions


 

DIFFERENTIATED INSTRUCTION COMMON CORE EMPHASIS ENGLISH LEARNERS

SESSION DESCRIPTION
In this session, we will interact with an evidence-based curriculum using the Construction Integration model of comprehension (a sequenced model that supports the integration between what the reader knows and what the text says). Examples will be shared to help struggling or even average readers including English learners with inadequate reading comprehension skills to learn from texts.

EXPANDED DESCRIPTION
A significant number of America’s youth, including our ever-growing second language populations, leave the K-12 system with inadequate reading comprehension skills that would enable them to tackle challenging college majors, subsequent careers, or even critically process information required of a good citizen. Our goal is to provide an explanation of the mental processes that underlie skilled reading. We have been working with a model of reading comprehension that is recognized as one of the more complete from the scientific community.

This session will provide examples from a curriculum designed and sequenced to help struggling or even average readers, including second language learners, develop the reading skills that enable them to learn from text and discourse. More specifically, this session will 1. Provide a detailed look at the mental operations of a good reader 2. We will discuss how we translate these principles into classroom instruction and elicit feedback and ideas from participants that focuses on equity issues in diverse populations. 3. Model and have participants engage in instructional components with continued discussion and brainstorming around feasibility and equity issues. 4. Ideas generated from 2 & 3 can inform how teachers can adapt and differentiate instruction and will be summarized as key workshop outcomes.

GRADE 3-12, COLLEGE GENERAL ENRICHMENT TEACHING MATERIAL PROVIDED USEFUL FOR NEW TEACHERS DIFFERENTIATED INSTRUCTION COMMON CORE EMPHASIS ENGLISH LEARNERS

SESSION DESCRIPTION
All children can write creative and coherent fiction and nonfiction. As students look closely at the writing moves of real authors, they learn to emulate these same techniques. Participants will use a variety of texts (novels, journals, picture books, advertisements, recipes, etc.) as springboards for active engagement in writing activities.

EXPANDED DESCRIPTION
Calling all writers! Whether novice or expert, let’s explore together how to teach the craft of writing to every student. The Common Core State Standards have placed a renewed emphasis on writing development. In addition to narrative, students are now asked to write increasingly sophisticated informational and explanatory texts. In order to support our students through this rigorous process, our sessions will delve into how teachers can capitalize on a variety of mentor texts to highlight and demonstrate exceptional writing. We will concentrate on close reading as a springboard to bridge children to close writing. As students become detectives of exceptional author moves, they learn to notice and then emulate these same moves in their own writing.

Participants will engage in numerous strategies to help scaffold students to writing success, focusing on author purpose, identifying a specific audience, and using appropriate writing style. We will also highlight author craft and authorial voice for both informational and narrative texts. A wide array of mentors (novels, journals, picture books, advertisements, recipes, etc.) will be examined to understand more clearly what techniques real authors use to entertain, intrigue, instruct, and enlighten readers.

As a community of writers, we will analyze the work of published authors, as well as share our own writing in an effort to appreciate, celebrate, and continue to hone our writing and teaching craft. These activities will help us grow as professionals who truly embrace lifelong learning. Write on!

GRADES 4 – 12 USEFUL FOR NEW TEACHERS DIFFERENTIATED INSTRUCTION ENGLISH LEARNERS

SESSION DESCRIPTION
Engage in a reflective and progressive discussion on equity in the classroom through the lens of disadvantaged students. Examine topics that we, as teachers, can control–classroom climate, instructional strategies, and assessment. Revise current practices and challenge implicit biases in education. Engage in guided work time on revising a current lesson plan or assessment to be more equitable.

EXPANDED DESCRIPTION
“In education, the term equity refers to the principle of fairness. … It is has been said that “equity is the process; equality is the outcome. Given that equity. what is fair and just may not, in the process of educating students, reflect strict equality.” – The Glossary of Education Reform http://edglossary.org/equity/

Equitable education: one that is fair and just in allowing all students the ability to access instruction and achieve basic levels of skills, regardless of gender, ethnic origin, or family background. Attend this session to explore ways to move all students forward. We will begin by examining the systemic issues facing equitable education before narrowing in on the important areas that we, as classroom teachers, can control. We will focus on accessible instruction: such as classroom climate, instructional strategies, and assessment practices designed with disadvantaged students in mind.

Educators will participate in reflective activities through the lens of disadvantaged students before engaging in open, collaborative discussions to explore how to improve practices. The session will wrap up with guided work time on revising a current lesson plan or assessment to be more equitable. Please bring the materials you wish to examine to make this work time valuable.

