Rethinking and Reclaiming Assessment Saturday, October 18, 2014 Bartlett Hall Lobby, UMass Amherst Register Online at www.umass.edu/wmwp/registration.html (please indicate session preferences) WMWPs Best Practices in the Teaching of Writing Fall Conference Keynote address by Anne Marie Osheyack, 2014 Massachusetts Teacher of the Year 8:30 Coffee & Registration 8:45 Workshop sessions A & B 12:00 Lunch: Keynote by Anne Marie Osheyack 1:45 Workshop session C 3:00 Closing & 6 PDP certifcate pickup $50 registration fee (Includes lunch) Schedule The Western Massachusetts Writing Project has a proud tradition of featuring selected workshops by its newest Summer Institute class and veteran teacher consultants at its annual Best Practices conference. This years pro- gram includes 8 morning workshops, followed by a luncheon featuring keynote speaker Anne Marie Osheyack, 2014 Massachusetts Teacher of the Year. Four additional workshops will be held in the afternoon. Participants will earn six PDPs with an option of earning four additional PDPs by completing a follow-up activity. A1. How Can Internet Memes Be Used in the Class- room? Using internet memes, a static basis for a form of viral digital media, is a low-stakes way for students to use a format to further elicit analysis about literature, especially poetry. Teachers and students can use worksheets with popular memes, such as Doge Meme and Aint Nobody Got Time For That, to connect to Emily Dickinsons poem Im Nobody which speaks to the idea of fame and viral media. Students can use a meme format sheet to create their own memes based on their analysis of the poem and then write and share why they chose the memes they chose to speak about fame. This activity could be used for almost any type of literature for any subject in any grade. Memes have static formats, but the language of memes is always changing, which allows for new ways of using and appropriating memes for different grade levels. Jacqueline Desmarais teaches 7th grade ELA at Powder Mill Middle School in Southwick, MA. A2. Courageous Conversations at the Intersection of Culture, Equity, Language, and Identity: English Language Learners and Social Justice This interactive and refective workshop provides partici- pants with the opportunity to explore vocabulary as a place for cultural, language, and identity issues. Educators will experience the importance of identifying and addressing these issues in the classroom to better support English language development and content comprehension. Participants will create an action plan to select a familiar classroom text that can be analyzed and taught through a social justice lens. Designing instruction or any type of work to teach or talk about social justice issues should be intentional, relevant, and accessible. It is a framework to engage not only teachers and students, but everyone, in courageous conversations. Maria Cahillane is a Teacher-in-Residence at Westfeld State University. Andrew Habana-Hafner is an assistant professor at Westfeld State University. Floris Wilma Ortiz is an assistant professor at Westfeld State University. A3. Step Up to the Mic: Inspiring Students to Write with Voice With a focus on grades 8-12, this workshop aims to: 1) defne the elusive quality of voice in concrete terms, 2) demonstrate methods to analyze voice in writing, and 3) explore the benefts of low stakes writing assignments to help students fnd their voices and enjoy the process. Through close reading of work by student writers and famous authors, we will analyze the techniques used to create voice, then apply those methods in writing of our own. We will take a work of low stakes writing and work on refning it by applying these same methods. Nicole Crosby teaches 9th and 11th grade English at SABIS International Charter School in Springfeld, MA. Christopher Rea teaches ELA at Ludlow High School in Ludlow, MA. We s t e r n M a s s a c h u s e t t s Wr i t i n g P r o j e c t Vo l u me 1 8 , n u mb e r 1 , S e p t e mb e r 2 0 1 0
A4. District Determined Measures: What? How? and Why? This presentation examines the Massachusetts initiative of District Determined Measures (DDM) from three different perspectives. The following questions will be addressed: What might the creation of an English DDM look like? How can teachers use DDM data to inform classroom instruction? How do DDMs affect an educa- tors evaluation? Kate Morneau is an assistant principal at Fausey Elemen- tary School in West Springfeld. Tom Fanning has retired from teaching middle school technology in the Amherst Public Schools. Chris Tolpa is the ELA supervisor for the Westfeld Public Schools. B Sessions (10:30 12:00) B1. Literacy Leadership Institute Reunion For 2014 LLI participants only. B2. Teaching for Social Justice: What Does it Mean and How Do You Do it? This session will provide participants with an understand- ing of what it means to teach for social justice and real world examples of how it is being done in schools in the area. Participants will have the opportunity to refect on their own teaching practice and consider what it means to teach for social justice in their own classrooms, schools, and communities. Dani OBrien is a Doctoral Student at UMass Amhersts College of Education. Kelly Norris teaches English at Minnechaug Regional High School. B3. Writing in Science (And Tech Tools to Make it Easier and More Fun) Clear writing takes clear thinking, and by helping students develop their writing skills, they will become better com- municators and critical thinkers. In this interactive work- shop we will share a variety of strategies for writing in science and discuss how to adapt these strategies to your classroom, using both low-tech and high-tech tools. You will leave with writing strategies you can use right away. Hollington Lee is a science teacher at Ludlow High School.
B4. Tips and Tricks for Improving Student Research Often teachers hit road blocks with students when it comes to research projects. Students may lack the skills needed to create research questions, fnd search terms, or even know where to begin their research. In this workshop, teachers will review sample lesson plans, decipher what they expect students to fnd when researching, and re- write individual lesson plans to guide students to deeper understanding and more precise research. M. Allegra DAmbruoso is a library teacher at the High School of Commerce in Springfeld, MA. C Sessions (1:45 3:00) C1. 2014 Summer Institute Reunion For 2014 SI alums only. C2. Assessing Student Knowledge, Skills, and Motiva- tion: A Universal Design Model In this workshop, we will explore why and how the Uni- versal Design for Learning model defnes assessment as a process of gathering information about what students know and can do. We will explore why it is important when we write lesson plans to distinguish the goal(s) from the means in order to accurately assess student knowledge and skills. You will practice how to write a lesson plan that broadens the means to a goal in order to accommo- date learner variability, and therefore, remove barriers to accurately measure what students know and can do. Momodou Sarr is a Special Education teacher at Amherst Regional High School and a Teacher Consultant with the Western Massachusetts Writing Project. C3. Outcome-based Curriculum Planning For students to be truly college and career ready, they should possess the intellectual curiosity and problem- solving ability that comes from an outcome-based curricu- lum. This workshop will demonstrate how Understanding by Design (UbD), the curriculum plan designed by Grant Wiggins and Jay McTighe, uses essential questions and performance assessments to drive the skills work of a unit, to increase student engagement, and to achieve deeper comprehension. Diana Roy is the Director of Curriculum for the Ludlow Public Schools. She is also a Teacher Consultant with the Western Massachusetts Writing Project. C4. Hacking Your Notebook/Paper Circuitry What if that bright idea inside your writing notebook could literally be illuminated? Thats the concept behind paper circuitry, which turns your notebook pages into circuits. Paper circuitry is part of an effort by the National Writ- ing Project and its partners to reclaim notebooks as a space for innovative thoughts and tinkering for writing, science, math, and more. With copper conductive tape, watch batteries, and sticker LED lights, participants in this session will create a simple paper circuitry project that will surely light up their Best Practices day. Sign up early: only twelve spots available! Kevin Hodgson is a sixth grade teacher at the William E. Norris Elementary School in Southampton, Massachusetts, and the technology liaison with the Western Massachusetts Writing Project.