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How good are opportunities for
learning and developing learners?
INTERACTIVE AND
ENGAGING TEACHING
STRATEGIES
BLOOM’S TAXONOMY: ALIGNING
OBJECTIVES, QUESTIONS,
AND ASSESSMENTS
Research shows that increased
In order to effectively engage students in all
student engagement increases
overall retention of the target subject
matter. This seminar introduces a variety of
levels, teachers should be crafting objectives,
questions, and assessments at each level
throughout the lessons and units that they
strategies for teachers to use as they move into
teach. This session will focus on the levels of
a facilitator role in the classroom while engaging
cognitive demand presented in the revised
students in the learning process. Participants
Bloom’s Taxonomy. Participants will analyze
will discuss guidelines for establishing and
objectives at each level, practice writing their
maintaining an “active” classroom, and they will
own, and craft questions with various levels of
leave with easy-to-implement activities and ideas
cognitive demands. Participants will examine
to use with their students.
assessments and ensure that they are assessing
the intended level of cognitive demand, and they
NEW! CONCEPT-BASED TEACHING
When teachers teach content in multiple
modalities and students apply knowledge to a
variety of contexts, conceptual understanding
and transfer are increased. Teaching to the
will leave with a better understanding of the
kinds of cognitive processes required of students
to engage in various learning experiences.
NEW! COOPERATIVE LEARNING AND
concept and providing flexibility and “play” in
TEAMWORK
the active manipulation of content aids memory-
Cooperative learning is more than a classroom
building and retention, along with ease-of-
strategy used to support academic achievement
access in a variety of different contexts outside
and social development; working cooperatively
the classroom. In this session, participants will
is a college- and career-readiness skill. In this
learn the foundations of conceptual learning
session, participants will identify tools and
and practice the process for concept-based
strategies to create high-functioning teams and
planning and instruction that will help students
facilitate and manage cooperative learning in
build schema to enhance learning and apply and
the classroom. They will explore the symbiotic
transfer knowledge and understandings.
relationship between learning environment
and teamwork and create a plan of action
for implementing cooperative learning and
teambuilding activities in the classroom.
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NEW! WEBB’S DEPTH OF KNOWLEDGE
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This session will help teachers transition
MARZANO’S HIGH-YIELD
INSTRUCTIONAL STRATEGIES
their thinking around classroom questioning
Research-based instructional strategies
from Bloom’s Taxonomy to Webb’s Depth
maximize a teachers’ ability to enhance student
of Knowledge. Teachers will understand the
achievement. Based on the strategies presented
reasoning behind Webb’s Depth of Knowledge
in Marzano’s book, Classroom Instruction that
and why it’s an essential part of rigorous,
Works, this session will provide clear descriptions
standards-based classroom instruction.
and concrete examples of how strategies look
Participants will explore the difference between
and sound in the classroom. Participants will
difficulty and complexity and how Webb’s can
gain implementation ideas for each strategy that
support teachers as they plan instruction around
will be immediately applicable for classroom
more complex text and tasks. Finally, participants
use. Better understanding and consistent
will have an opportunity to discuss teaching
implementation of these nine strategies will have
strategies they can incorporate into their
a positive impact on student achievement for all
classroom using Webb’s Depth of Knowledge.
students, in all subject areas, at all grade levels.
LEADING STUDENT-CENTERED
DISCUSSIONS
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NEW! CRAFTING LEARNING OBJECTIVES
Learning is most efficient when students know
This session focuses on a thought-provocative,
the objectives of a lesson or activity. When
active learning strategy that provides students
teachers set clear objectives, they give students
with text-based questions that require textual
a target for their learning. The process of
evidence to support their opinions and
setting objectives begins with knowing both
arguments. This strategy calls for students to use
the standards and the knowledge and skills
deep, reflective thinking through analysis of the
that teachers want to develop in their students.
text, synthesis of ideas, evaluation and validation
In this session, participants will reflect on their
of ideas, and inferential reasoning. Engaging
current practice and evaluate the effectiveness of
in these discussions will also help students
sample objectives from core content areas. They
to learn respectful behaviors and necessary
will practice writing measurable objectives and
communication and social skills. Participants of
learn how to communicate objectives to engage
this session will understand the fundamentals,
students in the learning process.
know the components, and learn the process of
implementing student-centered discussions, and
they will practice facilitating and participating
in a student-centered discussion and will
identify challenges and solutions for successful
implementation of the strategy.
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PROFESSIONAL DEVELOPMENT SESSIONS
MAXIMIZING INSTRUCTIONAL TIME
Academic Learning Time is evident when all
PLANNING: HOW TO PROMOTE
INQUIRY IN MATH
students are actively manipulating content in a
In this workshop, teachers discuss a process
variety of ways and modalities. In this session,
and template for planning a coherent unit of
participants will discuss the importance of
instruction. Attention is giving to a special set of
creating opportunities for students to discuss
math-specific strategies for unpacking standards
their thinking, practice new skills, and reflect
into knowledge and skill objectives that can
upon their learning. This seminar explores the
be used to organize and plan lessons in a unit.
notion of “time on task” and the kinds of active
Participants will also learn how to write and use
learning strategies teachers can incorporate to
essential questions and lesson questions that
ensure that classroom time is used productively.
promote inquiry into mathematics and make
math learning more coherent. As time allows,
PLANNING: PUTTING THE
QUESTION FIRST
Rigorous standards signify the need to change
practice in the areas of content, instruction, and
assessment. Intentional, standards-based planning
will be an essential foundation for these changes.