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

SESSION DESCRIPTION
Two high school English-Language Arts teachers will discuss their use of a literature circle unit involving graphic novels to scaffold academic forms of writing and talk. We will offer teacher-ready materials and a venue for conversation about the possibilities and dilemmas of creating a dialogic space in middle school and secondary classrooms.

EXPANDED DESCRIPTION
Graphic novels in the secondary classroom provide a unique way to leverage students’ knowledge and interests in service of learning academic literacies. To scaffold reading, speaking, and listening skills, we developed a literature circle unit with graphic novels as the primary texts. Our unit stems from several assumptions about learning. 1) Learning is a social endeavor, and opportunities for dialogic interaction around complex and challenging texts can foster high quality discussion among our students. 2) Literary learning in English classes occurs best when it capitalizes on students’ lives, interests, and experiences. 3) Students bring a wide variety of out-of-school literacies that can help scaffold in-school literacies.

We intentionally selected a diverse set of graphic novel titles that offered students controversial topics to discuss, and we provided support for students to consider multiple perspectives, challenge each other, and critically examine their assumptions. We found that students were enthusiastic about their books and looked forward to their literature circle discussions. The discussions provided a venue for their ideas about challenging issues to be taken seriously by others and interrogated. The choices offered to students and the multiple ways to demonstrate their learning promoted engagement. In online discussion boards prior to their oral discussions, students demonstrated high-level and insightful academic writing.

We were heartened to find that students from traditionally marginalized backgrounds experienced opportunities for their knowledge to be privileged in our classrooms; additionally, students from privileged groups re-evaluated their positions. Further resources including lessons, assignments, and resources used, can be found in a Google folder that we will be happy to share and distribute.

GRADES 4-8 TEACHING MATERIALS PROVIDED DIFFERENTIATED INSTRUCTION ENGLISH LEARNERS

SESSION DESCRIPTION
We want students to read widely, write boldly, and think deeply. Often their access to literacy is bottlenecked at the word level. Pronouncing words correctly, digging into roots and prefixes, discovering words with so many shades of meaning. These habits take hold easily for some students, but not for others. We need tools to help them.

EXPANDED DESCRIPTION
We all have students, including second language learners, in our midst who struggle with the bare bones of reading, and who have been failed by the system, moved on, or even told they just need to find the right book or writing topic and they will enjoy literacy. While there are many versions of struggling readers and writers, we will focus on the underpinnings of how the brain reads, and how this translates to writing.

We will uncover the ways students approach a word they don’t know and what makes someone a fluent reader. Tools and tips for students will be provided. The book we will base our weekend on is Language at the Speed of Sight – How We Read, Why So Many Can’t, And What Can Be Done About It, by Mark Seidenberg January 2017 https://seidenbergreading.net

GRADES 6-12 GENERAL ENRICHMENT USEFUL FOR NEW TEACHERS

SESSION DESCRIPTION
Explore how close readings that pay attention to the theme, language, and form facilitate learning. We advocate the teaching of literature that treats race as a complex and evolving category of social difference, rather than as an essential characteristic of people. This contextualized close reading of multicultural literature promotes racial literacy while empowering students.

EXPANDED DESCRIPTION
In this study session, we explore how contextualized close readings, paying heightened attention to the theme, language, and form of novels, stories, or poems that treat race as a complex, multivalent, and persistent social formation, can facilitate the development of racial literacy and empower students. We talk about what race is and how to use literature effectively to develop students’ racial literacy. In particular, we explore how effective close readings rely on understanding the social, historical, political, and cultural contexts from which a text emerges.

We start with the premise that race is not a thing that people have or are, but rather actions that people do. Race is a dynamic system of historically-derived and institutionalized ideas and practices. It is a way of conceptualizing, creating, reacting to, and reinforcing human difference. It is not the work of individuals alone, but the product of our globalized world. Building on this understanding of race, racial literacy involves examining the relationship between race and power, attending always to the structural, interpersonal, and individual dimensions of race. People who develop racial literacy learn how to perceive when, where, why, and how race is done; they further develop a vocabulary with which to discuss and transmit knowledge about race and antiracism.

In analyzing the doing of race, we consider its relationship to other significant social categories of difference, such as class, geography, gender, disability, sexuality, and religion. Using a variety of participatory activities, we investigate how these contextualized close reading methods can work to foster more inclusive, equitable, and empowering classrooms for low-income students and students of color.

