Workshops

Teaching the reading and composing of argument - to meet and exceed the CCSS.

This interactive workshop will explore the contexts and processes for teaching the five kinds of knowledge and the five kinds of composing necessary to successfully reading or writing anything. This model will be applied directly to the teaching of argument, both in general, and in specific cases like arguments of judgment, policy and literary analysis. Special attention will be given to how this model will help students meet and exceed the CCSS standards for reading and writing argument texts.

Teaching the reading and composing of informational/explanatory texts - to meet and exceed the CCSS

This interactive workshop will explore the contexts and processes for teaching the five kinds of knowledge and the five kinds of composing necessary to successfully reading or writing anything. This model will be applied directly to the teaching of informational/explanatory texts, both in general, and in specific cases like comparing/contrasting, extended definition and classification. Special attention will be given to how this model will help students meet and exceed the CCSS standards for reading and writing argument texts.

Teaching the reading and composing of narrative – to meet and exceed the CCSS

This interactive workshop will explore the contexts and processes for teaching the five kinds of knowledge and the five kinds of composing necessary to successfully reading or writing anything. This model will be applied directly to the teaching of narrative texts, both in general, and in specific cases like personal narrative, fictional narrative, and inverted narratives. Special attention will be given to how this model will help students meet and exceed the CCSS standards for reading and writing argument texts.

Reading Workshops: 90 minutes to 3.5 hours

Reaching Reluctant Readers (or Saving Struggling Readers: Getting Started)

Agenda:

  1. What Happens When We Read
  2. Frontloading
  3. Thinking Aloud
  4. Recap: Guided Reading through Modeling, Mentoring, Monitoring
This interactive workshop will introduce teachers to both the general processes all successful readers use every time they read, and to more complex strategies required as they read particular genres and more difficult texts. Strategies like frontloading, thinking aloud, and action strategies will be demonstrated, as well as basic principles of instructional support that assist struggling readers.

Fresh Takes on the Literary Elements

This interactive workshop will explore how insights from cognitive science and social psychology can help English teachers to consider the contexts in which teaching character, point of view/perspective, setting and theme are most useful, and how to teach them most powerfully in such contexts. The workshop will involve a variety of composing, think aloud, visual and dramatic activity sequences.

Improving Comprehension with Think Alouds

Participants in this interactive workshop will experience how think aloud protocols can be used to assist students to understand and make more powerful use of both general processes of reading (e.g. summarizing and comprehension monitoring) and more sophisticated task- and text-specific strategies (e.g. comprehending irony, ironic monologues, symbolism, authorial generalizations, etc.).

Reading IS Seeing

This interactive workshop will engage participants in several short activities designed to assist readers at all levels and abilities to visualize story worlds (textual events, settings, characters, ideas) and to create mental models (of processes, concepts) of what they read. We will also explore how visuals can be used as part of assignment sequences, as a way to develop strategies like inferencing and comprehending main ideas and themes, and as a way to understand sophisticated conventions like symbolism and irony.

Breakout: Action Strategies for Readers

Participants in this interactive workshop will experience how to use action strategies and drama-in-education techniques to engage and assist readers to use sophisticated comprehension strategies like seeing complex implied relationships to make inferences, and understanding authorial generalizations. A variety of creative techniques like forum drama, four corners, hotseating, radio show and tableaux will be highlighted.

Breakout: Action Strategies for Readers and Writers

Participants in this interactive workshop will experience how to use action strategies and drama-in-education techniques to engage and assist readers to use sophisticated comprehension strategies like seeing complex implied relationships to make inferences, and understanding authorial generalizations; and assist writers to develop knowledge of purpose, planning and forming. A variety of creative techniques like forum drama, four corners, hotseating, radio show and tableaux will be highlighted.

Breakout: Questioning and Discussion techniques for readers and writers

This interactive workshop will consider how to reframe units we already teach into inquiry-oriented pursuits through the use of "Big" or "Essential" Questions? and how we can we use innovative questioning and discussion techniques to make reading and writing activities into a form of inquiry.

Breakout: READING IS FOR BOYS

The first half of this session will be an interactive review of the research on boys and literacy achievement, with a focus on what these data mean for teachers as they think about instruction. The second half of the session will be an interactive workshop that will demonstrate how principles of practice for engaging and assisting boys' literacy development can be used as we plan lessons and units. A special emphasis will be given to a set of strategies known as 'action strategies'.

