2013 Summer Academy Workshops

In an effort to make sure we have enough support for all participants, each participant will need to be registered for a specific workshop from the list below. They are expected to participate in that workshop for the duration of the academy. It is recommended that this list be opened in another window and/or printed for reference while completing participant registrations.

  1. Meeting the Rigor of the College and Career Ready Standards: Using the 16 Habits of Mind and Advanced Questioning Techniques to Push Student and Staff to a Higher Level of Thinking

In this session, we will delve into the depth of knowledge side of the College and Career Readiness Standards that often takes a back seat to the content. This session will focus on the how we teach and learn, and provide opportunities for attendees to reflect and create plans to help change the way we deliver content that brings it to a deeper level. We will discuss the 16 Habits of Mind intelligent people employ when faced with problems, reflecting upon those we possess as educators, including how our strengths and weaknesses in these areas affect our performance in the classroom and on our professional learning communities. We will also delve into helping students to become not only familiar with these habits, but collaborate in finding ways to help students practice each habit in their own problem solving. In addition, we will discuss the importance of questioning, and how we can move from the knowledge level questions to those that ask students to use higher-level thinking skills. This session will combine discussion, reflection, collaboration, and hands-on activities to take the knowledge of the Habits and questioning techniques to practical application each attendee can take back to his/her classroom and school.

  1. An Introduction to Modeling Instruction

Modeling Instruction is a curriculum design that engages learners in a student-centered environment where science content understanding is developed from student-designed experiments. Participants will design and conduct an experiment and develop a scientific model from data and results in cooperative groups including a mathematical representation of the model. This will be followed by a deployment activity as a sense-making activity to develop the science content knowledge.

  1. Using Project-Based Instruction to Teach Science Standards

The project-based instruction strategy will be modeled as the participants answer a driving question that addresses how PBI can be used to teach the science standards. There will be an activity that addresses what PBI is and explores the research that explains why it is an effective strategy. Participants will be divided into homologous groups to use the science standards to produce a PBI unit that can be used in their classrooms. Content-area integration will be encouraged as the units are developed because most science artifacts will include math and language skills. The units that are produced will be shared with the group so that everyone has multiple ideas for using PBI in their classrooms.

  1. ‘Too many standards, Too little time.’ Try Integration

• ½ day reviewing the basic integration models that have been developed to assist schools with integrating KSCCC with Science at all grade levels.

• ½ day doing an Elementary Science lesson integrating ELA and Math CCC.

• ½ day doing a Secondary Math lesson integrating ELA CCC and Science.

• ½ day working on an integration model for their own curricular settings.

  1. Teaching the English Language Arts and Literacy Standards for Elementary

This session will focus on using the ELA and Literacy Standards in theelementary classroom. We will use the CCSS to model several lessons. Participants will leave not only with an understanding of the shifts toward college and career ready students but also with plenty of ideas you can use in your own classroom.

  1. Teaching the English Language Arts and Literacy Standards for Middle School

This session will focus on using the ELA and Literacy Standards in the middle school classroom. We will use the CCSS to model several lessons. Participants will leave not only with an understanding of the shifts toward college and career ready students but also with plenty of ideas you can use in your own classroom.

  1. Teaching the English Language Arts and Literacy Standards for High School

This session will focus on using the ELA and Literacy Standards in the high school classroom. We will use the CCSS to model several lessons. Participants will leave not only with an understanding of the shifts toward college and career ready students but also with plenty of ideas you can use in your own classroom.

  1. Designing Instruction for the Next Generation of Learners for the Elementary Teacher

In this session you will examine and understand the critical areas of the Kansas College and Career Ready Standards for English Language Arts. These standards require teachers to design lessons that prepare students for the next generation but how do you do that? In this session you will utilize newly created resources like the Kansas Guide to Learning: Literacy, which is a comprehensive resource for curricula and instruction developed by Kansas educators to create effective new lessons. In addition you will participate in hands-on activities and collaborate with peers using a variety of resources to plan for future lessons on close reading of complex text, writing, and communication.

  1. A Century of Struggles: Uncommon 20th Century Voices Integrated through Kansas College and Career Readiness Standards (6-12 focus)

Energize your classroom with fresh voices that create a shared humanity and an inclusive history. Expand voices of struggle by embracing Smoldering Seamstresses, Isolated Indians, Silent Sentinels, Activist Eleanors, Riveting Rosies, Cloned Cleavers, Powerful Peaceniks, and more. This workshop will assist teachers by utilizing the motivating power of cultural narratives authenticated by engaging primary and secondary materials, including documents, cartoons, videos, and letters which can be used across the grade levels to develop cross curricular units that meet College and Career Readiness (common core) standards.

