Early Career Teaching Institute

We often think of using roles and routines in our classrooms as ways to guide group work. These systems can also serve as ways to foster relationships and deepen learning both for students and for staff. Come ready to share your practice and learn from others.

Learning Goals

• Learn and discuss ways in which roles and routines impact staff and student relationships.
• Collaborate and develop next steps in your teaching practice.

Resources we'll explore: 

https://curriculum.eleducation.org/sites/default/files/curriculumtools_classroomprotocols_053017.pdf

https://wmich.edu/sites/default/files/attachments/u1469/2019/Appendix-B-Discussion-Protocols.pdf

Being a public school educator in these modern times requires finding joy and delight in a busy environment in order to sustain the committment to a very important profession. Tuyet Cullen has been teaching for 20 years through many ups and downs. She finds immense joy in being a teacher along with stress and frustration.  Staying balanced with two very different experiences takes mindful practice.  At this workshop, Tuyet will share her journey from starting as a newbie in 2004 to incorporating her mindfulness practice into her pedagogy and classroom management.

Learning Goals

• Cultivate a mindfulness practice to stay present and focused as a public school educator.
• Cultivate a commitment to finding the joy in work with students.

As educators we cannot peer inside our students’ heads to see what they are thinking and learning. It turns out that students’ gestures -- their spontaneous hand and arm movements made while talking and thinking -- provide remarkably useful information. In this session I share what is known about the relation of students’ gestures to their thinking and learning, and show ways that teachers can improve their formative assessment and instructional practices by “hearing” students’ gestures.

In the workshop, "Collaborative Composition: Leveraging Multilingual Learners' Everyday Literacies in Student-Centered, Project-Based Learning," teachers will delve into transformative pedagogical strategies. Tailored for those navigating diverse language and literacy abilities in the digital age, this 90 minute-long session empowers teachers to meet unique student needs through innovative pedagogical approaches with a specific focus on leveraging digital literacies and technology.
Participants will explore the dynamic potential of collaborative, project-based learning, honing skills in crafting inclusive and engaging curriculum that integrates modern digital tools from cell phones to chromebooks. The focus is on student-centered, relevant, and responsive teaching strategies enhanced by technology. Through a mix of hands-on activities, collaborative discussions, and the examination of student artifacts, educators will gain practical insights into creating learning experiences that resonate with the rich tapestry of language and digital literacies in their classrooms.
Key topics include collaborative, project-based learning methodologies, integrating diverse literacies into curriculum design, and harnessing technology to foster inclusivity. Participants are encouraged to bring examples of their project-based learning ideas, fostering a collaborative space for shared experiences and refinement of teaching practices.
By the workshop's end, educators will emerge equipped with enhanced skills, a deeper understanding of diverse literacies, and practical strategies to leverage digital tools for creating culturally responsive, student-centered environments. This workshop promises to be a transformative experience for educators dedicated to meeting the varied needs of their multilingual student populations in the digital era.

Learning Goals

• Teacher will explore the potential of collaborative, project-based learning to harness the everyday literacies and experiences of multilingual learners.
• Teachers will develop skills in creating student-centered, culturally responsive curriculum.

A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. Project Zero researchers have developed a variety of thinking routines that are applicable across disciplines, topics, and age groups, and can be used at multiple points throughout a learning experience or unit of study. This workshop will introduce the concept of thinking routines, engage participants in the use of one particular routine: Parts, Perspectives and Me, and discuss ways to adapt a thinking routine for participants' classrooms.

Learning Goals
Participants will be able to:

• Identify key ideas defining thinking routines.
• Apply the Parts, Perspectives and Me thinking routines.
• Describe potential ways to adapt the thinking routine to implement in their own classroom.