Facilitating cognitively demanding tasks is a complex and challenging endeavor for any teacher. Our session will focus on one way teachers can improve their practice in this area: by using video as a tool to engage in self reflection and peer-to-peer coaching.
Attendees will examine the curriculum "Media and Bias". Stereotyping will be analyzed through the lense of student involvement/empowerment in examining advertisements. Participants will engage in discussions using critical thinking to engage in a mini critical evaluation of an advertisement to address stereotype perpetuation in advertising. Also supporting Art/Science curriculum.
I have been teaching Art in BPS for 25 years. I studied painting at Boston University, undergraduate and graduate. I am a narrative oil painter and received a Fund For Excellence Grant in 2006. For four years, I have been taking Level one and two of a Visual Thinking Strategies... Read More →
Too often teachers unintentionally confine student thinking with worksheets and formulaic note templates. Students learn best when pushed to create systems of note taking that are reflective and useful. This session will provide strategies for reimagining how students consolidate information in any classroom.
English Teacher, John D. O'Bryant School of Mathematics and Science
Chris Madson, PhD, MEd, NBCTChris is a high school English Language Arts teacher at the John D O'Bryant School of Mathematics and Science, a Boston Public school, where he serves as a lead teacher, works to imagine innovative hybrid instruction, and advocates for and implements inclusion... Read More →
Building on the research and best practices of Fountas and Pinnell, Kylene Beers, Jennifer Serravallo, and Lucy Calkins' TCRWP, we will learn how to match reading interventions to the reader. Meet your students where they are and guide them to where they need to be, efficiently.
Important: This session is for middle school teachers, and teachers at the following schools: Another Course to College; Boston Green Academy; Burke High School; Dearborn STEM Academy; Excel High School; Fenway High School; Murphy School; New Mission High School; O'Bryant; Perkins Elementary; PJ Kennedy Elementary; Snowden Elementary; Winthrop Elementary. Other schools/teachers do not have access to the Defined STEM platform, and will not be able to access the tool. Teachers will explore a task using the Defined STEM platform, engaging first as students. Teachers will then learn how to use the Defined STEM platform as teachers and modify a task that they can use in the fall.
This creative and fun session will allow participants to gain a beginner level understanding of Scratch coding. In addition, they will also learn how to use the Makey Makey and bring student projects to life! Participants will code and make during this session and will then share projects and ideas on how they may use it in various content areas in their classroom.
It can be challenging for a teacher to give up some of their power in the classroom, but by creating an environment of shared power, students can build their own agency. This session will introduce up to four strategies that help create more choice in the classroom.
OBJECTIVES FOR SESSION
Understand the importance of sharing power in the classroom.
Experience at least two strategies that promote student choice and agency in the classroom.
Learn up to four strategies that help create more student choice in the classroom.
Draft a plan to implement at least one of the strategies in your classroom.
Current discourse about immigration and rapidly changing policies have increased fear and anxiety for undocumented students and families. When young people are unsupported and afraid, they cannot learn. Come and explore strategies to make your school and classroom a safe and welcoming space for undocumented students and families.
The Three Signature SEL Practices session will provide concrete examples of social emotional learning strategies that educators can readily infusing into their day to day practices. The Three Signature Practices are inclusive and culturally responsive and taught intentionally to build a habit of practice through which students and adults enhance their SEL skills.
In this session, participants will discuss practices around digital literacy and citizenship and engage in hands-on activities to explore strategies and resources for introducing these topics to their students. Topics will include internet safety, cyberbullying prevention, healthy screen time, and identifying credible sources.
This session will help participants design EBA lessons for their own classes that are designed to engage students through student academic discourse as the center of the learning. This takes the same content teachers want to deliver but reframes the role of the teacher and poses questions in a way that will prompt students’ critical thinking and collaborative work.This workshop will show how EBA activities transfer cognitive demand from teacher to student and increase academic discourse. Participants will leave with three EBA activities to help students speak, write, and read critically in a student-centered classroom.
This session will guide participants through identifying their biases, recognizing their core beliefs for engagement, and understanding family funds of knowledge as a tool for creating culturally sensitive classrooms where teachers know who their students and families are and use that knowledge to create safe and rigorous learning experiences. Participants will leave with strategies to improve two-way communication, therefore increasing an understanding of student culture, and a commitment to action.
