This workshop introduces instructional techniques and activities for implementing writing across the disciplines. It is appropriate for all grades K-12 and is based on The Writing Revolution, training educators to incorporate short and simple activities into pre-planned lessons for any content. The objective is to boost students’ writing abilities and knowledge of the similarities and differences of content writing. Think about a science report and an ELA literary essay—a hypothesis vs. thesis statement, results of an experiment vs. proving an argument, etc. Participants will leave with several content-specific activities and the know-how to incorporate them into the units they’re already teaching. Attendees are suggested to bring a lesson plan.
Blog Archives
Increase Student Engagement and Learning through Culturally Responsive Teaching & Leading Standards
Learn about ISBE-issued CRT leading standards through collaborative exercises. Create and share instructional practices and supplemented curriculum materials in a digital community. It is suggested to bring a device to access Google slides. Links and QR codes will be provided.
Transforming Teaching Through Self-Care
We all know that teachers cannot “pour from an empty cup.” This rhetoric of self-care is all too common. But amid the fast pace of the school system, what are we actually supposed to do to refill our cups? The obstacles to self-care are made worse because much of what the dominant culture calls “self-care” simply helps us cope within antiquated systems rather than truly promote sustained well-being. This cultural confusion around self-care keeps teachers stuck in cycles of exhaustion, overwork, and disconnect. The steeply increasing rate of teachers’ chronic stress and burnout makes clear that we must prioritize real self-care practices—boundaries, self-compassion, power, and processing feelings of guilt. Centering our humanity in this way creates the groundwork for life-giving teaching practices, classrooms, and communities.
Drawing on ten years of teaching English in Illinois public high schools and the work of Paulo Freire, bell hooks, and Pooja Lakshmin, Sarah Bland holds space for teachers to use reflective writing to create a real self-care plan that will support their well-being throughout the school year. Further, participants will be invited to practice short guided meditations to foster self-compassion. Engaging with reflective writing and guided meditation in this way is an act of self-care, community care, and love that naturally shifts how we engage with ourselves, our students, our curriculum, and our school communities.
Student Engagement in Scripted Curriculums vs. Student Choice Contexts
Some districts engage students with a severely limited classroom experience using scripted curriculums, while others engage students with curriculums that allow for broad student choice. Panelists will discuss their experience on this student engagement continuum. Where do their districts fall? What successes and challenges have they experienced? How have they worked around the challenges and capitalized on the successes?
Panelists
- John Barrett, Pleasant Plains Middle School
- John Hartzmark, MacArthur High School
- Cindi Koudelka, Fieldcrest Community School District, Aurora University
- Nicole Boudreau Smith, Adlai E. Stevenson High School
- Julie Hoffman, Springfield Public Schools & University of Illinois at Springfield
Sharing our Humanity: Healing from Trauma Through the Power of Story
Healing from trauma can be scary, messy, and complicated. Fortunately, the power of story can help. We have been passing stories on to each other for centuries. Stories of hope and resilience are the best ones to share with each other. This session will cover some of the basics regarding trauma, including a review of the physiological responses (fight, flight, freeze).
The session will include discussion about how the vicarious experiences of fictional characters help a reader know they are not alone, introduce new coping mechanisms, and provide a safe place to approach traumatic experiences. The presenter knows that all books are not created equal. Not only will she explain how some “bibliotherapy” books miss the mark, but she will introduce books that are much more effective.
Expect lively read-alouds and group discussions about how the books can be used to teach SEL goals in general or toward healing from trauma. You will receive a link to a comprehensive book list, but you might also start filling your bookstore cart during the presentation!
Exploring Diverse, Modern Voices in Book Clubs
As English teachers, we’re used to teaching texts in isolation. This presentation will demonstrate how the presenters have experimented with book clubs as a way to weave more varied voices into classrooms. This session will showcase an American Literature Book Club Unit, which provides a framework for students to helps our students see the larger America beyond their own experiences and those captured in canonical literature. Presenters’ sophomore teaching team reads recently published American fiction, searching for well-written literature from varied perspectives to expose students to characters facing complex issues. The novels include relatable teenage narrators whose experiences move students beyond their comfort zones. The unit revolves around student choice, beginning with book selection and extending through student-led book group discussions. In the course of the unit, student groups research related real-world issues like Native American land rights, groundwater contamination in low-income areas, and effects of immigration policies. For a final project, students create movie book trailers using Canva to advertise novels’ themes and motifs.
Presenters will also share novel titles, videos of book groups in action, and project examples.
Cultivating the Next Generation of Teachers
A session to empower and celebrate the vocation of professional educator. We will celebrate what we do, brainstorm ways to celebrate young teachers (in particular) and brainstorm ways to keep young teachers in the field of education.
Voices Silenced: Unpacking the Dilemma of Book Challenges in the Context of Culturally Responsive Pedagogies Through Content Analysis
This session will discuss the findings of a three-year dissertation study about the reasons for and rhetoric surrounding book challenges and bans. The presentation will discuss how this rhetoric interrupts culturally responsive teaching practices and silences marginalized voices. This session will also present effective ways of discussing these challenges with stakeholders.