Using Artwork in the Classroom
This teacher workshop explores some techniques for analyzing artwork in order to explain historical themes. The workshop makes use of three different approaches to teaching content by making use of visual analysis tools including short writing responses. This workshop also explores strategies for understanding how artwork has represented and reinforced historical themes over time by asking participants to explore what we see, what we infer and what questions we have about a piece of artwork. The goal is to find ways to connect visual representations of content topics to classroom work.
SPIDER Discussions: Observing and Charting the Flow of Classroom Discussion
Many classrooms center on discussion, but rarely do teachers reflect back to students on what makes for a “good discussion.” SPIDER discussions are an example of student-led classroom discussions that can be assessed and visualized by students. The goal of this practice is to put students in the driver seat of their learning, creating an inquiry-based classroom in which students rely on discussion practices to arrive at a deeper understanding of texts. This workshop provides teachers with the tools to run a SPIDER discussion, providing students with feedback on the quality and development of collaborative classroom discussion. It is also a means for developing student engagement within the room, allowing students to visualize the flow of their discussion and to give attention to the inclusivity of their classroom.
Scaffolding Writing and Outlining the Essay
This teacher workshop looks at strategies for scaffolding student writing. How can teachers help students to outline their ideas and create a plan to structure writing assignments? This workshop focuses on helping students to create an outline for their writing and, in the process, organize key ideas and use of supporting evidence.
Warming up Writing Brain: Using Short Writing Prompts in the Classroom
This workshop focuses on two examples for using writing practice in the classroom. We begin with a free writing activity that includes both structured and unstructured writing and sharing written responses. We then move to a paired writing response. The goal is to use writing as a means for developing thought processes and facilitating dialogue in the classroom.
The Dialogue Centered Classroom: Listening for fact, feelings, and values
One of the challenges we face is how to have conversations across political, social or economic divisions. This workshop focuses on tools for increasing dialogue within groups by creating a framework for listening to one another. Teachers will build a listening practice which allows them to separate out facts, feelings, and values in order to understand what motivates our beliefs. This workshop will build into broader tools for increasing listening skills on topics that often create deep division within communities.