Let Them Read Trash

This interactive workshop will review an ongoing study about how passionate adolescent readers of non-traditional texts (such as graphic novels, manga, series books, video game novels, narrative video games, horror and fantasy) engage with such texts. We will explore the satisfactions and uses these readers have for such texts, and the implications for psychological development, reading, and learning inside and outside of school. Implications for instruction, reading programs, libraries and the like will be shared.

Making It Edgy and Applicable: Engagement and Interpretation through Critical Lenses Inquiring Minds Learn to Read, Write, and Meet the CCSS

This workshop will explore how inquiry is THE model of instruction for developing deep conceptual and procedural understanding that leads to transfer and application of learning in the real world. It will also explore how inquiry is uniquely suited to assist students to meet the Common Core State Standards and upcoming assessments modeled on the NAEP and PISA assessments of student knowledge and expertise. Participants will be led through a process to reframe what they already teach as an inquiry-oriented, problem-solving pursuit.

This workshop will explore how inquiry is THE model of instruction for motivating students, and for developing deep conceptual and procedural understanding that leads to transfer and application of learning in the real world. It will also explore how inquiry is uniquely suited to assist students' reading and composing. Participants will be led through a process to reframe what they already teach as an inquiry-oriented, problem-solving pursuit that builds literacy through principled sequences of instruction.

8-9 Creating Motivating Situations for Literacy Learning
9-10 Reframing Curriculum as Inquiry: What is Inquiry and How Does it Work?
10-11 Composing Essential/Existential Questions, Identifying major conceptual and procedural goals, culminating projects
11-12 Preparing students for success: Frontloading
1-2 Questioning and Discussion strategies for inquiry
2-3 Sequencing Instruction for literacy learning; Bringing it all together at the lesson level

Writing Workshops (75 minutes to 3.5 hours)

Breakout: Five kinds of knowledge/5 kinds of writing: Structuring Writing Assignments for Success!

Participants in this interactive workshop will learn principles for organizing writing instruction that will prepare students for success through the use of five kinds of activities that develop the five kinds of knowledge necessary to all successful reading and writing. The activities familiarize students with important concepts, structures and conventions of writing in sophisticated genres such as argument or extended definition. An example of a complete sequence will be modeled and used which can serve as a template for all writing instruction.

George Hillocks has identified five kinds of knowledge that every reader and writer must use every time they read or compose. This session will explore how to teach in such a way that students use all 5 kinds of knowledge, and how they can progress towards expertise by using 5 kinds of writing that correspond to these kinds of knowledge.

Writing to Learn: Writing as a Form of Inquiry

This presentation will provide an introduction to the writing process and will explore the power of writing as a form of inquiry. During this interactive presentation, Jeffrey will explore various ways of writing to learn (only one of which is polished formal papers) and how they work. We will work through models of the various kinds of writing and consider how to use them in the classroom. We will also explore alternate forms of composing through multimedia and the arts, including the use of electronic technologies and drama/action strategies, and compare the learning power of these modes to that of traditional forms of composing. We will also examine Inquiring into language correctness and into how genres work.

Getting it Right!

This interactive workshop will focus on engaging research based methods for helping students to write more competently and correctly. Highlighted topics will include ways of thinking about error, helping students inquire into language use, teaching correct language use in context through induction, sentence-combining, and writing from models.

Getting It Right: The constructive teaching of correct language use

This workshop will explore why traditional approaches to grammar instruction do not work, and will highlight how to use three approaches that can by helping students inquire into how language works: creative sentence-combining, inductive usage, and writing from models.

Getting It Right: Teaching language usage and grammar in the context of inquiry and writing specific genres

This interactive workshop will consider what research tells us about how to effectively teach students to more powerfully and correctly use language. Attention will be given to terminology, the notion of error, what really counts as an error, and what errors can be most usefully addressed. Attention will also be paid to how to respectfully teach students who speak different languages or dialects so that their personal knowledge is honored and built upon. The bulk of the workshop will focus on how to teach language use in the context of student writing, and how to use techniques such as inductive language use, sentence combining, and writing from models to improve writing in this context. We will conclude with a consideration of how teachers across a school or department can work together to most effectively teach language use.