Participants will explore how student engagement
and teaching for transfer can be more effective
when teachers put the question first. Participants
in this session will learn the principles of
backwards design and how to align standards and
participants will try these strategies with an
upcoming unit of study.
Reading
CLOSE READING
Using close reading techniques builds knowledge
and is essential for complex comprehension. In
this seminar, participants will practice applying
a process for engaging students in the close
reading of complex texts. Participants will
assessments to daily lesson planning.
understand the importance of setting a clear
PLANNING: BUILDING KNOWLEDGE
WITH CLOSE READING
they will also learn methods for having students
purpose and recognizing text structure, and
reread the text and annotate it to examine
vocabulary, structure, language, and meaning.
Using reading to build knowledge in the
disciplines is essential for complex comprehension.
Teachers must ensure that students are closely
reading more complex texts, provide time and
experience with those texts, and engage students
in rich conversations about what they read.
Participants in this session will learn strategies
for using text to build knowledge as opposed to
building knowledge prior to reading, and they
will develop an understanding of how to scaffold
instruction so all students will experience success
with increasingly complex texts.
EXPLORING TEXT COMPLEXITY
There are a variety of resources that can be used
to enhance rigorous and relevant instruction
and learning, if one just knows where to look.
In this session, participants will use text samples
and complexity rubrics to explore various texts
based on language, structure, purpose, and
meaning. Participants will use a text analysis
protocol to learn to choose appropriate texts
for instruction including: journal and magazine
articles, historically situated primary documents,
full-length books, newspapers articles, book
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knowledge and ability to think in complex ways.
In this session, participants will analyze the
purposes for questioning and the connection
to the close reading process. Participants will
practice writing high-level, text-based questions
and collaborate to analyze, edit, and improve
each other’s questions. There will also be time
to reflect on how the level and text dependency
of the questions being asked can be increased
Writing
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Adding text dependent questions builds student
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WRITING FROM SOURCES
Student writing should include a balance
between literary and informational writing
assignments for students. Teachers need to
build opportunities for students to analyze and
understand the structure and purpose of both
literary and informational writing. This session will
build participants’ capacity to use mentor texts to
teach text features and structures and apply them
to writing, provide opportunities for students
within their classrooms.
to synthesize and analyze ideas and concepts
DEVELOPING ACADEMIC
VOCABULARY
structure assignments that require students to
Complex literary and informational text often
and student work to help students learn how to
contains specialized vocabulary. In this session,
self-evaluate.
across many texts in order to draw a conclusion,
write from multiple sources about a single topic,
and model expectations for writing using rubrics
participants will practice intentionally selecting
vocabulary to explicitly teach and develop students’
ability to use and access words that appear in
everyday text—especially those that may be slightly
out of reach. Participants will categorize vocabulary
into tiers and will discuss strategies to teach the
essential vocabulary that has been selected through
associations rather than in isolation.
TEACHING STRATEGIES: OPINION
WRITING (K-5)
Writing and speaking to topics or texts and
supporting a point of view with relevant and
sufficient evidence is one of the critical skills
required for college- and career-readiness, and
teachers are expected to introduce and build
CONNECTING READING TO
WRITING
upon these skills beginning in the elementary
Making the connection between reading
for opinion writing based upon evidence from
and writing is an important way for students
the text. They will explore the connection
to communicate complex understanding.
between close reading and writing from sources,
Participants will examine sample lessons from
Catapult Learning’s close reading program, Read
to Write, to learn a process for developing textbased questions, leading rigorous text-based
grades. In this workshop, participants will
develop an understanding of the expectations
understand the components of Reading to Write
lessons, and learn specific strategies for teaching
opinion writing.
discussions, and structuring writing assignments
in which students state opinions and defend
claims by gathering and evaluating information
and presenting it in a structure and format that
addresses task, purpose, and audience.
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PROFESSIONAL DEVELOPMENT SESSIONS
TEACHING STRATEGIES:
ARGUMENTATIVE WRITING (6-12)
WRITING ACROSS THE HIGH SCHOOL
CURRICULUM
Rigorous writing expectations include writing
Although there is general agreement that high
for argumentation and writing sustained
school students need to be developing their
research projects that require clear reasoning
writing skills in all their classes, many high school
and sufficient evidence. Participants will learn a
teachers have limited training in the teaching of
process for moving beyond standard book and
writing and find it challenging to integrate writing
lab reports to writing in which students defend
into their already packed class time. This seminar
claims by gathering and evaluating information
provides an overview of the writing process,
and presenting it in a structure and format that
provides some techniques for incorporating
addresses task, purpose, and audience.
writing tasks into every discipline, and equips
teachers with a framework for assessing writing.
