This session will model authentic, inquiry-based strategies and connect research to the benefits of student engagement. Teachers will also discuss strategies they use to engage their students and will create a document to house these strategies for future faculty reference and collaboration.
Participants will connect the components of authentic learning to the Rumpelstiltskin lesson and explore ways to make their own lessons more authentic through the use of the "Authenticity Learning and Teaching Rubric." This professional development is designed to have a minimum of eight participants during the session.
Teachers find connections between the principles of authenticity and the Marzano elements of the Teacher Leader Effectiveness (TLE). This session does not address the other optional model known as the TULSA TLE Model.
In this professional development, participants will engage in embedded instructional strategies that will allow them to examine the criteria for authentic assessments. Participants will also explore connections between the “whys” and “hows” of creating and using rubrics for authentic assessment and as a tool to promote rigor and college readiness.
This professional development is designed to promote a college going culture (life post-secondary school). College culture is typically thought of as a four year university, but it is really what comes after high school. As educators we must prepare our students to think of their future. Career Cafés help promote and provide an opportunity to inform students of the options after high school. This session is designed to train staff and stakeholders in the process and importance of implementing a Career Café.
Students will explore the many options offered by colleges and universities across the United States. Students will also learn what documents and preparation are required for the college application process.
Participants will gain an understanding of creating a college-going culture. Participants are asked to: a) analyze the significance of a college-going culture, b) assess the current college-going culture at their school site, and c) create a list of strategies that signal a college-going culture. Through this activity, participants will recognize the foundations of a college-going culture. This culture is inclusive to all students, is supported systemically and involves all stakeholders. In addition, this session will explore possible aspects of a college-going culture through the use of visual and auditory signals, practices/rituals, and structures.
Participants will gain a deeper understanding of embedded literacy through the modeling of interdisciplinary instructional strategies. Participants are asked to: a) evaluate five components of literacy, b) explore various strategies for embedding literacy in various subject areas, and c) reflect upon how literacy can be embedded into their own discipline with the instructional strategies provided to them during the session. Through collaborative participation, participants will recognize some of the core characteristics of embedded literacy and its use in the classroom to deepen learning.
Formative Assessments are opportunities for teachers to evaluate student understanding and areas of need during the process of learning, rather than at the end of a unit. In this session, participants will identify formative assessment strategies for various grade levels or content areas. After exploring possible strategies for formative assessments, teachers will apply strategies to their own content areas and begin building formative assessments.
This session explores the use of Google Apps through Google Drive. Participants will learn how to create, share, edit and review different types of documents though Google Docs, Slides and Forms. Participants will develop skills and apply the use of Google Apps for Education in their classrooms.
Classroom climate has a strong impact on student learning. Not only does a positive environment impact students, it also positively impacts the teacher. In this session, teachers will explore resources to develop a positive learning environment and engage in collaboration to apply to their classroom.
Participants will choose from a menu of instructional strategies to taste-test. Each of these strategies is research-based and supports components of authenticity. Once strategies have been chosen, the session will be built around a 3-course meal of the participants chosen strategies. Each strategy option on the menu is accessible to any grade level and adaptable to any content area. Teachers will leave with hands-on tools that they can implement immediately in any class.
Participants will engage in the exploration of different instructional strategies to discover how certain strategies may be used as an authentic instructional tool to create and facilitate student-centered lessons using the 5E Instructional Model. Participants will individually choose a component of the 5E Instructional Model (Engage, Explore, Explain, Extend/Expand, or Evaluate) and work in groups to discover how specific strategies from the K20 Center LEARN site might support lesson design and implementation.
Participants will use provided data to construct a viable argument using mathematical reasoning. Participants will also explore ways to incorporate math strategies in other content areas to support math achievement.
Test prep often becomes a "one and done" technique for preparing students for standardized tests or college entrance exams. However, this technique has only a small impact on students. In this session, teachers will explore test prep strategies that can be embedded into the curriculum in a more meaningful way. Teachers will apply modeled strategies to their own content and reflect on the strengths and weaknesses of different approaches.
Participants engage in activities to explore strategies that can increase the intentional use of student choice by bridging content and student interest. These strategies provide opportunities for students to feel they have some control or ownership in their learning environment, which can make learning more meaningful. Participants will focus on their content area and identify specific strategies they can implement in a variety of ways, whether student choice is small or large. Teachers can use the strategies that they believe are best suited for their classroom environments.
The Parent Leadership Academy designs and engages a school team consisting of parents, community members, and school leaders to forge the commitment and involvement of parent-school-community partnerships. This event will lead and educate the parent leadership teams through a data driven decision-making model to develop a site-based action plan which supports district and individual site goals focused on supporting the growth, progress, and future achievement for all students. This training is designed to be a two day training, but may be reduced to one long day if time and activities are well managed and facilitated.
Participants will reinforce their understanding of authentic teaching and learning using the instructional strategy QC2E (question, claim, evidence, and explanation). They will also work in content areas to create meaningful questions related to their discipline.
This professional development will showcase the use of the RAFT (role, audience, format, and topic) instructional strategy. The RAFT instructional strategy supports the components of authenticity, deepening content knowledge and construction of knowledge (higher-order thinking).
Participants will gain a deeper understanding of meaningful bell ringers through the modeling of interdisciplinary instructional strategies. Participants are asked to a) address superficial uses of bell ringers and more meaningful uses of bell ringers b) actively engage in authentic instructional strategies that support bell ringers to increase the number of students using higher order thinking as defined by Bloom’s Taxonomy c) reflect on possible application of literacy based authentic bell ringers in their own classrooms.
This lesson is to be used after students have reached the point in an application process that calls for a letter of recommendation. However, it can also be used to generate a generic recommendation letter that can later be revised for a specific purpose.
Students engage in activities that explore the characteristics of good college admission/scholarship essays. Then, using the list generated, they create a personal outline for a college admissions essay.