I'm excited to be teaming up with LOC American Memory Fellow, Marta Turner of NWRESD to offer a workshop this summer for 20 Oregon teachers and librarians (grades 4-12). It's jointly sponsored by the Library of Congress, the TPS Regional Program & NWRESD. Participating teachers will receive $500 stipend at conclusion of the program. We'll even turn our work into an iBook to be published at iTunes.
Register here The deadline is 5 pm May 20, 2015
Notifications will be sent out to participating teachers on May 21st.
The Library of Congress’s “Teaching with Primary Sources Program” offers instructional strategies to support the effective use of primary sources from the Library's vast digital collections. This workshop will guide 4th -12th grade teachers through the LOC digital collections to blend historical thinking and literacy skills into an engaging student-centered classroom. Participants will receive a $500 stipend at conclusion of the program.
We'll begin the process with some "flipped" learning - participants will explore the LOC collections in an on-line course via Versal. That way we can devote our on site workshop time to designing lessons. More info and our "flipped" pre-course here. Sessions will be held June 25 & 26 from 8:30 to 4:00 at NWRESD 5825 NE Ray Circle Hillsboro OR 97124 Map
This workshop is limited to 20 Oregon teachers (or librarians). Grade range 4th -12th. Open to public and private school educators.
On-line course and two day workshop will feature how to:
- Utilize the web resources of the LOC / TPS.
- Teach historical thinking skills.
- Integrate CCSS close reading strategies into history instruction.
- Foster critical thinking skills that support the "student as historian."
- Guided practice in designing lessons utilizing the LOC collection.
- How to use Google tools and other tech resources to teach history in the digital era.
- Collaborative publication of participant-designed lessons in an online collection and an interactive iBook to be published on iTunes.
- To maximize workshop interaction, participants will be required to complete a brief preparatory online introduction to the LOC website prior to attending. They will also be asked to develop a preliminary lesson proposals aligned to CCSS ELA literacy standards prior to attending the on site workshop. This preparatory work will commence on June 10th and take an estimated 10 hours to complete. PSU Continuing Education graduate credit is available for this course work.
- Create a CCSS-aligned lesson using primary resources from the Library of Congress to be shared in workshop publications.
- Participate in on-line revision and peer review of lessons (as needed) to insure publication of iBook by September 2015
- Complete a pre/post survey from the Library of Congress
- Share your lesson with your staff or in another media form.
Image credit: Washington. West façade Library of Congress
Library of Congress LC-DIG-ppmsca-18034
In “The Plot Against Public Education: How millionaires and billionaires are ruining our schools” Bob Herbert details the failed hit-or-miss reforms driven by corporate America’s assault on public education. Smaller schools, charters, on-line schools, and big testing have yet to deliver significant improvements in student performance. Why should a small group of America’s richest individuals, families, and foundations be allowed to exercise such overwhelming—and often such toxic—influence over the ways in which public school students are taught?
I learned to be an instructional designer – an architect of learning environments. I designed lesson “spaces” where the thinking was being done by my students. By “flipping” a few instructional components and providing a student-driven evaluation, my students will be at the heart of the lesson. I’ll be floating at the periphery. Here’s how.
Join us at NWRESD Hillsboro OR. (Portland) Feb 2015 (dates TBA) for 2 and a half days of engaging hands-on workshops that will give you the ideas, tools and support to flip your class. Open to K-12 teachers and administrators (All tech and flip experience levels welcome) / Cascade Technology Alliance
The video’s thesis is simple – robots are coming for our jobs. That begs the question – what skills should we be teaching to students who will have to compete against the bots for employment?
I’m joined by other educators who comment on “Teaching History By Encouraging Curiosity.” Ideas on how to create a more engaging history classroom that teaches students the foundations of historical thinking. With links to more resources and a podcast.
Ancient Egypt is interactive resource for teachers and students in grades 6-12. Chapters include: Government and Wealth, Power and Protection, Gods and Goddesses, Journey to the Afterlife and a very interactive guide to reading hieroglyphics. Free at iTunes.
Kendra Eash’s essay becomes a satiric video skewering the clichéd corporate message ad as a meaningless montage of grandiloquent pablum. Used as a prompt for a lesson in visual literacy.
The NY Times Learning Network has just launched a new series of lesson plans called “Text to Text.” It’s a simple approach that pairs two written texts that “speak to each other.” I think it’s a Common Core close reading strategy that could be easily replicated by teachers across the curriculum – great way to blend nonfiction with fiction and incorporate a variety of media with written text.
Each lesson includes a key question, extension activities and additional resources to expand the basic lesson. Here’s two graphic organizers to help student organize their “Text to Text” thinking.
Common Core offers an incentive for teachers to use historic documents to build literacy skills in a content area while empowering students to be the historian in the classroom. But document-based (DBQ) instruction in this context requires four key elements to be successful: The first is finding the right documents.
Here’s links and descriptions of a dozen great websites for finding interesting historic documents in World history. Sample images for each site are included.