Thank you for attending "When Life Gives You Watermelons: Writing Communities, Race, and Transformative Justice!"
Congratulations to our Book Giveaway Winners!
|
Randy A. Oklahoma
Emily A. Indiana Tracey A. Edmonton, CA Elba B. Texas Adrienne D. South Carolina Vera D. Pennsylvania Jose G. California Edward G. New York Angela K. Michigan Holly M. Nevada |
|
Kimiko P. Illinois
Ella R. Minnesota Benjamin S. Wisconsin Sharena T. Louisiana Rachel V-G New York Allyson V-E California Tamara W. Missouri Gregory W. California Nelisa W. North Carolina Stephanie Z. California |
Words as Balm: Civic Writing and Healing in Precarious Times
9/28/2020 3:30-5pm (PST)/ 6:30-8pm (EST)
|
Webinar Description:
In this session, Antero Garcia will guide participants through ways to center youth civic voice in classrooms and explore how such writing can help address the complex emotions of teachers and students today. Recognizing the complicated political contexts many teachers work within, this workshop will discuss how to guide authentic voice in ways that attend to localized contexts. Additionally, we will explore the multimodal possibilities of exploring civic texts and digital student production. |
|
Bio:
Antero Garcia is an Assistant Professor in the Graduate School of Education at Stanford University where he studies how technology and gaming shape both youth and adult learning, literacy practices, and civic identities. Prior to completing his Ph.D., Antero was an English teacher at a public high school in South Central Los Angeles. His most recent research studies explore learning and literacies in tabletop roleplaying games like Dungeons & Dragons and how participatory culture shifts classroom relationships and instruction. Based on his research focused on equitable teaching and learning opportunities for urban youth through the use of participatory media and gameplay, Antero co-designed the Critical Design and Gaming School--a public high school in South Central Los Angeles. Antero’s research has appeared in numerous journals including American Educational Research Journal, Harvard Educational Review, and Reading Research Quarterly. His most recent books are Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School, Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (with Nicole Mirra and Ernest Morrell), and Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (with Cindy O'Donnell-Allen). Antero received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles. Twitter: @anterobot |
|
Co-Sponsors
|
|
|
Navigating Information Overload: Historical Thinking Skills for the Past and Present
10/28/2020 3:30-5pm (PST)/ 6:30-8pm (EST)
|
Webinar Description:
At a moment when "alternative facts" befuddle the body politic, historical thinking--the crafting of arguments based on the available evidence (not just the evidence that supports my stance) has never been more crucial. In this session, Sam Wineburg will address how we can help students become sophisticated historical thinkers, both when encountering traditional print texts, but also when facing the digital texts that flood their smartphones. |
|
Bio:
Sam Wineburg is the Margaret Jacks Professor of Education and, by courtesy, of History & American Studies at Stanford University. Educated at Brown and Berkeley, he holds a doctorate in Psychological Studies in Education from Stanford and an honorary doctorate from Sweden’s Umeå University. In 2004, Wineburg founded the Stanford History Education Group (sheg.stanford.edu), whose curriculum and assessments have been downloaded over ten million times, making it the largest provider of free curriculum in the social studies. His latest research focuses on “Civic Online Reasoning,” or how people judge the credibility of information on the Internet— research that has been reported in TIME Magazine, the BBC, Wall Street Journal, New York Times, Washington Post, NPR, PBS, and translated into dozens of languages. Wineburg’s scholarship sits at the crossroads of three fields: cognitive psychology, history, and education, and his writing has appeared in outlets as diverse as Cognitive Science, the Journal of American History, New York Times, Slate, and Smithsonian Magazine. His 2002 book, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past won the Frederic W. Ness Award from the Association of American Colleges and Universities for work that makes the most important contribution to the “improvement of Liberal Education and understanding the Liberal Arts.” In 2018, his research group entered into a partnership with the Poynter Institute and supported by Google.org to create a state-of-the-art curriculum on digital literacy, which has been distributed freely to schools throughout the world. His latest book, Why Learn History When It’s Already on Your Phone, was published by the University of Chicago Press in 2018. Twitter: @samwineburg |
Learn more about Dr. Wineburg's work here
|
Co-Sponsors
|
|
|
Using the Notice and Note Signposts to Create Empowered Readers - Even from a Distance
12/10/2020 3:30-5pm (PST)/ 6:30-8pm (EST)
|
Webinar Description:
Join us in this interactive workshop as we discuss how the Notice and Note Signposts—both fiction and nonfiction—help all readers read closely but also read to become empowered readers and writers. Yes, writers! We’ll help those who are new to the signposts understand how to use them and take those with experience into using them with more complex texts. And, we’ll be showing how these signposts help students as they write about the texts they have read. Also, not knowing where our students will be in December, we’ll share how to have conversations about the signposts when distance learning is required. We’ll be using picture story books, poetry, and current fiction and nonfiction as examples. In this session, we’ll also show how the signposts provide a way into conversations about race, justice, and equity at age appropriate levels. |
|
Bios: Kylene Beers, Ed.D. is an award-winning educator and co-author, with Robert E. Probst, of Disrupting Thinking (Scholastic) and Notice and Note: Strategies for Close Reading (Heinemann). She is a past-President of the National Council of Teachers of English, received an NCTE Leadership Award, held a reading research position in the Comer School Development Program at Yale University School of Medicine, and has most recently served as the Senior Reading Advisor to the Reading and Writing Project at Teachers College, Columbia University.