SUPPORTING EMERGENT WRITERS
(K-3) PARTS I AND II
Time to write each day, for multiple purposes,
is essential to student success in writing—even
at the earliest stages. This seminar focuses on
the developmental stages of early writers and
the importance of writing for K-3 students.
Participants will explore the process of early
writing and strategies, tools, and techniques to
Math
NEW! LITERACY IN MATH
Literacy strategies can help students develop a
deep conceptual understanding of mathematics.
During this session, participants will identify
evidence of literacy demands in math standards
and explore strategies for supporting student
use in the classroom to support emergent writers.
literacy achievement in math. Participants
SUPPORTING DEVELOPING WRITERS
(4-8) PARTS I AND II
strategies, many of which are fun and practical.
This seminar focuses on the characteristics of
and variety. Participants will collaboratively learn
writers in grades 4 through 8 who are building
techniques for applying reading and thinking
the craft of writing, while also being expected to
strategies to problem solving, review the process
use writing across the curriculum to demonstrate
of mathematics problem solving, and learn
their thinking and their growing knowledge
strategies to support problem solving.
will explore a range of vocabulary instruction
Emphasis will be placed on three major variables
in vocabulary development: exposure, context,
base. Strategies, tools, and techniques for
creating a writing-friendly environment and for
embedding writing instruction throughout the
curriculum will be explored and practiced.
P ROBLEMATIC MATH PROBLEMS
Explore the need for students to engage with
more rigorous, abstract, unpredictable problems
as part of math instruction that meets collegeand career-readiness expectations. In this session,
participants will examine the limitations of most
textbook math problems and learn strategies
for altering materials in ways that increase both
rigor and engagement.
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ideas” and aims to provide a solid foundation of
conceptual understanding so students can make
their own connections to real-world problems.
In this seminar, participants will explore
best practices in math instruction and will
experiment with a variety of tools, techniques,
and approaches for teaching math. Discussion
will center on creating tasks with a high level
of cognitive demands and how to scaffold that
instruction so all students experience success.
THE PROCESS OF PROBLEM SOLVING
Problem solving is an important skill students
need to master for success in education as
well as life in the "real world." In this session,
participants will solve a grade-level appropriate
word problem and debrief their solutions. This
will serve as a springboard for analyzing the
universal steps of problem solving as a process.
Participants will explore strategies for teaching
students that process (including language and
classroom tools such as a problem-solving
poster). They will also explore the role of
the 8 Mathematical Practices and multiple
representation (verbal, symbolic, numeric, and
graphic) in the problem-solving process. As
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math practices with a focus on how each
one informs and affects the way math is taught,
learned, and used. Participants will discuss how
these standards can be implemented throughout
the year in support of all content standards. An
exemplar lesson will provide the foundation for
in-depth analysis of the mathematical practice
standards and the relationship to the overall
instructional shifts of mathematics.
Disciplinary Literacy
DISCIPLINARY LITERACY IN THE
SCIENCE CLASSROOM (6-12)
To ensure student success in the 21st century,
teachers of all disciplines—even science—must
become skilled at teaching literacy. In this
session, participants will gain an understanding
of the application of reading and literacy
strategies to a variety of fiction and non-fiction
texts through the unique perspective of a
scientist. Participants will focus on analyzing the
author’s purpose, integrating and evaluating
multiple sources of information, and evaluating
scientific processes, data, and conclusions.
DISCIPLINARY LITERACY IN THE
SOCIAL STUDIES CLASSROOM (6-12)
time allows, participants will also analyze how
To ensure student success in the 21st century,
that process plays out in three diverse problem
teachers of all disciplines—even social studies—
solving cases: (a) routine problem solving; (b)
must become skilled at teaching literacy. In this
so-called "rich" or "authentic" problems; (c)
session, participants will gain an understanding
end-of-year testing.
of the application of reading and literacy
I MPLEMENTING EFFECTIVE
MATH PRACTICES
texts through the unique perspective of an
Rigorous standards in math have an
from speculation, and understanding how
increased focus on the essential practices of
cultural or political context can affect an author’s
mathematically proficient students. In this
voice and point of view.
strategies to a variety of fiction and non-fiction
historian. Participants will focus on issues of
causation and corroboration, separating fact
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PROFESSIONAL DEVELOPMENT SESSIONS
STEM & Technology
NEW! FOSTERING CRITICAL THINKING WITH
INCORPORATING STEM—PART I AND
PART II
INQUIRY-BASED LABS
This seminar is designed for schools that have
Inquiry-based learning starts by posing questions,
are moving forward with their STEM initiatives.
problems, or scenarios—rather than simply
Teachers will learn how to incorporate project-
presenting established facts or portraying a
based learning strategies and technology
smooth path to knowledge. In this session, high
into instruction by employing strategies to
school teachers will learn to design inquiry-based
create, test, and refine ideas and hypotheses.
laboratory experiences that move students beyond
Participants will explore how to leverage
the basic steps of the scientific method to real-
technology in the instruction and practical
world questions and problem solving. Participants
application of literacy, math, and science lessons
will also learn how to plan for and incorporate
and challenge students to apply scientific
inquiry-based techniques within traditional lab
principles to real-world problems.
begun to implement inquiry-based learning and
settings that will build critical thinking in students
and engage them in authentic learning experiences.