Drawing on research and practice in education and psychology, we explore why these close-reading methods are a particularly effective pedagogical strategy for teaching literature to students from diverse racial backgrounds and developing their racial literacy skills. While we will focus on teaching strategies for middle and high school students, the learnings from this workshop will also be applicable to working with students across different age groups as well as at the college level.

Study Session Learning Goals: -Become comfortable with the project of developing racial literacy. -Become acquainted with books that promote empathy and understanding across racial difference. -Learn how to help students build schemas for novels, stories, and poems that engage diverse racial contexts. -Learn effective pedagogical strategies to engage and empower low-income students and students of color.

GRADES K-12, COLLEGE TEACHING MATERIALS PROVIDED USEFUL FOR NEW TEACHERS COMMON CORE EMPHASIS

SESSION DESCRIPTION
By teaching texts rhetorically, we prepare students to be adaptive thinkers and communicators who can transfer their learning to new tasks and settings. This interactive seminar explores rhetorical approaches to literature, nonfiction, and writing that empower ALL students to read and write across the diverse contexts of today and tomorrow.

GRADES 4-12 TEACHING MATERIALS PROVIDED DIFFERENTIATED INSTRUCTION COMMON CORE EMPHASIS

SESSION DESCRIPTION
We will explore ways to craft assessments using various technological platforms. The Google Drive suite and a plethora of free apps gives teachers powerful tools to deepen students’ learning and create classrooms that are fun and creative. We will develop CCSS aligned assessments/lessons to enhance learning and differentiate instruction.

EXPANDED DESCRIPTION
As our society becomes increasingly tech dependent (and our administrations and school boards follow suit) it is imperative that we know how to assess–and by extension, to teach – to prepare our students for this new environment. In this study session, we will explore ways to craft and deliver summative and formative assessments using various technological platforms.

The Google Drive suite and a plethora of free apps and websites gives teachers incredibly powerful tools to deepen our students’ learning and create classrooms that are simply more fun and creative–for the students and for us. This is not simply an apps presentation, where a presenter delivers a plethora of unrelated apps. We will develop CCSS aligned assessments and the lessons that accompany them to enhance learning, students’ access to the curriculum and differentiate our own practice.

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

SESSION DESCRIPTION
Diversity works full strength not as a concession but as the center of teaching. We will teach reading inductively by practicing the five elemental reading skills directly and repeatedly. Because they cannot be done wrong, skills grow through use without being measured, ramifying to show the characteristic perception of each reader.

EXPANDED DESCRIPTION
The most efficient and fruitful way to place diversity at the center of a reading class is to teach reading inductively. In inductive teaching, the center is everywhere: in every member’s unique point of view. All inductive teaching depends on a deductive framework. We teachers have the ideal framework in our knowledge of literary forms and our love of reading and writing. From this knowledge and love, as my colleague Marie Ponsot says, we derive coherence, system, and energy, which for the sake of induction we submerge in the structure of individual assignments, in the incremental practice of individual skills, and in the conduct of the class.

In our workshops we’ll practice the five elemental reading skills and realize how skills increase through incremental repetition: Our work exercises them. Our successes are identified. We practice again to extend skills. For the sake of economy we’ll practice our reading skills on poems. All we need to know about literature is there, condensed and memorable. The five elemental reading skills are: 1. Prolific Reading 2. Re-reading 3. Reading both Concretely and Abstractly 4. Reading for Whole Structures 5. Making Observations about what we read. This is not a list of reading skills, but a set of elemental skills, as hydrogen, nitrogen, oxygen, and carbon are the elements of organic life.

As in any skill, as Ponsot remarks, “much of what constitutes mastery can be learned though not directly taught. But skills can be taught, and give the unteachable parts a field to grow in. To consider the skills: 1. Prolific Reading. Reading aloud and at once (without any teacherly “rules” or introductions) and without interruption. Reading aloud implies listening. (We recall that listening is the primal form of reading.) Reading aloud by one reader goes on simultaneously with silent readings by listeners, and the silent reading of the out-loud reader. Listeners may be silent-reading with, ahead of, and behind the out-loud reader. Thus one reader sets in motion and is part of a chorus of readings that are heard though not uttered.