  1. Best Practice Social Studies: Primary Sources, Literacy Skills, and Application (K-5 focus)

Goals:

  1. Facilitate understanding of new Kansas History, Government and Social Studies Standards and assist teachers to develop classroom implementation plan
  2. Demonstrate for teachers how and why to embrace Kansas College and Career Ready Standards for ELA in the Social Studies
  3. Instruct teachers on the “what and how” of using primary sources
  4. Model and provide teachers the opportunity to practice using primary sources and incorporate literacy in their classroom instruction and assessment
  5. Provide teachers with tools and resources to use in their classrooms such as Read Kansas! lessons, Teachinghistory.org posters, etc.
  1. Kansas Math Foundations: What Do Teachers Need to Know About Math Instruction

This is the first of nine modules offered to teachers from the Kansas Math Foundations. This session will focus on the mathematical content knowledge and skills needed to teach the Common Core Standards for School Mathematics. Research-based hands-on activities will be used to integrate mathematics across all grade levels. Teachers will be required to go deeply into the instructional shifts necessary to teach the Common Core Standards, and be equipped with ideas and materials that can be embedded into their own classrooms.

  1. Math Makes Sense

Common Core Standards were built on the progression of domains across a number of grade levels, based on research of child development, and the logical structures of mathematics. Learn more about the standards as we start with number sense and continue into fractions through hands-on activities and cross grade level collaboration.

  1. Increasing ELL student achievement through appropriate instructional practices, interventions, and assessment at the secondary level

Participants will examine a holistic approach to increasing the achievement of ELL students in looking at instructional strategies, building interventions, and parent involvement. General and content specific strategies will be presented and work-shopped. Participants are asked to bring example assignments, projects, homework, and assessments from their respective content areas. Teachers will examine their own materials to determine the degree in which they facilitate learning and assessment of ELL students. The session will address ways to increase ELL parent involvement and examine possible cultural and political influences that affect the academic achievement of ELLs. Participants will briefly examine the ELL standards and link them to their own respective standards. Specific examples and unit plans from science, social studies, and English language arts will be examined and work-shopped for ELLs. Participants will analyze and compare their district’s ELL support models to others across the state. Activities and content will be geared toward secondary schools and students.

  1. Implementing Formative Assessment in the Classroom by Using the Formative Assessment Rubrics, Reflection and Observation Tool

Observation of and reflection on teaching practice are two important sources of information that teachers can use to support continuous improvement of teaching practice. To that end, the purpose for using this tool is to provide guidelines and resources to support classroom observations focused on formative assessment with a view to supporting ongoing professional learning. Within this tool, we provide:

  1. Background information on formative assessment (includes video clips from Jim Popham and Margaret Heritage);
  2. Discussion on the value of informal self-reflection or peer observations as a way to improve formative assessment practice ;
  3. A set of rubrics for the various dimensions of formative assessment practice.
  4. Guidelines for how to use both the self-reflection and peer-observation protocols.
  1. Get your "R's" in order! Why Responsive Culture should come first.

Educators identify perseverance, organization skills, respect, motivation and responsibility as essential to student success. Students who have these skills are able to develop positive relationships, have increased test scores, and fewer discipline referrals. The Social, Emotional, and Character Development Standards help students learn, practice, and model essential personal life skills and habits that contribute to academic, vocational and personal success. Come join us in creating a responsive culture in your school through the exploration of the implementation of these standards.

  1. Technology for College and Career Ready Standards

Do you have iPads? We will show you apps and websites for use with ipads which facilitate student’s experiences with the CCSS Standards for Mathematical Practice and the CCSS literacy Standards for Science.

Don't have iPads? We will show you programs and Websites that can be used on Windows or Mac computers.

Don't have a Promethean Board or Smart Board? We will teach you how to build a Wiimote whiteboard. We will spend some time building interactive whiteboard activities to use with your Wiimote whiteboard using free or inexpensive software. We will show you how to build the equipment you need to have your own Wiimote whiteboard pens. One lucky participant will win a complete Wiimote whiteboard set.

Objectives:

  • integrate technology into Math and Science content
  • integrated CCSS Literacy Standards into Math and Science
  • integrate CCSS Standards for Mathematical Practice into Science
  • develop crowdsourcing protocols

Note: KSDE reserves the right to cancel any locations or workshops if enrollments are not sufficient to support them. Every attempt will be made to give notice to those affected in time to change to a different location, but no later than 2 weeks prior to the scheduled academy.