INTRODUCTION TO STEM: INQUIRY
BASED LEARNING—PART I AND
PART II
INTEGRATING TECHNOLOGY INTO A
21ST CENTURY CLASSROOM
As we aim to prepare our students for college
and career, we must ensure that teachers feel as
comfortable with the technology as their students.
21st Century careers demand students develop
This seminar explores various internet-based tools
STEM habits of mind. In this session, teachers will
and techniques that can be used for instruction and
explore ways to use inquiry-based methods to
assessment, as well as active student engagement
engage students in investigating the world around
both inside and outside the classroom. Participants
them. Participants will learn how to develop
will better understand the digital natives in their
strategies for STEM activities linked to course
classrooms and learn strategies for leading an
curriculum, and they will understand how to
integrated classroom. Participants will explore
facilitate inquiry-based learning as part of regular
resources and plan for implementing new strategies
instruction and engage students in experiential
into upcoming lessons.
and discovery-based learning.
HOW TO ENGAGE STUDENTS WITH
INQUIRY-BASED INSTRUCTION
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BUILDING COLLEGE AND CAREER
READINESS WITH TECHNOLOGY
Expectations for 21st century career- and
Increasing student engagement and developing
college-readiness include a focus on technology
critical thinking are central to preparing students
integration for communication and productivity.
for college and career. In this session, participants
This session provides an overview of the ways in
will explore the characteristics of project and
which technology is important for communication
problem-based learning, integrated curriculum,
and productivity and examples of how participants
backward planning, and the use of essential
can apply technology tools to help students
questions and how each of these supports
achieve the complex thinking, learning, and
students learning through inquiry.
communicating required.
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(IWB) technology enhance student achievement,
THE MULTI-AGE CLASSROOM:
PLANNING FOR LEARNING
deepen comprehension, and actively engage
Planning for instruction in a multi-age setting
students in the learning process? Participants in
takes special consideration for curriculum
this session will learn tools and techniques for
planning. Participants in this session will
using the IWB as more than just a presentation
explore tools for structured planning to address
tool. Participants will reflect on their capacity
the needs of all students within a multi-age
to e-teach and share best practices for teaching
classroom. Focusing on a competency-based
with the IWB, and they will learn principles
approach, participants will learn strategies
for using interactive whiteboards to effectively
for determining student readiness, assessing
incorporate high-yield strategies into instruction
learning style, and uncovering student interest
and develop activities that integrate the use of
levels. Participants will learn how to use data and
the interactive whiteboard.
information from a variety of pre-assessments to
How can the use of interactive whiteboard
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plan for flexible skill groups addressing a variety
IPADS FOR CREATIVITY
of needs within a multi-age classroom.
In this seminar, participants will learn how to
innovation. The topics covered embody the
THE MULTI-AGE CLASSROOM:
INSTRUCTIONAL STRATEGIES
principals of Universal Design for Learning,
The multi-age setting can present unique
differentiated instruction, and support college-
challenges for instruction and classroom
and career-readiness standards. Participants
management. Participants in this session will
of this seminar will explore multi-sensory note
gain instructional strategies for monitoring
taking, movie making, use of audio, digital
and adjusting instruction according to the
storytelling, writing and vocabulary using the
demonstrated competencies and needs of the
iPad to enhance student learning. Teachers will
multi-age students within their schools and
gain strategies to increase critical thinking with
classrooms. Participants will be introduced
this engaging, dynamic new entrant in the world
to methods for supporting differentiation in
of educational technology.
a mixed-ability classroom, including ways to
use the iPad for collaboration, creativity, and
differentiate content, process, and product.
Apps utilized in this session include, but are not
Participants will focus on strategies that
limited to Inspiration Maps, Garage Band, Puffin
encourage and empower students to become
Browser, Comic Life, Drawing Pad, iMovie, iStop
independent learners within multi-age
Motion, Notability, and Whiteboard HD.
classrooms. Participants will collaborate on plans
for implementing new strategies within their
multi-age classrooms.
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PROFESSIONAL
DEVELOPMENT SERIES
Accelerating Readers K-12
Student reading achievement is dependent on knowledgeable, skilled teachers and principals.
Catapult Learning’s research-based series for reading provides teachers with effective, easily
implemented instructional strategies to increase comprehension of complex text across all grade levels
and content areas. Our capacity-building seminars are designed to develop new teaching skills and
apply new learning techniques in the classroom.