The class performs the complex times of a poem, without any impairment of its continuity. 2. Re-Reading. A second reading aloud with a different reader. Crucial. The second reading aloud opens the surprise of new perceptions. But its special power is to release us from the apparent fixity of the linear order of words on a page. This brings into focus the simultaneous order of the work: the end in the beginning. 3. Concrete and Abstract. Concrete and abstract are the polar forms of verbal expression. They engage the reciprocating pleasures of sense perception, and the perception of structure (pattern, form, shape, design, order). The play of concrete and abstract involves the reader’s mind progressively with the development of the writer’s idea. 4. Whole Structures. To read for whole structures is to sense and name the ordering of parts in a whole.

The whole structure may be a single sentence that has the force of a summing up. It may be a certain turn away from a direct statement of its meaning. Or it may be the structure of a beginning, a turning point, and an ending. Teachers will have text book names for these: aphorism, irony, plot, unity. But naive readers can also name what they sense, often expressively in ways valuable to the whole community of writers. 5. Observations (separated from inferences). Observations are descriptions of what we notice about how a work is written or designed, beginning with what is obvious. (What we notice is usually what is working most beautifully for us.) Once made, an observation is recognizable by everyone. Observations are full of energy and stimulate observations in other readers. Observations separate readers from fruitless opinionating by supplanting it with original perceptions. The habit of making observations builds readers’ expository skills. And it is, as one skilled observer remarked, a “lovely process that leads to a real love of thinking about literature.”

GRADES K-COLLEGE TEACHING MATERIALS PROVIDED DIFFERENTIATED INSTRUCTION ENGLISH LEARNERS

SESSION DESCRIPTION
Direct observation of nature serves as the hub for cross-curricular connections between ELA and STEM. Using Asilomar as Nature Lab, participants will learn how to adapt the scientist’s field notebook as a tool for observation (visual, written, and personal) to promote creativity, rigorous inquiry, and invention in students’ writing practice.

EXPANDED DESCRIPTION
Creativity is not a talent. It’s a way of operating.~ John Cleese / / Direct observation of nature can serve as the hub for numerous cross-curricular connections between the ELA, science, history, art, ethnic studies, and math. And, recent studies have underscored the positive impacts on health and well being that spending time outside confers on children. From pigeons in the parking lot to beautiful on-campus gardens, all schools provide an opportunity for students to interact with the natural world on some level.

Making use of Asilomar as Nature Lab, participants will learn strategies for leaving the physical classroom and digital screens behind to engage their students in nature-based activities that can serve as the starting point for language arts learning and more. Participants will learn how to adapt the scientist’s field notebook as a tool for observation (visual, written, and personal) to promote creativity, rigorous inquiry, and invention in students’ writing practice. Participants will learn how to take advantage of their schools’ outdoor spaces to foster interconnected and focused thinking. Through a combination of time in the field, guided instruction, discussions, and real world examples, participants will better understand how direct observation of nature can serve as a starting point for diverse curricula in the language arts, STEM, and beyond.

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

SESSION DESCRIPTION
This session centers on the structure and themes of social and political literature as an effort to guide students as learners and as vessels of social change in their families, communities, schools, and the world as a whole. Participants will be guided through various practical strategies, focusing on John Lewis’ graphic novel trilogy, March.

EXPANDED DESCRIPTION
This workshop specifically focuses on Congressman John Lewis’ graphic novel trilogy, March: books 1-3. The session will include the various stages that students will encounter as they maneuver through a very different format than what they are accustomed to in an academic setting.

GRADES 6-12 TEACHING MATERIAL PROVIDED DIFFERENTIATED INSTRUCTION

SESSION DESCRIPTION
Explore ways you can bring human rights into your classroom. We will examine and develop approaches and lessons you can begin using immediately, to guide students to a deeper understanding of human rights, their connection to their lives, and to world events, as well as empower them to become human rights upstanders.

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

SESSION DESCRIPTION
Come and see how what you are reading in the classroom can be tied to student research and individualized projects that promote understanding and equity among students. Examples will be shared that are useful at any grade level where students are required to do research. Bring an electronic device to work on.

EXPANDED DESCRIPTION
Participants will be introduced to several projects that have been used in the middle school classroom to expand knowledge of issues and topics covered in literature being read as a class. Projects lead to a final product that includes, but goes beyond, a written report. Projects are flexible and can be adapted to meet the skills and interests of most students. Useful at any grade level where students are being required to do research. Time will be given for putting together material to be used during the year. Participants who want to do more should bring their own electronic devices to work on.

