Moving Through Math-Repeating Patterns: Laying the Foundation for Elementary Mathmatics. - With Marcia Daft, John F. Kennedy Center Teaching Artist
Do students really understand why everything in math is a pattern? In this workshop, teachers explored how patterns underlie most mathematical systems. First participants examined how counting, one-to-one correspondence, attributes and sequencing are concepts that must be mastered before students are ready to learn about patterns. Then, they learned to lead lessons that integrate rhythm and movement with pattern concepts. Through this process, teachers discovered how to identify and teach the foundational grouping, sequencing, and part-to -whole concepts that are embedded inside repeating patterns. This workshop/course was developed in association with the John F. Kennedy Center for the Performing Arts and is partially underwritten by the U.S. Department of Education and the National Committee for the Performing Arts.
Marcia Daft is known for creating original instructional methods for teaching music as well as integrating music and movement into other areas of the curriculum. Her work has been used throughout the United States for fifteen years. Ms.Daft is a national workshop leader for the John F. Kennedy Center for the Performing Arts, a Master Artist with the Wolf Trap Institute for Early Learning through the Arts, and a consultant for arts institutions throughout the U.S. She has developed museum exhibitions, broadcast programs, and educational programs for the Smithsonian Institution. She has also written over twenty books for the Smithsonian Institution and the National Symphony Orchestra. Ms. Daft holds a Bachelor's degree in engineering from Duke University, a Master's Degree in music from the University of Chicago, and studied piano performance at the Mozarteum in Salzburg. She holds both a certificate and license in Dalcroze Eurhythmics, and performs as a part of the duo-piano team Le Quattro Mani.
Play and Narrative in the Classroom: Valuing Stories within Education
In our last workshop, we welcomed Kevin Cordi.
Story surrounds Kevin and he embraces it. He holds a doctorate in storytelling and Story making from The Ohio State University, a Master's in Literacy and storytelling in teaching from the University of Akron and a Bachelor's Degree in Communication Comprehensive from Kent State University. He has taught for 14 years in Ohio and California. He served as the "fire full-time storytelling teacher in the country," according to The National Storytelling Network. He loves to play and believes it is the strongest work we can do as an educator. He is the author of Playing with Stories: Story Crafting for Teachers, Writers, and other imaginative thinkers. He has presented and performed in over 40 states, England, Japan, Canada, Singapore, Scotland, and most recently, in Ohio Northern University and since 2004 as Co-Director for the Columbus Area Writing Project at The Ohio State University. You can find out more at www.kevincordi.com and his work on play at www.permission2play.com.
He credits his West Virginia mother who told him and his five brothers and sisters on a dilapidated old couch for his love of stories and from there, his journey began.
In Kevin Cordi's workshop, participants explored and played with narratives, as well as experienced unique ways of story telling that can be implemented into the classroom to create a safe, and fun environment for a school setting.
One of the most important things participants were told to do was give themselves "permission 2 play." Together, participants told, developed, and experimented with stories through word dancing, deep listening, and improv.
Classroom techniques such as Story Coaching and Story Mediating were explored through play and participants experienced what a possible classroom situation could look like using the story crafting and telling techniques.
Visual Literacy and Reflective Teacher Practice - December 5th, 2015
We welcomed teachers and instructional coaches Mike Roethler and Joe Kulesza from Illinois' Glenbard High School District on December 5th to present, "Visual Literacy and Reflective Teacher Practice." This workshop reminded teachers of the importance of visual, verbal and written reflection as it relates to improving teacher's practices. Educators were able to develop deeper understandings of how videotaping can assist teachers in identifying specific areas of growth. Participants were provided with a variety of data collection tools that they can use to pin-point ways to enhance their practice. They practiced using these tools on videos of lessons. Participants also learned how to use data collected from videos to create clear and measurable goals for improvement. Finally, attendees understood how to use videotaping to measure the effectiveness of the new strategies and practices they implement. For practicing teachers this workshop highlighted the video skills necessary for continual practice of teacher pre-service teachers to be successful on the EdTPA and also practicing teachers engaged in continuous improvement.
Studio Saturday with ArtReach Grant Summer Participants 2015
On October 16th, a cohort of WUSD art teachers, UW-W pre-service teachers and UW-W faculty spent the evening in the Crossman gallery. Kristin Smith, from the Big Picture Educator Project at North Carolina's Museum of Art, lead the group through a variety of inquiry based discussion strategies using the gallery's newest installation. Participants discussed art as text and considered how the strategies support the Common Core Anchor Standards for Reading. Teachers reflected on how these strategies Arts and Concepts in Practice could be incorporated into their classroom practice. The cohort was joined, on Saturday, by additional UW-W faculty and pre-service teachers. A hands-on session in the morning provided an opportunity for participants to view works of art, using a multi- draft process, to deepen inquiry, strengthen critical thinking and develop visual literacy. Participants were asked to consider big ideas/ concepts that shape their curriculum and the works of art that connect to those concepts. Educators developed essential questions and paired them with works of art, for inclusion in their curriculum maps. In the afternoon, our ArtReach student fellows presented their summer projects in hands- on workshops. Participants were involved in everything from gaming, metals and art projects to blogging. Educators enjoyed hearing about the work that pre-service teachers were involved in and considering how this work can impact instruction.