All participants will engage in the following study for comprehension and
vocabulary over the course of two full days or four half-day sessions:
1. Clarify
their definition of comprehension and identify instructional practices essential for
increasing student comprehension.
2. Identify
the six basic signal words and explain their use in facilitating comprehension.
3. Apply
the steps for summarizing in an explicitly modeled lesson.
4. Analyze
and apply the critical attributes for planning and teaching an effective comprehension
lesson including questioning, clarifying, visualizing, predicting, and inferring
5. Identify
specific Fix-Up strategies that can be employed by students when comprehension ceases.
6. Discover
that word consciousness is a motivational and affective component of a word-rich
classroom.
7. Discuss
factors to utilize when selecting words for building meaning.
8. Select
Tier Two words and create effective instructional strategies.
9. Analyze
components of Tier Three vocabulary instruction and create effective instructional
strategies.
10. Determine
relationships among vocabulary, comprehension and context.
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Teachers will examine grade-level content in either two full day or four half
day sessions as follows:
K-5th Grade Teachers: Phonics and Word Study
1. Examine spelling inventories in order to identify a student’s stage of word knowledge or instructional level.
2. Analyze
the stages of word study development.
3. Discuss
strategies and increase knowledge of the characteristics for the Alphabetic, Pattern, and
Meaning Layers of orthography.
4. Analyze
students’ Spelling Inventory results and place students at their correct level for instruction.
5. Identify
advanced decoding strategies for determining pronunciation and meaning of unknown words.
6. Enhance
their knowledge for teaching the six-syllable patterns and how to use these patterns in
decoding multisyllabic words.
7. Learn
techniques for word study using prefixes, suffixes, word roots and base words.
8. Match
assessment results with instruction by selecting appropriate activities in resources.
9. Examine
the purpose of Walls That Teach and experience Word Wall activities that support and
increase students’ word knowledge.
10. Experience
the lesson progression for teaching phonics/word study and make connections to the
gradual release of responsibility that is such an important component of the Anatomy of a Lesson.
6th -12th Grade Teachers: Strategies for Complex Text
1. Identify
the purpose of close reading and analyze its essential components.
2. Discuss
the use of text-dependent questions as a vehicle to increase evidence-based student discussions
3. Evaluate
text complexity based on qualitative and quantitative measures as well as reader and task.
4. Discuss
the necessity of engaging with primary sources in the middle and high school classroom
5. Practice
a method of annotating text as a means to increase comprehension
6. Compare
and contrast rigor with difficulty, and discuss implications for planning learning experiences
and assessments for students
7. Review
Bloom’s Taxonomy and questioning techniques that lead to critical thinking and long-term
retention of content
8. Identify
strategies to support diverse learners as they engage with complex text
9. Review and analyze how to use the Close Reading for Complex Text: Lesson Plan Template Instructions.
10. Plan a close reading lesson as a means of teaching complex text
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PROFESSIONAL DEVELOPMENT SERIES
Teaching for Deep Understanding in Math K-8
Catapult Learning’s math series is designed for elementary school teachers of math, as well as
content-specific math teachers at the middle school level. This series will focus on the process of
problem-solving and present grade-level appropriate approaches to problem-solving while also
building a consistent approach that will grow with student thinking over time.
All participants will engage in the following over the course of one full day or
two half days.
1. Review the core fluencies and major content clusters identified as essential for each grade band.
2. Explore the instructional shifts of fluency, coherence and focus in math and how those shifts
can lead to more rigorous instruction and deeper conceptual understanding of math.
3. Discuss the role of Mathematical Practices in deepening students’ understanding of
mathematical concepts
4. Examine multiple representations (verbal, symbolic, numeric, and graphic) in the problem
solving process.
5. Analyze how multiple representations play out in three diverse problem solving cases: (a) routine
problem solving; (b) so-called “rich” or “authentic” problems and (c) end-of-year tests.
6. Discuss the importance of teaching for transfer, with strategies to support students as they
move to mastery of concepts.
Teachers will examine grade-level content in either one full day or two half
day sessions as follows:
I. G rades K-1 PD Focus: Counting and Cardinality—Building Blocks of Addition
and Subtraction
Participants will build conceptual understanding of the following topics:
• Counting and Cardinality
• Addition and Subtraction
• Number Relations for Fluency
Difficulty with foundational computation skills will prevent students from achieving higher levels
of mathematical understanding. In this session, teachers will learn creative ways to help students
experiment with counting and cardinality and build number sense. Teachers will learn how to
ensure students a solid foundation and understanding of addition and subtraction. Teachers will
learn to use manipulatives and games that encourage fluency and enable students to move towards
deeper understanding.
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II. G rades 2-3 PD Focus: Addition and Subtraction
Participants will build conceptual understanding of the following topics:
• Addition and Subtraction
• Number Relations for Fluency
• Categorizing Data
Difficulty with foundational computation skills will prevent students from achieving higher levels of
mathematical understanding. In this session, teachers will learn creative ways to help students add
and subtract one- or multi-digit numbers with or without regrouping successfully. Teachers will learn
to use manipulatives and games that encourage fluency and enable students to move towards deeper
understanding and preparation for fractions.
