Covington 10/11/19

Covington Workshop – Krall (10/11/19)

Resources and Links:

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
TimeTopicCards and resources
8:00am – 8:15amGetting ready for the day
Introductions, overview of objectives and agenda

8:15am – 9:15amAcademic 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 – 10:00amMicrolab Protocol
Passive caring versus active caring: Necessary Conditions (p. 42-44)
Change Idea Check-in
Necessary Conditions excerpt
Workshop Worksheet
10:00am – 10:15amBreak
10:15am – 11:00amEffective 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-11:30amDesigning 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 – 12:30pmLunch
12:30pm – 1:30pmActive 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 – 2:30pmSmall 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 – 3:00pmPutting it all together
Change ideas:Ideally at least one immediate change
Post Workshop survey
Closing
Lesson Plan Template
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