Getting it Down and Getting it Right: Strategies for Teaching the Writing Process in all the Content Areas

Learn the latest strategies for teaching writing across the content areas. This interactive workshop will focus on how to teach specific expository genres like argument, extended definition, classification, and specific kinds of narratives like fables and short stories with a twist. Special focus will be given to different kinds of informal writing students can use to develop their understanding of content and form, and to ways to help students proofread and write more correctly. The reading and writing connection will be explored as well.

Composing through and inside drama/action strategies

This highly interactive workshop will explore how drama contexts and action strategies can work to assist writers by providing 1) a meaningful situation for writing, 2) material for writing, 3) assistance and rehearsal with strategy use, and 4) an immediate audience and use for what is composed.

Guiding Student Writing in the Disciplines

This workshop will explore how to teach and support student writing in the disciplines, in ways that will support expert disciplinary thinking and the use of literacy strategies that support content area understandings. We will explore different kinds of writing and their relationship to thinking and understanding, the writing process, the use of writing workshop, and how to teach task and text-specific strategies. Appropriate for English, Science, Social Studies, Math, and all other subjects, grades 5-12.

Inquiry Workshops – 75 minutes to 3.5 hours

Breakout: Inquiring Minds Want to Read and Write: Framing curriculum and instruction as inquiry

This interactive workshop will pursue 4 strands:

  1. What is inquiry and why does this structure engage and assist learners?
  2. How can we reframe units we already teach into inquiry-oriented pursuits through the use of "Big" or "Essential" Questions?
  3. How can we use backwards planning to teach towards meaningful culminating projects and compositions?
  4. How can we effectively design assignment sequences framed by inquiry through using frontloading and sequencing techniques?

Variation:
  1. What is inquiry and why does this structure engage and assist learners?
  2. How can we reframe units we already teach into inquiry-oriented pursuits through the use of "Big" or "Essential" Questions?
  3. How can we use questioning and discussion techniques to make reading and writing activities into a form of inquiry?
Going with the Flow: Helping boys engage with literacy by making school learning more like life

This interactive session will briefly review the recent findings of two fine-grained studies of boys and their literate lives inside and outside of school. We will then discuss several short activities to explore the practical implications for teaching writing and reading to boys. We will look at practical classroom resources, including media literacy and real-world reading to reach the boys in our classrooms.

Going with the Flow: Teaching for Engagement and Understanding

This highly interactive workshop will 1) review the findings of the presenter's two major studies of boys and their literacy (READING DON'T FIX NO CHEVYS and GOING WITH THE FLOW) and how these explain issues of motivation and learning, and 2) will explore how to create the conditions of engagement and understanding in units, through the use of the inquiry model, and through specific lessons with the use of think aloud and action strategies.

Workshops on Teaching for Understanding and Social Action (75 minutes to 3.5 hours)

Teaching for literacy, understanding and social action.

This interactive session will engage participants in exploring the many purposes for reading and composing. We will then explore how inquiry provides a powerful context for achieving these purposes. Then the use of various inquiry-oriented teaching strategies for promoting understanding and social action will be explored: using problem-orientations, dialogic questioning and discussion strategies, critical lenses, and culminating projects that enact or help students to pursue social action.

75 minutes to 3 hours (could use a frame of: What is powerful learning? And inquire into this and use an SFA to track it throughout?)

Ranking Activities: Why read literature? Why write?
Reflecting and Sharing
Use Food book and IMTG
Activity: Honing Essential questions for edginess, world connections, and social action
Reflecting and sharing
Activity: Dialogic discussions, 1-3 – could use discourse ranking
Activity: Culminating projects and social action
Reflecting and Sharing: Setting the task before us

Full Day: (could use a frame of: What is powerful learning? And inquire into this and use an SFA to track it throughout?)

Ranking Activities: Why read literature? Why write?