III. G rades 4-5 PD Focus: Comparing, Adding and Subtracting Fractions
Participants will build conceptual understanding of the following topics:
• Multiplication and Division
• Equivalent Fractions
Teachers will learn ways to build conceptual understanding for students around the relationship
between multiplication and division. This key understanding, combined with prior conceptual
knowledge of addition and subtraction, will be used to transfer students into the critical
understanding of fractions. Participants will examine how equivalent fraction skills progress from one
level to the next, including equivalence, composing and decomposing and adding and subtracting
with unlike denominators. Teachers will learn methods for applying solid content knowledge to
teaching and addressing misconceptions leading to deeper understanding for students.
IV. G
rades 5/6-8 PD Focus: Solving Equations
Participants will build conceptual understanding of the following topics:
• Equations
• Ratios
This session will help teachers build capacity to ensure students have a strong foundation in
representing quantities by variables, the ability to construct simple equations or inequalities, and
understand what solving an equation means. Teachers will challenge their own understanding and will
learn how to support students as they construct and solve equations and inequalities. Teachers will
explore the mathematical progressions of equivalent ratio and unit rate skills and will prepare students
to build upon their knowledge of fractions and unit rates to analyze proportional relationships, which
will help them in future work with expressions and equations.
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PROFESSIONAL DEVELOPMENT SERIES
Writing in the Content Area for Middle and High School Teachers
NEW!
This professional development series has been created specifically for middle and high school science
and social studies teachers as they continue to incorporate informative and argumentative writing
based on evidence into their curriculum. Throughout the course of the series, the facilitator will model
each step in the process and allow time for participants to both practice and plan for transfer to their
own classrooms. Teachers will have the opportunity to reflect on and discuss current practices and
plan for instruction using their own materials and resources. The emphasis of this series is on how to
support students as they write from evidence based on a close reading of primary source documents.
Participants will engage in the following:
1. Study the standards and instructional shifts to understand the expectations for close reading and
writing based on evidence in the content areas.
2. Annotate an exemplar lesson plan and watch a video clip of instruction for evidence of the
6 instructional Shifts.
3. Engage in a close reading of a primary source document for their content area.
4. Explore a resource for primary documents and discuss how these materials connect to upcoming
units of study.
5. Investigate the elements of text complexity and how to evaluate text to determine the appropriate
level of rigor.
6. Discuss the role that teacher modeling, think-alouds and text-based student discussion play in the
writing process.
7. Use a process for annotating text and plan for using annotations in the classroom.
8. Write a summary and précis, including how to properly cite source material.
9. Compare and contrast persuasive versus argumentative writing.
10. Learn the three basic components for designing an effective writing prompt.
11. Examine a writing rubric and discuss implication on current assessment practices.
12. Plan for the process of a multi-day argumentative writing piece.
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A Professional Review of Assessment Practices
This workshop series has been artfully crafted for teachers of all grades, subjects, and experience.
The facilitator will guide teachers in a survey of their own assessment practices and give them
opportunity to plan for growth. As a means of demonstrating best practices, the facilitator will
engage teachers using a wide range of assessment strategies, ranging from reflective writing, to
diagramming, to games, adding in a fun layer of “meta-assessment.”
Participants will engage in the following:
1. Define the term assessment and take a personal inventory of current means of collecting
evidence of learning.
2. Distinguish formative assessment vs. summative assessment, examine the gray areas in
between, and determine an appropriate ratio between the two.
3. Examine the problems with using averages and letter marks in grading depth of knowledge and
explore proficiency marks as a more effective alternative.
4. Examine, via many examples, the next generation of standards-based testing, its greater
emphasis on critical thinking skills, and the widening array of assessment formats, including
computer-based assessment tools.
5. Use Webb’s Depth of Knowledge scale to evaluate the complexity of tasks, with special
attention given to tasks that are less complex than they seem.
6. Identify and apply criteria for evaluating the quality of assessments to grade-level and subjectspecific sample tasks.
7. Interpret the evidence of learning provided by assessments by careful analysis of (mock) student
work for different grade levels and subject areas.
8. Engage in dialogue about the nature of effective feedback.
9. Survey a four-page sample of (primarily formative) assessment strategies that will give teachers
a huge range of approaches for collecting evidence of learning.
10. Analyze Common Issues with Tests using a (simulated) test about assessment rigged to
demonstrate these issues.
11. Play a game in which they analyze assessment format vs. type of learning, with the goal of
making strong choices in the future.
12. Reconsider the nature and importance of self-assessment, often underused despite research
showing it to be a highly flexible, effective assessment format.
13. Analyze and design performance tasks, often underused despite research showing it to be a
highly flexible, effective assessment format.