This session offers educators one-on-one or small group curriculum and instruction consultation. Plan to have your questions answered and to be inspired with new ideas.
The MAP Fluency assessment is a computer-based assessment of early literacy skills and oral reading for students in K-5. In this session, participants will learn how to administer assessments for the first time, access MAP Fluency data, and use data to engage students and optimize learning.
This sessions is designed to help educators begin to determine points of internal conflicts or biases that are either oriented towards themselves and/or students/families, which prevent them for achieving high levels of efficacy and affirmation of students' assets. Through self-awareness and mindfulness work, educators can develop ways to monitor and correct habitual positions to instead nurture an asset-based approach towards themselves and students.
The MIT Edgerton Center DNA/RNA and Protein Sets were specifically designed to demonstrate key concepts in cellular biology. The models are made to be manipulated so they can kinesthetically teach cellular processes that are difficult to understand, such as replication, transcription, and translation. The models also teach multiple levels of DNA and protein structure, including protein folding and how it determines protein function. The lessons are easily adjusted for different learning levels and we have new advanced lessons for both DNA and proteins. BPS high school teachers will have access to a set to use within their buildings.
The session will be two-folds with members from the math and literacy team working in alignment together to facilitate Text-talks, and interactive Read-aloud, with a mathematical emphasis on students engaging in productive struggle through standard aligned CDTs. The session will focus on lesson structure to facilitate a CDT with research based approaches.
Welcome to Physical Literacy: Setting the Standard in Physical Education! This session is a summer learning experience for BPS physical educators provided by the Health and Wellness Department. SHAPE America’s goal for PE programs across the country is physical literacy--- providing students with the competence, confidence and desire to be physically active for a lifetime. This interactive session will provide PE teachers with research-based practices, resources and curriculum designed to develop the physical literacy of all students. Bring your laptops and dress to MOVE!
Looking to get out of your classroom? Come to the expo and meet a variety of organizations that provide standards-aligned learning experiences around the city of Boston. Many organizations provide free or reduced admission fees as well as transportation options for Boston Public Schools. This is an open event. You do not need to register.
BPS has been invited by the Nellie Mae Education Foundation to submit a grant proposal to develop a Teacher Leadership strategy for the district and to create a plan for implementing and sustaining it over time. We are committed to teacher input at every stage of the planning and process. Join us for this informal conversation to learn about the grant and give feedback on a draft of the proposal. Come on by, no reservation required.
This workshop will introduce participants to the role the study of Invention and the concepts of the having of ideas and innovation played in creating learning experiences for students in an ESL classroom. Participants will have an opportunity to explore invention through a project-based learning activity and reflect on application to one's own classroom practice for creating cognitively demanding, authentic and accessible learning for all students.
I have worked as an early childhood educator in general education, special education, inclusion, and SEI classrooms. I am currently working as an ESL teacher with K2 and first grade students.
I am interested in arts integration and project-based learning and promoting student "voice... Read More →
Community-based instruction (CBI) is a powerful way to prepare students in special education settings for living independently. In this session, we will examine how to implement CBI activities with students of all ages to set them up for success in developing critical functional living skills.
What question is important to you? What change in your practice are you hoping to make that is important to you and your students? How can you pursue social justice through research? In collaboration with UMASS Boston and the Boston Writing Project the BTU offers this deeply personalized action research graduate course. In this session, participants will reflect on their practice and their personal identity. Former Inquiry Project participants will present their research and then work with attendees to develop research questions that are meaningful and relevant personally and professionally.
Session will examine basic components of PBL and examine a real-life cross-school project that positively impacted engagement, verbal interaction, attendance, and community ownership in a high school/elementary school partnership.
This is my 28th year in education. At the present time, I am a lead teacher and also coordinate human capital at TechBoston Academy. My interest in project based learning was the focal point of my doctoral research at Boston College. My content interests are government and civics... Read More →
Have you always wanted to integrate the teaching of writing in your classes but were not sure how to proceed? This session will cover a. designing prompts for on-demand writing, b. assessing student writing samples, and c. organizing classrooms for feedback, conferencing and sharing.
Often teaching is seen as lecturing. However, to learn, students must be active participants, thinking critically about the content. In this workshop, participants will be students. They will design devices to measure their own speed while learning about speed, measuring and units.
