Teacher workshops tend to incorporate both lecture and cooperative learning activities, but we can discuss an approach that works best for your group.
Facilitating Student Storytelling
Participants will learn how to guide students in transforming their personal writing to academic writing. This lecture-heavy session will also highlight sensitive issues teachers should be mindful of when using personal storytelling projects in the classroom, as well as strategies to address these issues. Additionally, participants will be encouraged to discuss ways in which the qualitative data collected from these projects can be used to reveal systemic school issues or inform educational policies. Finally, participants will be provided with resources on the implementation of storytelling projects. Note: Upon request, this workshop can also be offered as an extended session that incorporates the content featured in the student workshop “Personal Storytelling for Academic Aims.”
Helping Students Critique Arguments about Racism
This workshop is the teacher complement to the student-centric workshop titled “Critiquing Arguments about Racism.” As in the version crafted for students, participants will discuss the same core information, however, unlike the student version, this session offers far more time to discuss the origins of the fallacies about racism, as well as practice how to identify them in Norwegian educational spaces and texts. Participants will also co-construct strategies for discussing racist fallacies with students. Finally, participants will be provided with a seminal reading that can further enrich their understanding and perhaps be used in their own lessons with students.
Reflecting on the Connections between Teacher Identity and Writing Instruction
According to writing and rhetoric scholar Kevin Rooze, writing is a key form of socialization, and it is a tool we use to display our identities. Accordingly, composition teachers are obligated to interrogate how they have been socialized and how their socialization has informed their writing instruction. This workshop calls for participants to engage in collaborative activities as they candidly reflect upon their ‘writing selves’ and their ‘teaching selves.’ Participants will learn of the impact that teacher identity has on writing instruction in the United States, and they will discuss how these implications converge or diverge with their observations of Norwegian education.
Remixing for Learning
Multimodal learning has novel applications for preparing 21st century learners and disrupting the white habitus of composition instruction. It might be helpful to regard multimodal learning as analogous to the act of remixing as a DJ, insomuch as the student brings together different texts to compose a new, transcendent academic product. Workshop objectives include: 1) analyzing the appeal of remixes, 2) identifying the variety of skills required to compose a remix, and 3) reflecting on how these skills can be translated for academic purposes. Participants will be introduced to key scholarship on this view of multimodal assessment and will have the opportunity to generate ideas for their own remix assignments.
Strategies for Robust Reading Instruction
In the United States, reading skills have traditionally been considered the domain of English composition and literature teachers. However, when one considers reading is a complex metacognitive process that includes the dimension of knowledge-building, it becomes clear that educators in every discipline benefit from improving their ability to teach reading skills. This workshop will explain how teachers can improve their reading instruction by applying the Reading Apprenticeship framework and an embodied antiracist reading strategy. Participants will observe real-time demonstrations of these practices and have the opportunity to engage with them in student roles