April and May TRCWorkshop Schedule

 

Mon

Tues

Wed

Thurs

Fri

 April 28

 

 

Understanding Gossip

 April 29

 

 

Understanding Profanity

 April 30

 

 

Examining Group Deviance-Session 1

May 1

 

 

Examining Group Deviance-Session 2

 

May 2

 5

Flipped Classroom (NFHS)

 

 

Notice to Note (Mann)

 

 6

 

 

America’s Promise

 7

Understanding Gangs

 

Teach Like A Champion

8

Understanding Gangs

 

Teaching with Poverty in Mind (NFT Office)

 

Data-Driven Instruction-Part 1

9

12

APPR Portfolios: Artifacts and Evidence (NFHS)

 

 

 

Notice to Note (Mann)

13

America’s Promise

 

 

 

Flipped Classroom

14

 

 

Teach Like A Champion

15

Teaching with Poverty in Mind (NFT Office)

 

Data-Driven Instruction-Part 2

 

Certification Check-Up Appointments w/ N. Bensley

16

 

 

NFT AWARDS DINNER

19

 

Notice to Note (Mann)

 

 

 

20

 

America’s Promise

21

Teach Like A Champion

 

 

Teaching with the 6 Shifts in Mind-Part 1

22

Teaching with Poverty in Mind (NFT Office)

 

 

Text Complexity

23

26

NO SCHOOL

MEMORIAL DAY

 

27

28

Teaching with the 6 Shifts in Mind-Part 2

 

TRC POLICY BOARD MEETING

29

30

 

 

 

 

 

 

 

 

TRCWorkshops Late April and May 2014

 

 

Understanding Gossip

Monday, April28

3:30 to 6:30

3 clock or PDhours

NFHS-Room TBA

Presenter: JonGatto

Sociologists,linguists, psychologists and historians are among the people who researchgossip and how it functions in society. The dynamics of gossip can have anunbelievable impact on the classroom, school community and life in general. Tokeep this phenomenon from hurting every part of your and your students’ lives,take this class. You will learn how “gossip” works, and learn strategies tokeep it from building in strength.

 

Understanding Profanity

Tuesday, April29

3:30 to 6:30

3 clock or PDhours

NFHS-Room TBA

Presenter: JonGatto

We all know what"bad words" are. Unlike most other language rules, we learn aboutswearwords and how to use them without any real study or classroom instruction.Even very young children know which words are naughty, although they don'talways know exactly what those words mean. This class will explore the originsof profanity, and help us understand the meaning behind, and ways to deal withits ugliness when we encounter it.

 

BookStudy: Teach Like a Champion (Part 1): 49 Techniques that Put Students on thePath to College (K-12)

Wednesdays, April 30, May 7, and May 14

3:30 to 5:30

6 clock or PD hours

NFHS-Room TBA

Facilitator: Dave Brooks

This book study will explore the strategies for theteacher to become a champion and encourage success for our students. Here isthe book description from Amazon: Teach Like a Champion offers effectiveteaching techniques to help teachers, especially those in their first fewyears, become champions in the classroom. These powerful techniques areconcrete, specific, and are easy to put into action the very next day. Trainingactivities at the end of each chapter help the reader further theirunderstanding through reflection and application of the ideas to their ownpractice.

The book includes a DVDof 25 video clips of teachers demonstrating the techniques in the classroom.

Evenif you are not “in your first few years” of teaching, this may be are-energizing discussion of professional practice.

 

Examining Group Deviance

Wednesday andThursday, April 30 and May 1

3:30 to 6:30

6 clock or PDhours

Presenter: JonGatto

What drivessubcultures? Why do cliques, groups and “clubs” form? What vital needs do theserelationships supply, or in most cases, create for the average human? Thisclass will examine the concept of deviance and clarify the relationship withgroup dynamic

 