After the experience, participants will consider how they can bring similar experiences to their own students.
Participants will review scholarship, gathered from over 50 sources, about four areas of technology in music education: general technology, technology for teaching musical skills, music creation technology and assistive technology used to support music learning for individuals with disabilities. Sociocultural perspectives in this literature will also be addressed.
SEL Journey Mapping is a tool that help educators understand what assets exist or can be developed in their school. Educators will recognize the kernels of practice that can easily activating SEL practices in their schools.
Information will include suggestions for adapting the classroom environment, as well as ideas for incorporating sensory activities into daily routines. Use of a UDL model will be emphasized, and ideas and recommendations will have the potential to be beneficial for all students.
This session offers educators one-on-one or small group curriculum and instruction consultation. Plan to have your questions answered and to be inspired with new ideas.
Struggling with poor student engagement? With student behaviors? Challenged by your students' social needs? Learn to use your best intentions to meet needs effectively. Learn core student needs and best practices to address them. See how this will improve your relationships with students - and their engagement, behaviors and growth!
Through 25 years experience and study as a youth worker, social worker and educator, including directing successful EI/LAB programs, I developed a thorough understanding of student needs and related best practices. I have supervised and provided SEL trainings for teachers for over... Read More →
MAP Growth is a computer-adaptive literacy assessment for students k-12 that measures student growth and what they are ready to learn next. In this session, participants will learn how to administer the assessment, access major reports, and utilize date to optimize student learning.
Participants will explore the shift from traditional grammar-based instruction to proficiency based instruction in a world languages classroom. They will understand that students want and need to USE the language rather than learn ABOUT the language. Session will be taught through the lens of identifying one's personal biases to avoid a watered-down curriculum and to create tasks that are rigorous and engaging.
Director of World Languages, Academics and Professional Learning
Julie Caldarone is the Director of World Languages for Boston Public Schools. In this role, she oversees World Languages programming for 70 schools, 150 teachers, 18,500 students, and 11 languages. Julie is a former Boston Public Schools high school Spanish teacher, teacher of English... Read More →
How do we build a community of readers and make reading fun? How can teachers better understand families’ values around education, literacy, and community? This workshop will focus on three strategies to increase reading engagement with English Learners at your school: 1) inclusive practices for ELs who are in a SEI setting, 2) high-interest and social justice themed book groups, 3) restorative justice practices to build relationships with families.
BPS educators will review and have a hands-on working experience with the overall performance management process and how to navigate and utilize the TeachPoint platform throughout the 5 step process of continuous improvement (Self Assessment, Goal Setting & Action Planning, Plan Implementation, Formative Assessment/Evaluation, Summative Evaluation). Participants will have the opportunity to be coached and have questions answered in real-time as they work in the TeachPoint platform.
This workshop provides strategies and materials to support a more engaging and demanding approach to career readiness by balancing the acquisition of knowledge and skills with the exploration of attitudes and behaviors. Attendees will participate in model activities, discuss implementation, and gain access to the Signal Success career readiness curriculum.
Come explore tools and resources that support digital learning and digital citizenship. Our playground will feature hands-on stations on free technology tools and resources available to BPS teachers and a Tech Help Desk to help you get ready for the new school year.
Nick Gonzales has taught for over 10 years in New York City, BPS, and abroad as an ESL, EFL, and ESL/world history teacher. He has worked as a Digital Learning Specialist for the past 10 years for Boston Public Schools, is a Google certified educator, an adjunct world history professor... Read More →
Digital Learning Specialist, Boston Public Schools
Rhianon E. Gutierrez's varied background includes instructional design, media production, and disability advocacy. As a Digital Learning Specialist in the Boston Public Schools, she builds district-wide partnerships around inclusive uses of technology and leads and supports blended... Read More →
This session will guide teachers through examining classroom talk during a formative assessment, and paying attention to both the student ideas that are posed and the different kinds of teaching moves that influence student learning during formative assessment. Participants will learn how to examine and notice the substance of student thinking, interpret the discourse to make sense of ideas and how to modify instruction to support student learning. Participants should bring a laptop or paper copies of teacher guides/curricula with formative assessments that they have or will use in their teaching
Middle school science teacher, Boston Latin School
I have newly moved from teaching high school chemistry to teaching middle school, so I love to talk and think about strategies to engage 8th graders in scientific thinking!