GRADES 4-8 TEACHING MATERIAL PROVIDED USEFUL FOR NEW TEACHERS DIFFERENTIATED INSTRUCTION TEACHING MATERIALS PROVIDED ENGLISH LEARNERS

SESSION DESCRIPTION
“When children listen to poetry, it’s like a mental movie that is set to music,” Kiley E. Smith, Middle School Student. This hands-on workshop explores ways to create mental movies set to music for your students including English learners and struggling readers. We’ll brainstorm, exchange, rehearse, perform, and write.

EXPANDED DESCRIPTION
“Reading, rereading, and performing poems builds interest and background that leads students to deeper exploration and learning of the topic.” Tim Rasinski. This workshop offers an open forum with numerous opportunities to discuss successful examples of how poetry can supplement and strengthen the learning process. We will also practice creating new poems to model in the classroom.

Because poems are usually brief and focus on one key subject, poetry provides students with an ideal outlet to express themselves and address issues of personal concern. We’ll review and discuss examples. By enhancing equity in the classroom poetry facilitates group discussion and better understanding. English language learners and struggling readers can put poetry to use more readily than stories and longer works.

Sources for Some Materials Used in this session include:
Now You See Them, Now You Don’t (Harrison; trade, Charlesbridge, 2016)
Cowboys (Harrison; trade, Boyds Mills Press, 2012)
Rhymes for the Times (Rasinski, Harrison; professional, Teacher Created Materials, 2016) Partner Poems (Rasinski, Harrison; professional, Scholastic, 2008)
One Minute Till Bedtime (Nesbitt; poetry anthology, 2016)
The Fluent Reader (Rasinski; professional, Scholastic, 2003)
What Really Matters for Struggling Readers (Allington; professional, University of Florida, 2001)
Poems for Teaching in the Content Areas (Lewis, Robb; professional, Scholastic, 2007)
The Poetry Friday Anthology for Science (Vardell, Wong; anthology, Pomelo Books, 2014)

GRADES 2-12 TEACHING MATERIALS PROVIDED USEFUL FOR NEW TEACHERS DIFFERENTIATED INSTRUCTION ENGLISH LEARNERS COMMON CORE EMPHASIS

SESSION DESCRIPTION
This hands-on workshop introduces 2nd-12th grade teachers to close reading and related writing about fiction–from picture book to novel–through the lens of Woodie Guthrie’s anthem “This Land is Your Land.” In this broadly applicable session, participants will experience modeled lessons, create easy-to-replicate manipulatives, and develop and share a lesson.

EXPANDED DESCRIPTION
This hands-on workshop introduces 2nd-12th grade teachers to close reading and related writing about fiction–from picture book to novel–through the social lens of Woodie Guthrie’s anthem “This Land is Your Land.” The principles and materials are broadly applicable across a full school year, and with all genres: prose, poetry, and dramatic scripts. Sample reading guide sheets and literary analysis response guide sheets will be supplied. Participants will experience modeled lessons, create easy-to-replicate manipulatives demonstrating the spatial relationship dynamics of literary characters, and develop and share a sample lesson.

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

SESSION DESCRIPTION
The impact of digital media now shapes our perception of the world and ourselves in unprecedented ways. Educators have the responsibility to understand the media landscape and to provide students with tools for verifying information. In addition to the analytical approach to news, participants in this session will also learn by producing media.

EXPANDED DESCRIPTION
Participants will identify and discuss the media landscape, the basics of media production, concepts that define truth in journalism as well as strategies for verifying the accuracy of information we receive. Participants will also learn basic compositional patterns in video messaging, techniques that shape the psychological guidance of an audience, and production curricula designed to provide teachers and students opportunities to understand media production from the creator’s perspective.

4-12, COLLEGE GENERAL ENRICHMENT TEACHING MATERIALS PROVIDED USEFUL FOR NEW TEACHERS DIFFERENTIATED INSTRUCTION ENGLISH LEARNERS COMMON CORE EMPHASIS

SESSION DESCRIPTION
Poetry in the classroom and in our lives can inspire, ensure, and sustain our students’ full potential–and our own. Join us as we explore a wide range of poets’ visions of equity–from the works of Juan Felipe Herrera to Lucille Clifton and many others. We’ll read, write, discuss, and share poetry to take back to our classrooms and our lives.

EXPANDED DESCRIPTION
Poetry in the classroom and in our lives can inspire, ensure, and sustain our students’ full potential–and our own. Join us as we explore a wide range of poets’ visions of equity. Based on several anthologies and individual pieces by poets such as Juan Felipe Herrera, Lucille Clifton, and many others, we’ll read, write, and share some poetry to take back to our classrooms and our lives. Please join us!