Teaching with Poverty inMind

Thursdays,May 8, May 15, and May 22

3:30to 5:30

6clock or PD hours

NFTUnion Office-1625  Buffalo Avenue

Facilitators:Marcus Latham and Anthony Navarroli

In Teachingwith Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools CanDo About It, veteran educator and brain expert Eric Jensen takes anunflinching look at how poverty hurts children, families, and communitiesacross the United States and demonstrates how schools can improve the academicachievement and life readiness of economically disadvantaged students.
Jensen argues that although chronic exposure to poverty can result indetrimental changes to the brain, the brain's very ability to adapt fromexperience means that poor children can also experience emotional, social, andacademic success. A brain that is susceptible to adverse environmental effectsis equally susceptible to the positive effects of rich, balanced learningenvironments and caring relationships that build students' resilience,self-esteem, and character.
Drawing from research, experience, and real school success stories, Teachingwith Poverty in Mind reveals:
* What poverty is and how it affects students in school;
* What drives change both at the macro level (within schools and districts) andat the micro level (inside a student's brain);
* Effective strategies from those who have succeeded and ways to replicatethose best practices at your own school; and
* How to engage the resources necessary to make change happen.
Too often, we talk about change while maintaining a culture of excuses. We cando better. Although no magic bullet can offset the grave challenges faced dailyby disadvantaged children, this timely resource shines a spotlight on whatmatters most, providing an inspiring and practical guide for enriching theminds and lives of all your students

 

 

 

 

 

 

BookStudy: Notice to Note: Strategies for Close Reading (Elementary Part 1)

Mondays, May 5, May 12, May 19

3:30 to 5:30

6 clock or PD hours

GJ Mann Elementary

Facilitator: Joanna Antonacci

Here is Amazon’s description of the book:

In Notice and Note Kylene Beersand Bob Probst introduce 6 "signposts" that alert readers tosignificant moments in a work of literature and encourage students to readclosely. Learning first to spot these signposts and then to question them,enables readers to explore the text, any text, finding evidence to supporttheir interpretations. In short, these close reading strategies will help yourstudents to notice and note.
In this timely and practical guide Kylene and Bob:

·      examine the new emphasis on text-dependentquestions, rigor, text complexity, and what it means to be literate in the 21stcentury

·      identify 6 signposts that help readersunderstand and respond to character development, conflict, point of view, andtheme

·      provide 6 text-dependent anchor questions thathelp readers take note and read more closely

·      offer 6 Notice and Note model lessons, includingtext selections and teaching tools, that help you introduce each signpost toyour students.

Notice and Note will help create attentive readers who look closely at a text,interpret it responsibly, and reflect on what it means in their lives. Itshould help them become the responsive, rigorous, independent readers we notonly want students to be but know our democracy demands.

TheFlipped Classroom

Monday, May 5 and Tuesday, May 13 with individual worktime

(see time frame below)

6 clock/PD hours

NFHS Room 147

Presenter: Ed Maynard

Part I - Self Directed - 30 minutes of required video previewing priorto May 5th
Part II - May 5th - 3:30pm-5:00pm –“Theory and Concept of Flipping the Class”
Part III – May 13th-3:30pm-6:30pm–“The Technology Behind Flipping the Class”& Work Period
Part IV - Self Directed - Recording of Videos and Posting


Course Description:
This workshop is designed to explain and explore the world of “flipping yourclassroom.” Synonymous with the Reverse Classroom, the FlippedClassroom is a relatively new model of teaching in which a students'homework (the traditional lecture) is viewed outside of class using a vodcast(a pre-recorded teacher video viewed with the use of guided notes) via awebsite or My Big Campus.  Class time isthen spent on inquiry-based learning which could include (but not limited to)traditional homework assignments, project-based learning, cooperative learningassignments, lab work, alternative assessments, etc. Teachers should preparefor the workshop by watching preassigned videos pertaining to examples and thepedagogy of Flipping their Classroom.
Part I - Self Directed - 30 minutes of required video previewing prior toMay 5th - The videos should give you a brief understanding ofthe “Flipped” concept along with examples of flipped lessons.  (If you're watching the YouTube videos inschool, you will need to override the content filter)

Part II - May 5th - NFHS Room 147 - 3:30-5:00pm – “Theory andConcept of Flipping the Class” - Participantswill receive an understanding of the theory and concept of flipping theirclasses. Presenters will share data, personal experiences, national support,and other various examples of how teachers have flipped their classes. Severalexamples of pedagogical practices will be shared along with the technicalaspects on how to make flipping a possibility in any classroom.
Part III – May 13th - NFHS Room 147 - 3:30-6:30pm – “The Technology BehindFlipping the Class” & Work Period - Participants will be given thetools and receive training on screencasting and the process to create and posttheir own video lessons within My Big Campus.