Reflecting and Sharing
Use Food book and IMTG
Activity: Honing Essential questions for edginess, world connections, and social action
Activity: Culminating projects and social action
Reflecting and Sharing
Activity: Principles of sequencing
Reflecting and sharing
Activity: Dialogic discussions, 1-3 – could use discourse ranking
Reflecting and sharing
Activity: Using critical lenses to see multiple perspectives
Reflecting and sharing: Setting the task before us

One week institute:
Use BSWP institute syllabus

Reaching Reluctant Readers

This interactive workshop will explore the conditions of effective teaching, and the conditions of meaningful and motivated learning. Participants will engage in designing pre-reading activities such as frontloading and gateways to new conceptual understandings and strategy use. We will also explore how to use think alouds, visualization strategies, and action strategy techniques for assisting students to use new reading strategies in contexts that will matter to them.

Agenda:

8:30-9:30 What is effective teaching and learning
9:30-10:00 Motivation and Creating Meaningful Learning Contexts
10:15-11:15 What Happens When We Read? Frontloading the Reader
11:15-12:00 Essential Questions and Frontloading the Reader
Lunch
1-2 Using Think Alouds to Teach Reading
2-3:30 Action and Drama Strategies

Inquiring Minds Learn to Read and Write: Using literacy to teach for understanding, Grades 3-12

This highly interactive workshop will explore how traditional curricula can be reframed through inquiry approaches that will make teaching more assistive and learning more powerful for all students. Special attention will be given to approaches for helping students use inquiry strategies to comprehend text, ways to facilitate powerful inquiry-driven discussions, and methods for creating meaningful assessments that drive literacy learning. Participants will create outlines for their own inquiry units and lessons, and will set an action plan to implement much of what they have learned.

Day two:

8:30-9:30 What happens when we read to learn? Frontloading inquiry
9:30-10:00 Sequencing Instruction for deeper understanding.
10:15-10:45 Visualization strategies for building understanding
10:45-12:00 What is effective classroom talk? Discourse Ranking activity
Questioning and discussion strategies for deepening understanding
1:00-1:30 Bringing It all together; Q and A.
1:30-3:00 Creating our inquiry units and action plans
3:00-3:30 Setting the Task Before Us/Reporting Out/Commitment Cards

Reading Is Seeing Full Day Workshop

Participants in the READING IS SEEING workshop will become familiar with the importance of visualization to reading comprehension, response, reflection, and deep understanding of content. Visual techniques for assisting students to more deeply comprehend, creatively respond and reflect, and more adequately demonstrate understanding will be modeled and used by participants.

Points:

  • Participants will leave with a deeper understanding of the reading process
  • How and why to use frontloading techniques to motivate readers, access and build their background knowledge as a resource for reading
  • How and why to use various visual techniques to assist students to greater comprehension
  • How and why to use various visualization strategies to promote student response to thier reading, and provide ways to share this response
  • How and why to use visualization as way to re-organize and reflect on what has been learned
  • The use of inquiry and design processes to cast students as designers of knowledge who make real knowledge artifacts to communicate and apply what they have learned

Reading Is Seeing: Using visualization strategies to assist readers

9:00 Welcome

9:05 - 10:15 WHAT HAPPENS WHEN WE READ: READING PICTURES AND PRINT; FRONTLOADING AND FLOORSTORMING - this interactive activity sequence will introduce participants to what happens when expert readers read, and how frontloading activities (including those like floorstorming that use visuals) are essential to helping readers meet new challenges.

10:15 - 10:30 Breaktime refreshments

10:30 - 12:00 USING VISUALS TO SEE WHAT WE READ - this interactive sequence will demonstrate how to use various visualization activities to assist students to comprehend by seeing characters, events, situations, etc. as they read through techniques such as the Bell sequence, picture talk, visual and dramatic tableaux, and to respond through activities like Save the Last Word for the Artist.

12:00 - 1:00 lunch provided on site

1:00 - 2:30 USING VISUALS TO REFLECT ON OUR READING- this interactive sequence will demonstrate how to use visual techniques to placehold and reflect on how we read, and on the meaning of what we have read in ways that will extend our understanding. Featured techniques will include visual protocol, picture mapping, and reading manipulatives. Special attention will be paid to reading for main ideas.

2:30 - 2:45 Break

2:45 - 3:30 INQUIRING AND DESIGNING KNOWLEDGE. We will conclude the session by exploring how students can be cast as designers of visual knowledge documents such as multimedia displays, video documentaries, websites, etc. in ways that will help students to deeply understand content and how it can be communicated to others.