Learn how to fine-tune your classroom practice with these sessions at the annual Staff Development for Educators (SDE) National Conference in Las Vegas. Here are three Stenhouse authors whose books are about improving various aspects of classroom practice, and what they will be presenting on this year at this exciting and informative multi-day event!
Matthew R. Kay, author of Not Light, But Fire: How to Have Meaningful Race Conversations in the Classroom
- Establishing Your Purpose: Preparing Classrooms for Conversations About Race (Grades 7–12) In Not Light, But Fire sessions, we will discuss how to prepare a classroom environment that is ready for meaningful conversations about race. Kay models conversational structures, and leads a discussion where teachers share, then hone, their conversational practice. Finally, each teacher will design dialogic curriculum about race that they can take back to their classrooms.
- Demystifying the "Safe Space": Creating Supportive Classrooms & Relationships (Grades 7–12) This professional development removes the considerable myth making around creating the safe spaces that our students need to have rich and meaningful conversations. In it, Kay shares concrete strategies that have worked for him, and then pushes forward to ways to create supportive and rich classroom relationships.
- Differentiated Grading: Fair Isn't Always Equal (Grades K–12) When it comes to grading, how can you be sensitive to students’ readiness levels, interests, and learning challenges while holding them accountable for the same standards? What's fair and leads to real student learning? In this full-day workshop, Rick takes a candid look at what grades really mean, and how to handle students’ failures. Gain new insight into averaging, zeroes on the 100-point scale, homework, late work, feedback, re-done work, setting up the gradebook, 100 vs 4.0 scale, extra credit, group projects, grading exceptional students, formative vs summative assessments in grading (or not), and much more.
- Redos & Retakes: Are They Okay? (Grades K–12) Join Rick to explore the research, ethics, and logistics of redos and retakes. You’ll learn how to build proficiency with repeated and meaningful engagement with content. And, you’ll leave knowing how to give your students opportunities to redo assignments and assessments in order to boost achievement beyond what could be expected from a “no redos allowed” policy.
- Motivating Staff & Colleagues to Differentiate (Grades K–12) Think of the differentiation your school could pursue if only your staff was motivated! Unfortunately, new initiatives can be dead on arrival if teachers are cynical, fearful, overworked, or suffering from low morale. This session provides 40 practical and proven strategies that help teachers and their leaders embrace new initiatives, even if they are hesitant or, "kicking and screaming," as they go in to it.
- Maximizing Student Learning with Anchor Activities & Tiering (Grades 3–8) Some students are ready only for the first steps of a topic while others require advanced assignments and assessments. So how do you tier your tasks to maximize student learning? Join Rick for a practical look at ways of increasing (and decreasing) the complexity of tasks while still holding all students to the same standards. Whether you're just getting your feet wet with tiering or you're already swimming in differentiated waters, this session is for you.
Click here to see more sessions from Rick Wormeli.
David Tranter, new Stenhouse author (coming soon)
- Small but Mighty Changes: How Small Shifts Can Lead to Big Differences in Student Success (Grades K–12) To be your best self—personally or professionally—you don’t need more information, you need new action. You don’t need more instructional strategies, YOU are the strategy! Learn how to cut through the noise, focus on what matters most, and make small changes that will have a huge impact on your students (and on you too!).
- Creating Deep Teacher-Student Relationships That Drive Deep Learning (Grades K–12) When teachers make learning visible, not only is the inner intellectual world of each student revealed, their emotional worlds are also laid bare. As students enter into the uncertain and expansive space that is the process of discovery, they are exposed, vulnerable, and prone to feeling unsafe. When they are invited to bring their whole self to the learning process, it should be no surprise that they bring their anxieties, defenses, and emotional struggles. Learn the elements of the teacher-student relationship that are critical to social-emotional and academic development.
- Beyond Trauma-Sensitivity in the Classroom: A Framework to Support ALL Students at Once (Grades K–12) Supporting students who have experienced trauma involves much more than turning down the classroom lights. Trauma is a violation of the foundational elements of the child’s relationship to others. Learning and development will only occur if these elements are properly addressed. This session will focus on how strengthening the “foundational four” (i.e., emotional safety, emotional regulation, belonging, and positivity) can help all students to thrive social/emotionally and academically in the classroom and in life.
Go HERE to register and learn more.
Photo by Charisse Kenion on Unsplash