Summer Academies 2005
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We are pleased to be able to offer six different workshops this summer, hopefully something to tempt everyone! Please browse these workshops, contact the point person/people with any questions you might have and register with Wendy Krueger by March 15.
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Service-Learning as a Tool for a World-Class 21st Century Education
with Jim and Pam Toole
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Dates: June 13-15, 2005 with Follow-Up Two Hour Sessions in September, November, and February
Times: 9:00-3:00
Location: TBD
Target Audience: All faculty and staff PK -12
Point Person: Nan Petersen
What will Blake graduates need to know to thrive and contribute in the complex and interdependent world of the 21st century? Teachers in all grade levels and in all content areas can use service-learning as an instructional tool to foster the skills and knowledge that will be vital to all professions---leadership, diversity, entrepreneurship, social innovation, systems thinking, and academic rigor. Beyond service-learning, the workshop tackles a host of emerging and powerful ideas on how to change the world including social innovation, social entrepreneurship, triple bottom line businesses, cross-sector partnerships, and social enterprise. These are ideas that have become central to the curriculum at universities such as Harvard, Duke and Stanford.
This workshop will immerse teachers in a year-long supportive learning community focused on both theory and practice. After the summer institute, teachers will meet in September, November and February for two hour follow-up meeting to share, refine and extend their classroom curricula. The workshop will cover the basic and advanced pedagogical information about service-learning as a model of teaching. Teachers will be involved in service activities and visiting community agencies as part of the workshop.
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Stanley King Counseling Workshop
with Dr. Ellen Porter Honnet
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Dates/Times:Thursday, June 16th (9:00 - 3:00), Friday, June 17th (9:00 - 12:00)
Location: TBD
Target Audience: MS and US teachers, student services staff and administrators
Point Person: Erin Adams
The Stanley H. King Counseling Institute provides teachers, advisors and other independent school personnel with training in adolescent development and appropriate counseling skills. This training serves to support the entire advising and counseling program, while working in conjunction with the counseling professionals in the school setting. This form of counseling is not intended to meet the full psychological needs of youth, rather it helps students clarify feelings, develop emotional resilience and foster intellectual growth. Ultimately, the belief is that teachers have the ability to do this type of counseling with young people, and that students will deepen their connection with teachers as a result of this approach. Moreover, this unique training provide teachers and advisors with competence and confidence in their daily work with students.
During this workshop you will learn skills for advising and counseling, role play and discuss the principles of counseling, identify appropriate situations for referral (how to recognize serious problems and refer struggling students for help), differentiate between advising and counseling and learn skills for working in advising groups, and explore social / emotional / cognitive adolescent development.
About the Trainer: Dr. Ellen Porter Honnet is the Director of the Stanley H. King Counseling Institute. She trains school personnel in the United States and abroad in counseling skills, and lectures on topics including teen brain development, loss and coping in adolescence, and adolescent sexuality and sexual orientation. Most recently Dr. Porter Honnet has been a therapist and psychology fellow at the Harvard University Health Service, specializing in adolescent sexuality, cross-cultural counseling, and relational/cultural therapy. She also has a strong interest in community service and is the co-author of "Principles of Best Practice for Combining Service and Learning", a special report written for the Johnson Foundation in Racine, WI. Dr. Porter Honnet is the mother of a first-year college student and a middle school student and loves working with teenagers, young adults and teachers.
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Culturally Responsive Teaching:
Engaging the Personal and Professional Journey
with Gary R. Howard
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Dates:June 20-22, 2005
Times: 9:00-3:00
Target Audience: PK-12
Location: TBD
Point Person: Kelley Nelson
In this interactive 3-day session Gary Howard will engage us in exploring both the personal and the professional dimensions of Culturally Responsive Teaching. He will describe six key ways that we as educators, parents, and community leaders can support both our students and our colleagues in their growth and development related to educational equity and cultural competence. Participants will have an opportunity to learn from their colleagues, share their own successes and challenges, and identify the key classroom strategies and environments that are most effective in reaching the broadest diversity of students. We will work intensively with ways to integrate into our classrooms the 7 principles for building culturally responsive learning communities. Gary will also provide a multicultural concept infusion model that will guide us in deepening the diversity message throughout the curriculum we are already teaching. Several Blake teachers attended a one-day workshop with him in the fall and came away eager to have him come work with us!
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Writing: Keeping it Real
with Elaine Swanson and Ann Bellin
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Dates:July 18-20, 2005
Times: 9:00-2:00
Location: TBD
Target Audience: PK-12 Faculty and Staff
Point People: Elaine Swanson and Ann Bellin
As teachers of writing, how do we design curriculum to meet student needs and enjoy life outside our classroom walls? Join us for 3 days of talking, investigating, listening, planning, observing, writing, reading, and modeling. Each of the days, participants will have time to work independently or with team members to strengthen their writing program for the coming school year. Our time together as a larger group will be spent watching minilessons and conferences, reading articles, poems, and touchstone/mentor texts, looking at pieces of writing from various students, and writing as writers and as teachers. By the end of day three, each participant will leave with a 3 ring binder containing their overview of writing for the coming year and specific ideas to get them there.