9-12, COLLEGE GENERAL ENRICHMENT TEACHING MATERIALS PROVIDED USEFUL FOR NEW TEACHERS DIFFERENTIATED INSTRUCTION COMMON CORE EMPHASIS

SESSION DESCRIPTION
When students learn more deeply who they are, they discover more fully who others are. This session’s participants encounter a curricular innovation that guides individual students and classroom communities to celebrate expanding understanding of self, others, and world as the missing center of CCSS-friendly learning. This growth in understanding through the Personal Creed Project is the foundation for equity.

EXPANDED DESCRIPTION
Information about the Personal Creed Project can be found at in the Personal Creed Group, on the English Companion Ning http://englishcompanion.ning.com/group/pers or in the Personal Creed group on Facebook.

9-12 GENERAL ENRICHMENT TEACHING MATERIALS PROVIDED DIFFERENTIATED INSTRUCTION

SESSION DESCRIPTION
This focus group is geared to assist students in discussing some of the current digital issues they are facing in their personal and social lives, from cyber bullying and Internet safety to evaluating online resources. Sessions will also explore tech tools such as video creation and editing, multimedia posters, comic strips, word clouds, presentations and mind maps. All lessons are aligned with the International Society for Technology Standards and the Common Core Technology Skills, Scope and Sequence.

EXPANDED DESCRIPTION
Within the focus group unit plan, teachers will discuss topics relevant to 21st Century students such as: cyber bullying, evaluating online resources, Internet safety, their digital footprint, and fair use as support for teaching students how to use some tech tools. These tools include video creation and editing, multimedia posters, comic strips, word clouds, presentations, and mind maps.

Teachers will take information from the group discussions, and by using some of the tech tools, they will be able to create their own databases to share with other students. The goal of this focus group is to unpack some of the social digital issues that our varied student populations regularly face in school and create equitable opportunities for them. The digital focus group also has a data aspect, based on student, teacher and parent surveys, that works towards seeing if there is a connection between closing the digital divide and achievement gap. All lessons are aligned with the International Society for Technology Standards for students, and Common Core Technology Skills, Scope and Sequence.

4-12, COLLEGE TEACHING MATERIALS PROVIDED USEFUL FOR NEW TEACHERS DIFFERENTIATED INSTRUCTION ENGLISH LEARNERS

SESSION DESCRIPTION
This transformational reading program meets the needs of the whole student by addressing students on three levels: 1) reading fluency, communication skills, and personal interaction. Deliver a program that raises your students’ GPAs and their reading levels. Say no to scripted parroting, AR testing, commercial programs: Build Bridges not Walls.

GENERAL ENRICHMENT

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.

GENERAL ENRICHMENT TEACHING MATERIALS PROVIDED USEFUL FOR NEW TEACHERS

SESSION DESCRIPTION
For many, opera has always seemed esoteric, difficult to understand, and even fearsome. We’ll fix that. Let this section both help you enjoy the emotional and intellectual rewards of opera, and learn new things. If you have ever wanted to enjoy opera, this session’s for you! You will hear new music and restore your soul.

EXPANDED DESCRIPTION
In the belief that English teachers should be particularly sensitive to all of the arts as a way of enriching their teaching of literature, we offer this section. Opera is the amalgamation of many arts, including not only operatic singing and symphonic music, but also drama, scenery, lighting, costuming and (on occasion) ballet, all of which culminates in a moving and thought provoking whole. For many, opera has always seemed esoteric, difficult to understand, and even fearsome.

This session will help both the beginner and the more knowledgeable to enjoy the emotional and intellectual rewards of operatic theater. Since operatic music is often heard in films, television, and sometimes even emerging in commercials and cartoons, the selections being presented will be familiar, enjoyable, and memorable. Materials and ideas will be provided that can be useful in classrooms, and participants will come away from the weekend humming tunes and savoring the memory.

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

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Conference Schedule


Friday, October 6
3:30 – 9:00 Registration
4:30 – 5:30 Reception
6:00 – 7:00 Dinner
7:15 – 8:30 GENERAL SESSION A
8:45 – 9:45 GROUP SESSION #1

Saturday, October 7
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
4:00 – 5:45 Reception and Book Signing
6:00 – 7:00 Dinner
7:15 – 8:15 Around the Hearth Session I
8:30 – 9:30 Around the Hearth Session II

Sunday, October 8
7:30 – 9:00 Breakfast
8:00 – 9:00 Bookstore Open
Luggage Storage Available
9:15 – 11:15 GROUP SESSION #5

Recent Conferences

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