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INSTRUCTIONAL STRATEGIES
SEMINAR SERIES
Grades K-2
ELA
LETTER SOUND CORRESPONDENCE
FACTS AND DETAILS
Students who successfully decode words are
Successful readers continually monitor their
knowledge of letter sound correspondence.
understanding of key facts and details throughout
a text. Whether during independent, group, or
read-aloud interactions with text, students need
strategies for identifying and recording key facts
and details. During this session, teachers will learn
ways to help students identify facts and details
during fiction and non-fiction reading by using
graphic organizers and charts to identify and
record key facts and details.
MAIN IDEA
able to apply multiple strategies including their
In this session, teachers will learn strategies
including games and letter books that will
help students to match each letter to its
corresponding sound.
Math
WHO HAS MORE?
Solid number sense includes the ability to
order and compare quantities. Students need
to be able to sequence numbers and have an
What is the main idea? Students who cannot
understanding of the quantities those numbers
answer that question will have trouble getting
represent. In this session, teachers will learn
beyond basic understanding to deeper levels of
strategies and games including the game “Who
meaning. During this session, teachers will learn
has more?” to help students order and compare
to use picture walks and annotation strategies to
numbers 1 through 99. Teachers will also learn
provided a scaffolded approach so that students
how to use manipulatives, objects and drawings
can identify and articulate the main idea of both
to help students recognize whether the number
fiction and non-fiction texts.
of objects in one group is “less than, greater
than, or equal to” another group.
SIGHT WORD RECOGNITION
Successfully recognizing and reading sight
words and high frequency words is essential to
beginning readers. In this session, teachers will
learn strategies for helping students to recognize
sight vocabulary accurately and fluently. Teachers
will discuss effective ways to use Word Walls and
create print-rich environments so that students
will be exposed to new words and increase sight
vocabulary.
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ADDITION AND SUBTRACTION
Difficulty with foundational computation skills
will prevent students from achieving higher levels
of mathematical understanding. In this session,
teachers will learn creative ways to help students
add and subtract one- or multi-digit numbers
with or without regrouping successfully. Teachers
will learn to use manipulatives and games that
encourage fluency and enable students to move
towards deeper understanding.
THE PROPERTIES OF SHAPES
The properties of geometric shapes are essential
to understanding their place in the world around
us. Students need to understand the properties
that define shapes, solids, and special figures.
In this session, teachers will learn strategies
for helping students use shapes and puzzles
to recognize and identify geometric shapes
and solids. Teachers will practice strategies
and games for actively engaging students in
understanding and sorting shapes.
PLACE VALUE
Understanding the place value within multi-digit
numbers is essential to the understanding of
computation with multi-digit numbers. In this
session, teachers will learn methods for helping
students understand place value and identify
the value of each digit in numerals 1 through
99. Strategies, including the use of place value
counting cards, place value mats, and games
will be introduced to provide opportunities for
students to identify and quantify the place value
ESL
VOWEL PATTERNS
The “silent e” spelling pattern can be
challenging for English Language Learners. In
this session, teachers will learn strategies to
assist ELLs to read words with long vowel sounds
that contain the “silent e” spelling pattern.
Teachers will learn to integrate word banks,
games, and other multisensory materials, as well
as decodable text to provide direct instruction in
the “silent e” rule and “silent e” words.
NUMBER PATTERNS
Patterns are the language of mathematics.
English Language Learners can use the patterns
of math to communicate understanding. In this
session, teachers will learn daily math activities
that will help students identify, analyze, and
complete number and shape patterns. Teachers
will practice strategies including using daily math
problems, Sudoku games, and partner games to
demonstrate number and shape patterns.
of digits.
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INSTRUCTIONAL STRATEGIES SEMINAR SERIES
Grades 3-5
ELA
WHERE DOES IT FIT?
ANALYZING AUTHOR’S PURPOSE
Understanding how words work together is
Recognizing author’s purpose can be crucial
and literacy. Students need to internalize the
to understanding the meaning behind text.
Student’s often have difficulty focusing on
the key words of the text that enable them to
determine the author’s purpose. In this session,
teachers will practice using an anchor chart to
outline the author’s purpose and key vocabulary
related to author’s purpose. Teachers will learn
an important part of building comprehension
ways in which words, topics, and ideas can
be grouped together to form meaning. In this
session, teachers will learn to use flash cards and
organizers to assist students as they sort words
and information from within fiction and nonfiction texts.
structured activities for having students compose
Math
their own essays intended to inform, entertain,
or persuade their audience.
QUESTIONS TO GUIDE INFERENCE
TAKE A GUESS
Making thoughtful predictions about data
and numbers can help students to understand
Getting beyond basic comprehension requires
reasonable outcomes. In this session, teachers
the ability to draw inferences from the text.
will explore methods for students to use
Students who read at a literal level often
including collecting data and using spinners
struggle with uncovering deeper levels of
to practice determining reasonable outcomes.
meaning. In this session, teachers will learn
Through these activities, students will learn how
a series of guiding questions that will help
probability can be used to formulate predictions.
students to combine clues from the text with
prior knowledge in order to make inferences and
uncover meaning.