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Schools Attuned Workshop
with a Certified Trainer and Jane Johnson
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Dates: July 11-15, 2005 - Please Note Change in Dates!
Times: 8:30-3:30
Location: TBD
Target Audience: LS faculty and staff and Learning Specialists at all levels
Point Person: Jane Johnson
The purpose of the Schools Attuned Program is to equip teams of educators with new knowledge, skills, and strategies so that sound, defensible professional judgments can be made about instructional practices with struggling learners. The Schools Attuned Program embraces the philosophy and principles of All Kinds of Minds, a private, non-profit organization dedicated to the understanding of differences in learning.
The Schools Attuned Program is a comprehensive, yearlong professional development program for K-12 educators. The program has three components: pre-course work, a Core Course of a minimum of 35 hours, and a minimum of 10 hours of follow-up experiences (Practicum). The curriculum is based on focused study (content) and school based application (process) of eight neurodevelopmental constructs that affect learning.
The Schools Attuned Program was designed using principles that reflect standards of professional development from the National Staff Development Council and current research on adult learning. The program was guided by the need to develop content and instructional techniques that build upon educators' wisdom of professional practice, ensure that educators are actively engaged in learning new content, develop capacity for reflection, and provide for classroom-centered follow-up for at least a year after participation in the Schools Attuned Core Course.
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Using Standards to Develop Assessments:
Setting Standards to Judge Performance
with Everett Klein
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Dates: August 1-3, 2005
Times: 9:00-3:00
Target Audience: PK-12
Location: TBD
Point Person: Lisa Lyle
During this three-day workshop will explore how to develop assessments that measure student competence at what we, as a faculty, have determined we most value. We will explore the standards that define valid and rigorous assessments of what we want students to understand, know and be able to do. These standards will be used to self-assess the quality of assessments and to peer review them in our role as professionals. Individually or in teams, participants will develop and/or refine assessments for use in courses next year.
In addition, we will explore how to develop rubrics that increase the likelihood that scores will be fair, honest, useful and reliably determined. In teams, participants will develop or refine rubrics that can be used in scoring student performances next year. Again, they will be self-assessed and peer reviewed. Participants will need to bring copies of student work of the kind for which rubrics will be developed or refined. These will be used in applying what is learned about developing rubrics in an efficient and relatively painless process. Participants will leave with a package of assessments to be used in a course next year, as well as rubrics for scoring student performances throughout the year.
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Cognitively Guided Instruction
with Faculty from the University of Wisconsin at Madison
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Dates: August 8-12, 2005
Time: 9:00-3:00
Target Audience: K-6 Faculty and Staff (and others interested in CGI!)
Location: TBD, Hopkins Campus
Point Person: Chris Passi
Two sessions will be offered during the week of August 8-12. One will be focused on the primary grades (K-3) and the other will look at intermediate grades (4-6). A major component of these sessions will be interviewing real children to provide first-hand practice in posing fruitful questions and interpreting children's understanding.
The Project for Elementary Mathematics is primarily concerned with developing children’s mathematical understanding. This growth is dependent on a teacher’s ability to identify, understand, and respond to students’ mathematical knowledge. The Project utilizes the research base known as Cognitively Guided Instruction (CGI). That research has shown that children enter school with a great deal of informal knowledge that they use to solve problems. Emphasizing a problem solving and language rich environment as a means for children to reveal their thinking, these institutes focus on specific research on children’s development of number operations and base-ten understanding. Participants also explore how instruction is determined by the teacher and how the research base informs this process to formulate more focused instruction. This is not a curriculum. Rather, it provides insights on how children develop mathematical ideas and helps teachers to adjust instruction according to student needs. This is the comprehensive background teachers need to deliver their district’s existing curriculum.
Each class consists of a one week summer session plus fifteen hours of follow-up support during the school year. Some of the follow-up sessions are arranged face to face settings, some organized in on-line communities.
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- K-3 Grade Focus: Children’s Understanding of Number Operations & Base Ten Knowledge - This class will focus on specific research on a child’s development of number operations (+, -, x, ÷) and base ten understanding/place value (content), getting children to reveal their thinking (instruction) and interpreting that information for instructional decisions (assessment). Of major significance to teachers of grades 2 & 3 is how children develop strategies for working with multidigit numbers. Working with children will be a part of the course.
- 4-6 Grade Focus: Children’s Development of Multidigit Multiplication and Division Strategies - This class looks at how students can build solution strategies in multiplication and division that reflect strong number sense and a deep understanding of the base ten system. How these strategies in multiplication and division relate to a student’s understanding of addition and subtraction will also be explored. Working with children will be a part of the course.
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