Professional Learning Opportunities for Educators
Here's something new to consider and share with your school colleagues – professional learning on the CCSS provided by practicing teachers who are inspired to share with their colleagues statewide and beyond. This is the fourth year we have offered workshops at Leland and Gray, and we hope you can join us again or for the first time.
The fall workshops include:
Teaching Collaborative Discourse in Middle and High School Mathematics
This course will provide participants the understanding and tools necessary for integrating this complex Common Core curriculum and assessment into their instruction. Instructional methods and curriculum organization must go beyond conventions in order for students to engage in logical analysis and informational synthesis, as required by the performance task.
Teaching Grammar in All Subject Areas
This course will dig deep into the rudiments of grammar that, without mastery, prevent many educators from effectively teaching literacy. In an age of reading on the Internet instead of books, teachers of every subject area must teach grammar, usage, and mechanics in order for students to master the basics once taken for granted in the workplace and higher education.
Workshop Invite (PDF)
Differentiated Instruction and the Common Core
Differentiated Instruction and the Common Core, a 3-credit graduate course with Castleton University, will be taught be Tina Shakespeare at Leland and Gray.
Windham Central Website
My Learning Plan Website
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Vermont Learning Collaborative
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Leading Vermont in Technology Education
Teaching the Performance Assessment Task
(Registration deadline is Wednesday, October 8th)Register now at http://lelandandgray.org/images/images-submitted-articles/PerformanceTaskGrammarFlyerFall2014.pdf
The Common Core’s most complex assessment is the “Performance Task,” requiring students to integrate multiple disciplines and perspectives. A departure from traditional assessments that narrowly address single subjects and skills, the performance task requires students to apply several concepts, analyze data, synthesize findings, and pose original solutions. Approaching the highest levels of Bloom’s taxonomy, unpacking this expectation in the classroom is essential for the success of students and schools. In the workshop, participants will learn to:
1. Deconstruct and analyze performance tasks
2. Learn pertinent instructional strategies that address underlying, necessary content and skills
3. Review and revise their course expectations based on the Common Core
4. Create pre-assessment and post-assessment performance tasks based on their own school goals or course curricula
Sarah Birgé has worked in public and private school systems around the world. Her special interest in rural education led to her work as the Literacy Coach at Leland and Gray. Sarah has a BA in English Language and Literature from the University of Chicago as well as a MA in Sustainable Development from the SIT Graduate Institute. She is originally from Vermont’s Northeast Kingdom.
Professional Development in the Common Core at Leland and Gray - Fall 2014
Schools are under more pressure than ever to raise expectations and teach students at high levels, so that all graduate college- and career-ready. Middle and high school educators need new ways to not only teach challenging content, but also to address students’ learning gaps that block progress. Leland and Gray is proud to offer two workshops designed to address pressing areas of the Common Core State Standards, Teaching the Performance Assessment Task and Teaching Grammar in All Subject Areas. Click here for workshop and registration information.
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