Robert E. Probst, Ed.D. is an author, consultant, and Professor Emeritus of English Education at Georgia State University as well as a Research Fellow for Florida International University. With his colleague and co-author, Kylene Beers, he consults with schools, both nationally and internationally, on literacy improvement, issues surrounding struggling readers, and meeting standards. |
Learn more about Beers' and Probst's work here
|
Co-Sponsors
|
|
|
|
Cultivating Genius and Joy: An Equity Model for Culturally and Historically Responsive Literacy
3/17/2021 3:30-5pm (PST)/ 6:30-8pm (EST)
|
Webinar Description:
In this virtual, foundational 90-minute session, Dr. Gholdy Muhammad will clearly define culture, equity, anti-racism and culturally & historically responsive education. Together, culture will be explored and revisited in deep, multifaceted ways. We will consider our own cultural identities and approaches to learning the cultures/identities of students. By the end of this session, the educators will understand culture and will be charged to engage in self-identity work. The facilitator will also introduce educators to the model of culturally and historically responsive education. Educators will learn a brief history of CHRE and the power of education among communities of color in the United States. In addition, educators will be introduced to a four-layered equity model for teaching and learning (1) identity, (2) skills, (3) intellectualism and (4) criticality. Exemplar CHRE lesson and unit plans across the contents and grade levels will be shown and discussed. The session will end with practical considerations for writing equitable lesson and unit plans. |
|
Bio: Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Language and Literacy at Georgia State University. She also serves as the director of the GSU Urban Literacy Clinic. Dr. Muhammad’s scholarship has appeared in leading educational journals and books. Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2016 NCTE Janet Emig Award, the 2017 GSU Urban Education Research Award and the 2018 UIC College of Education Researcher of the Year. She is the author of the best selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. Twitter: @GholdyM |
Learn more about Dr. Muhammad's work here
|
Co-Sponsors
|
|
What Works Best for Literacy Instruction? Visible Learning for Literacy in History/Social Studies and ELA (registration opening soon)
4/15/2021 3:30-5pm (PST)/ 6:30-8pm (EST)
|
Webinar Description:
Educators have been in search of “what works” for literacy instruction for decades. Our collective search for better ways to reach students and ensure that they develop knowledge and skills has resulted in thousands and thousands of books, hundreds of thousands of research articles, and countless websites. The truth is, not everything works. Only a few things work at ensuring that students gain a full year’s worth of growth for a year of enrollment in school, and we think it’s time we focused on what works, what doesn’t work, and what can’t hurt. And we’ve turned to Visible Learning (Hattie, 2009) for help. As he noted, students must develop surface-level learning if they are ever going to go deep. And we know that deep learning can facilitate transfer, which has been a goal shared by educators for as long as there have been teachers. In this interactive session, we focus on specific approaches that work at the surface level of learning and note that they are different from strategies that work at the deep and transfer levels. Importantly, we will clarify which approaches work at which phase of learning. Objectives:
|
|
Bio:
Douglas Fisher, Ph.D., is Professor and Chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and Greater Impact by Design, Building Equity, and Assessment-capable Learners. |
|
Co-Sponsors
|
|
