2013-14ProfessionalDevelopmentCatalog

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Register at www.pnwboces.org/catalog Mindset: The Critical Role of Motivation in Learning What effect does a student’s belief system about intelligence have on his or her academic performance? What can teachers do to influence a student’s mindset about learning? As hard as we may work to prepare our students for the rigorous demands of the Common Core State Standards and assessments, our efforts may be in vain if our students possess belief systems that undermine their ability to persevere in the face of challenges. Stanford professor, Dr. Carol Dweck, has described two categories of belief about ability: fixed mindset and growth mindset. Students with a fixed mindset believe that their mental abilities are static and that their intelligence and abilities cannot be altered with effort. In contrast, students with a growth mindset believe that their intelligence and abilities can be expanded with effort. Dr. Dweck and other researchers have demonstrated that students with a growth mindset academically outperform peers with fixed mindsets—and that a growth mindset can be taught. This workshop will offer: • Background information (both text- and video-based) on the research defining fixed and growth mindsets in students • Specific strategies for teachers to use in different areas of the curriculum to support the development of growth mindsets in students • Opportunities for teachers to reflect on the impact of this research on their own belief systems about students and themselves as learners • A list of print, video, and on-line resources for teachers to use as they return to their classrooms PARTICIPANTS: K-8 classroom teachers, special educators, librarians, RtI specialists, staff developers, literacy and math coaches, administrators, and others with an interest in this topic DATE/TIME: November 18 2013 8:30AM - 3:00PM Leadership COST: $144 for Curriculum Center Members; $166 Curriculum Center Non Members. Participants will receive a copy of the book, Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools by Mary Cay Ricci LOCATION: Putnam/Northern Westchester BOCES; Yorktown Heights, NY; School Services Building FACILITATOR: Dr. Shari Robinson brings a wealth of diverse experiences from over thirty-five years as an educator. She has taught grades 3-6 in public elementary schools, as well as college level courses in language arts and interactive educational technology. As a Literacy Coach, she supported teachers in grades 4-8 and collaborated on the creation of a complete reading and writing curriculum for grades K-8. In addition, Dr. Robinson has held leadership roles in several corporations and non-profit organizations, focusing on the design, implementation, and evaluation of technology-based curricula (e.g., The Second Voyage of the Mimi at Bank Street College) and comprehensive school reform (e.g., ATLAS Communities at EDC). She received a BA in Psychology from Stanford University, an MA in Language Education and Reading from Florida State University, and an EdD in Human Development from the Harvard Graduate School of Education. She is also available to provide on-site consultation for districts. REGISTRATION REQUIRED BY: 11/4/2013 49
Register at www.pnwboces.org/catalog Questioning as a Practice How does questioning impact the thinking and learning of others and ourselves? Leadership There is no doubt that the questions we ask define the thinking we elicit. Questions play a significant role in promoting higher order thinking but they play an equally important role in scaffolding students’ ability to understand increasingly complex texts, in broadening what students attend to, in democratizing the discourse in a class, and in uncovering how students are making sense of new material. Refining our ability to ask different kinds of questions and helping students become better questioners themselves, can greatly assist teachers in addressing the Common Core Standards and many other learning outcomes. This workshop will provide teachers with a variety of hands-on experiences and concrete strategies for broadening their questioning repertoire.Resulting from this program, teachers will deepen their understanding and use of effective questioning by: • Exploring the roles and connections among essential, guiding, text-based and reflective questions as they relate to Common Core Standards • Identifying and using scaffolding techniques and questions to support students’ engagement with different kinds of texts and media • Designing questions that attend to different levels of thinking and depth of knowledge • Exploring strategies for teaching students to develop and respond to their own questions. Learning activities will include input sessions, analysis of video segments, review of lessons, and work with a variety of questioning tools and protocols. PARTICIPANTS: Teacher leaders, instructional coaches, and administrators who are responsible for curriculum and assessment development DATE/TIME: Nov 19 2013 8:30AM - 3:00PM COST: $236 for Curriculum Center Members; $271 Curriculum Center Non Members LOCATION: Putnam/Northern Westchester BOCES; Yorktown Heights, NY; School Services Building FACILITATOR: Giselle Martin-Kniep is the President of Learner-Centered Initiatives and the Founder of Communities for Learning: Leading Lasting Change®, two different organizations that promote sustained school improvement. Dr. Martin-Kniep has a strong background in organizational change and several graduate degrees from Stanford University. She has worked with thousands of schools nationally and internationally in the areas of curriculum and assessment, adult learning, school improvement, and action research. Her books include Why am I doing this?; Becoming a Better Teacher: Eight Innovations that Work; Capturing the Wisdom of Practice; Developing Learning Communities Through Teacher Expertise; Communities that Learn, Lead and Last; and Changing the Way You Teach, Improving the Way Students Learn. REGISTRATION REQUIRED BY: 11/5/2013 50
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2013-14ProfessionalDevelopmentCatalog

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