COMPARE AND CONTRAST
Difficulty with foundational computation skills
will prevent students from achieving higher
levels of mathematical understanding. In this
There are always two sides to a story. In
session, teachers will learn creative ways to help
this session, teachers will learn strategies
students add and subtract one- or multi-digit
for integrating fiction and non-fiction texts
numbers with or without regrouping, up to four
that allow students to compare and contrast
digits successfully. Teachers will learn to use
differing accounts of the same story or event.
manipulatives and games that encourage fluency
Teachers will practice using specific organizers to
and enable students to move towards deeper
structure student comparisons of story elements
understanding.
(narrative) and factual information (expository)
using two different versions of the same story.
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ADDITION AND SUBTRACTION
THE PROPERTIES OF SHAPES
The properties of geometric shapes are essential
to understanding their place in the world around
us. Students need to understand the properties
that define shapes, solids, and special figures.
In this session, teachers will learn strategies for
helping students maintain a classification booklet
that identifies, describes, and classifies geometric
shapes. Teachers will practice strategies
and games for actively engaging students
in understanding, analyzing, and classifying
geometric shapes.
ESL
WHAT’S THE MAIN IDEA?
Students who are English Language Learners
need to employ specific skills to comprehend
what they are reading and determine the main
idea of the text. In this session, teachers will
learn to use the Guided Practice technique, with
a Main Idea Graphic Organizer, to help students
comprehend what each paragraph or text
selection describes and identify the main ideas.
FACT OR OPINION?
SOLVING COMPLEX PROBLEMS
One of the key nuances that English Language
Given real-world problems, students need to
Learners struggle with is distinguishing between
increase their ability to choose and apply the
appropriate math concepts and calculations
to solve the problem. In this session, teachers
will learn strategies to help students use
manipulatives, base ten blocks, or fraction
tiles to represent the numerals in a given
facts and opinions presented in informational
text. In this session, teachers will learn to use a
Fact/Opinion Exemplar Chart to help students
learn the definitions and associated exemplars
and use them to judge between fact and opinion
in texts.
word problem and model any combination of
operations required to solve the problem.
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INSTRUCTIONAL STRATEGIES SEMINAR SERIES
Grades 6-8
ELA
CLUES TO CONTENT VOCABULARY
ANALYZING AUTHOR’S PURPOSE
Content-specific text often contains
Recognizing author’s purpose can be crucial to
be able to determine the meaning of those
understanding the meaning behind text. Student’s
often have difficulty focusing on the key words
of the text that enable them to determine the
author’s purpose. In this session, teachers will
practice strategies for identifying the topic
and intended audience within a variety of text
including poetry, narratives, and newspapers, and
helping students to identify words or phrases that
determine the author’s purpose.
QUESTIONS TO GUIDE INFERENCE
specialized vocabulary. Students need to
specialized words in order to gain content
knowledge. In this session, teachers will learn
specific strategies, including the Vocabulary
Improvement Strategy, which provide students
with tools to learn and retain content vocabulary.
Math
PUTTING THE PIECES TOGETHER
Computation with fractions can present a real
challenge for students and make a significant
Getting beyond basic comprehension requires
difference in their ability to progress into
the ability to draw inferences from the text.
higher levels of math. In this session, teachers
Students who read at a literal level often
will learn how to help students add, subtract,
struggle with uncovering deeper levels of
multiply, and divide fractions with like and
meaning. In this session, teachers will learn
unlike denominators. Teachers will learn specific
a series of guiding questions that will help
strategies, including modeling with fraction tiles,
students to combine clues from the text with
so that students will gain deep understanding of
prior knowledge in order to make inferences and
computing with fractions.
uncover meaning.
UNLOCK MEANING THROUGH
ROOT WORDS
Given real-world problems, students need to
increase their ability to choose and apply the
Decoding complex words is essential to the
appropriate math concepts and calculations
increasingly complex demands of informational
to solve a problem. In this session, teachers
text in the middle grades. Students need to
will learn the strategies to help students use
be proficient with using root words to read
manipulatives, base ten blocks, or fraction
unfamiliar words in and out of context. In this
tiles to represent the numerals in a given
session, teachers will learn strategies to increase
word problem and model any combination of
students’ abilities to use known root words,
operations required to solve the problem.
including Greek and Latin root words, as clues
to the meaning of unknown words. Teachers
will practice using a word web to help students
break apart words by identifying root words.
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SOLVING COMPLEX PROBLEMS
ESL
WHAT’S THE MAIN IDEA?
Students who are English Language Learners need
to employ specific skills to comprehend what
they are reading and determine the main idea of
the text. In this session, teachers will learn to use
the Guided Practice technique with a Main Idea
Graphic Organizer to help students comprehend
what each paragraph or text selection describes
and to identify the main ideas.
FACT OR OPINION?
One of the key nuances that English Language
Learners struggle with is distinguishing between
facts and opinions presented in informational
text. In this session, teachers will learn to use a
Fact/Opinion Exemplar Chart to help students
learn the definitions and associated exemplars
and use them to judge between fact and opinion
in texts.
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