Covington 10/11/19

Covington Workshop – Krall (10/11/19)

Resources and Links:

• Slide Deck
• Cards
  • Academic Safety
  • Effective Facilitation
  • Assessment
• Printouts 
  • Necessary Conditions Excerpt
  • Workshop worksheet (change ideas and bookend lesson)
  • Warm Demander Chart & Article
  • For workshops
    • Active Caring: A How to
    • Portfolio Article
    • Teaching norms article
    • Specifics before article
• Post-Workshop Survey Covington

Agenda – Friday (10/11)

Teacher Learning Targets

• I can build community in my classroom to provide academic safety and a positive learning environment. 
• I can understand students’ mindsets, expectations, and norms and then use that understanding to re-align my instruction in a way that truly engages students. 
• I know and can facilitate reading protocols to ensure equitable understanding of a text.
• I know and can facilitate discussion protocols to ensure equitable discourse.
• I can define and explain the concept Academic Safety and how it affects students’ ability to engage with my discipline
• I can establish and know how to teach norms in my classroom
• I know how to use a Bookend Lesson to encourage self-reflection and goal-setting
• I have a toolbox of facilitation moves that promote discourse and understanding for every student in my classroom
• I can describe academic status and know how to promote it for each student in my classroom

Time	Topic	Cards and resources
8:00am – 8:15am	Getting ready for the day Introductions, overview of objectives and agenda
8:15am – 9:15am	Academic Safety: Defining and Deeper Concepts Defining Academic Safety Discussion Prompts Simple Jigsaw Select an Academic Safety Card, read and review	Academic Safety Cards:  AS1, AS6, AS8, AS9, EF2,
9:15am – 10:00am	Microlab Protocol Passive caring versus active caring: Necessary Conditions (p. 42-44) Change Idea Check-in	Necessary Conditions excerpt Workshop Worksheet
10:00am – 10:15am	Break
10:15am – 11:00am	Effective Facilitation: Defining and Deeper Concepts Bookend lesson – An example of assessing and teaching collaboration Sample Lesson using a bookend lesson & self-reflection Provide collaboration/agency rubric & self-rateSet a goal Remind of goal Card Sort / Concept Map Effective Facilitation Cards Sort the cards as you see fit Gallery Walk Revisit and reflect on goal Long Term and Short term facilitation	Sample tasks Cards: Establishing Norms (EF2), Teaching and Reflecting on Norms (EF3), Norm Monitoring (EF4), Strategies for Teaching and Managing Groupwork (EF5)
11:00am-11:30am	Designing Norms for your class What does the norm look like, sound like? Why is this norm important? Debrief the morning Change idea check in
11:30 – 12:30pm	Lunch
12:30pm – 1:30pm	Active Caring & Being a Warm Demander Excerpt from Hammond Culturally Responsive Teaching and the Brain Chalk Talk Protocol Review Active vs. Passive Caring What are some other indicators of active caring vs. passive caring?How can you become a “warm demander?” What are the action steps you’ll take? How can we hold ourselves accountable?	Card: Active Caring (AS) Warm Demander Excerpt and Chart
1:30pm – 2:30pm	Small Workshops – Assessment and Other Things Suggested protocol  Read card Discuss: Ideas and Questions Workshops: Rubric Design (Card & “Specifics before…” article) Student Portfolios (Portfolio article) Teaching Norms (Article, “You’ve taught… “) Teaching rubrics (Card) Designing Better Tests Active Caring: A How To	Card: EF Utilize Small Workshops
2:30pm – 3:00pm	Putting it all together Change ideas:Ideally at least one immediate change Post Workshop survey Closing	Lesson Plan Template