Part IV - Self Directed - 1 Hour - Recording of Videos and Posting- Teachers will be given time to record their lessons from their ownrooms and post videos to My Big Campus

 

Bookand Documentary Study: America’s Promise and Promises Kept

Tuesdays, May 6, May 13, May 20

3: 30 to 5:30

6 clock or PD hours

NFHS-Room TBA

Facilitator: Susan Rhodenizer

This workshop will focus on the PBS documentary America’s Promise and the accompanyingbook Promises Kept: Raising Black Boys toBe Successful in School and in Life. We will view the documentary thatfollows the experiences of two boys who attended a prestigious prep-school inNYC. Discussion will focus on what we can do to help our black boys to be moresuccessful in school and in life.

Book information:

http://www.pbs.org/pov/americanpromise/promises-kept-book-excerpt.php

Documentary information:

http://www.pbs.org/pov/americanpromise/film_description.php

 

 

UnderstandingGangs

Wednesday and Thursday, May 7 and 8

3:30 to 6:30

6 clock or PD hours

NFHS-Room TBA

Presenter: Jon Gatto

Gang violence isa problem in every major city in the United States and membership is on therise. According to the Department of Justice's 2005 National Gang ThreatAssessment, there are at least 21,500 gangs and more than 731,000 active gangmembers. While gangs are less prevalent in rural and suburban areas, we can’tbe fooled into thinking it’s not a problem “WE” need to worry about. They areexpanding everyday into the first and second ring suburbs throughout the UnitedStates. This course will increase your knowledge, helping you understand:

 

Data-DrivenInstruction: Part 1

Thursday, May 8

3:30 to 6:30

6 clock or PD hours

NFHS-Room TBA

Presenter: Carol Bush

This is thefirst session in a series of two where participants will learn what thedata-driven instruction process involves and identify where they stand in termsof implementing it. This big picture overview provides the background knowledgenecessary for getting the process up and running in your ownclassroom/school/etc. (Based on Paul Bambrick-Santoyo's Driven by Data)

 

NEW WORKSHOP ADDED

APPR Portfolios: Creating aProfessional Tool for Teacher Reflection, Analysis, and Evaluation

Monday, May 12

3:30-6:30

3 clock or PDhours

NFHS-Room TBA

Presenter:Susan Rhodenizer

This workshopwill review the Danielson Domains content and explore different ways to gatherand store digital evidence needed for the district APPR evaluationprocess.  We will discuss artifacts andevidence and follow the models provided by the National Board Certificationprocess  for creating commentary toprovide evaluators with the information they need.

 

Data-Driven Instruction: Part 2

Thursday, May15

3:30 to 6:30

3 clock or PDhours

NFHS-Room TBA

Presenter:Carol Bush

This is thesecond session in a series of two where participants will practice analyzingassessment data. They will have a first-hand account of what the process shouldlook like, sound like, and feel like. This way, they know what to do and whatto expect when implementing DDI in their own classrooms. (Based on PaulBambrick-Santoyo's Driven by Data)

 

 

Teachingwith the 6 Shifts in Mind: Part 1

Wednesdays, May 21

3:30 to 6:30

3 clock or PD hours

NFHS-Room TBA

Presenter: Carol Bush

This is thefirst session of two where participants will examine the 6 ELA shifts in moredetail. In doing so, they will identify various strategies that will work fortheir content areas and will have an opportunity to experience the increasedrigor of the Common Core first hand. Session 1 focuses on shifts 1-3.

The 6 Shifts:

http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf

 

TextComplexity

Thursday, May 22

3:30 to 6:30

3 clock or PD hours

Presenter: Carol Bush

In thisworkshop, participants will learn the three factors that contribute to a text'scomplexity. They will also have time to apply what they've learned to determinethe complexity of the texts they are using in their own classrooms.

 

Teachingwith the 6 Shifts in Mind: Part 2

Wednesday, May 29

3:30 to 6:30

3 clock or PD hours

NFHS-Room TBA

Presenter: Carol Bush

This is thesecond session of two where participants will examine the 6 shifts in moredetail. In doing so, they will identify various strategies that will work fortheir content areas and will have an opportunity to experience the increasedrigor of the Common Core first hand. Session 2 focuses on shifts 4-6.

The 6 Shifts:

http://www.engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf

 

 

 

 

 

Buffalo Museum of Science Workshops for Teachers
$24 per session.   Register with them and then notify the TRC that you will be attending.
 
 
 
 
NYSUT Regional Face-to-Face Courses (45 hours, $375)
These courses meet weekday evenings and/or weekends. A number of them are in Lockport and Amherst.