2019 NDCTE Annual Conference

North Dakota Council of Teachers of English

MREC- Visual Thinking Strategies

Workshop Details: Since its founding, Visual Thinking Strategies (VTS) has influenced the landscape of education in schools and museums around the world, reaching over 1 million students in 33 states and 18 countries through more than 5,000 educators in more than 300 schools and 100 museums. Research continues to confirm that VTS is an effective means of developing critical thinking and communication skills with every demographic. In addition to flourishing in schools and art museums, today VTS is applied in natural science centers, in medical and nursing schools, as a therapy for adults with dementia and patients with brain injuries, and a tool to support both children and adult English-language learners. Learn the basics for this critical thinking strategy that can be used across the curriculum. All participants will receive a FREE copy of Visual Thinking Strategies: Using Art to Enhance Literacy Across School Disciplines and a one-year subscription to online VTS resources, including: Image curriculum for Pre-Kindergarten through Grade Eight, additional image sets, courtesy of our museum partners, a comprehensive toolbox with resources for facilitators in all settings, (This includes VTS elements and environment, printable classroom materials, student assessments, facilitator reflection, peer-to peer image sets, VTS in action, and more.) research, guides, and videos, and a showcase of VTS applications beyond visual art.

June 19-20; 8:30am-3:30pm

About the Presenters:

Professor Kay Cutler and associate professor Mary Moeller, recently retired, of the SDSU Department of Teaching, Learning and Leadership and South Dakota Arts Museum Director Lynn Verschoor have been training teachers in South Dakota and, more recently, North Dakota to use the visual thinking strategies in their classrooms. As experts in the field, this team provides classroom teachers and schools with support for making VTS a powerful and effective teaching tool.

Introduction to Picturing Writing

Workshop Details: Back by popular demand, this 3-day immersion into the Picturing Writing process will introduce teachers to the rhythm and flow of Artists/Writers Workshop and the power of pictures to improve student writing. Participants will experience the foundational Time of Day Descriptive Writing and Weather Poetry Units before moving on to a Research-Based Animal Poetry Unit. During this final inquiry-based unit of study, teachers will learn how to conduct visual and written research and conversely, how to embed facts within their images and written text. Armed with knowledge of Picturing Writing’s two-decade-long history of research findings documenting significant gains in student’s writing, their experiential understanding of the process, and examples of how Picturing Writing can be adapted to content area curriculum, teachers will leave excited and ready to facilitate the process with their students. No prior art experience necessary. Teachers completing this workshop receive FREE instructional materials, including: manuals, copy of The Power of Pictures: Creating Pathways to Literacy Through Art, DVDs, posters, and other resources. An estimated value of $375!

About the Presenter: Beth Olshansky is the director of the Center for the Advancement of Art-Based Literacy in Durham, New Hampshire and the creator of two evidence-based literacy models: Picturing Writing and Image-Making Within The Writing Process. Author of The Power of Pictures: Creating Pathways to Literacy Through Art book/companion DVD. Beth has also produced a wide range of instructional materials, both in print and on video.

UPDATING PRACTICES FOR K-8 TEACHERS (Online Course)

This workshop will use 15 hours of online learning activities in Blackboard and will cover topics of English Language Learners, Reading & Writing, and Technology. The online learning activities will include: Viewing and responding to videos on teaching reading and writing workshop. The videos have three separate levels (K-2, 3-5 and 6-8); this will provide you with choice. The video topics include: comprehension, English Language Learners, writing, differentiating, and word study/investigation at each of the levels. You will read blogs from experts in the field on various literacy questions and issues and post and respond to classmates on a Forum in Blackboard. You will be given several journal articles in Blackboard to read and respond to. The journal articles will focus on the following topics: English Language Learners, Technology, and Writing, and Reading.

Course Registration: https://dickinsonstate.edu/wrtc

INSTRUCTOR: Dr. Christine McCoy, Dickinson State University

Fargo-WIDA Speaking Workshop-The Noisy Classroom: Making Meaning through Purposeful Discourse

Students learn through meaningful language use and authentic interaction. This workshop offers educators an opportunity to consider shifts in their professional practices designed to enhance students’ efficacy in engaging in extended and elaborated academic discourse. Participants are encouraged to bring authentic speaking samples from students in their classrooms to use for analysis and goal setting.

Audience: Language specialists and Content teachers who work with multilingual learners.

Participants will:
• Develop a shared understanding of how to create an inclusive environment that fosters meaning-making through oral discourse.
• Use a variety of resources to analyze oral language and establish language development goals within classroom contexts to increase purposeful discourse and engagement.

NOTE: While some time will be spent learning what is being assessed in the domain of Speaking in ACCESS 2.0, the focus of this workshop will be instructional practices that improve and expand academic discourse.

Objectives:
• Identify ways to create inclusive classroom environments
• Consider discussion routines and prompts that facilitate extended and elaborated oral discourse
• Create a shared understanding of language development over time
• Develop tools and resources for analyzing oral discourse and identifying next steps
• Plan for changes in professional practice to meet the needs of multilingual learners

BISMARCK-WIDA Speaking Workshop- The Noisy Classroom: Making Meaning Through Purposeful Discourse

Students learn through meaningful language use and authentic interaction. This workshop offers educators an opportunity to consider shifts in their professional practices designed to enhance students’ efficacy in engaging in extended and elaborated academic discourse. Participants are encouraged to bring authentic speaking samples from students in their classrooms to use for analysis and goal setting.

Audience: Language specialists and Content teachers who work with multilingual learners.

Participants will:
• Develop a shared understanding of how to create an inclusive environment that fosters meaning-making through oral discourse.
• Use a variety of resources to analyze oral language and establish language development goals within classroom contexts to increase purposeful discourse and engagement.

NOTE: While some time will be spent learning what is being assessed in the domain of Speaking in ACCESS 2.0, the focus of this workshop will be instructional practices that improve and expand academic discourse.

Objectives:
• Identify ways to create inclusive classroom environments
• Consider discussion routines and prompts that facilitate extended and elaborated oral discourse
• Create a shared understanding of language development over time
• Develop tools and resources for analyzing oral discourse and identifying next steps
• Plan for changes in professional practice to meet the needs of multilingual learners

ND EL Professional Cadre

he North Dakota Department of Public Instruction (NDDPI) has been working with the North Central Comprehensive Center (NCCC) to enhance instruction for K-12 English learners (ELs). As part of the project, NCCC conducted a statewide needs assessment survey to help NDDPI identify evidence-based instructional strategies most in need of development. The survey indicated academic language and discourse strategies were of the greatest need. Therefore, the NDDPI and NCCC are sponsoring a two-day train the trainer model to prepare qualified staff developers and coaches to deliver PD modules on discourse structures for schools and districts.

Program Objectives

The primary objective of the EL Professional Cadre Program is to increase the state’s capacity to support general education teachers in providing high quality instruction for ELs.
The second objective is to ensure the quality of PD provided by the cadre members meets high standards and delivered with quality, fidelity, intensity, and consistency.
Participants are responsible for travel, conference registration and fee. It is allowable to use Title III funds for the registration and travel.

Following is an outline of the program:

Day 1: Modules 1-6
Stages of Second Language Acquisition
Setting Language Objectives
Nonlinguistic Representations
Academic Language Framework

Day 2: Modules 7-9
Defining and Setting Up Structures for Academic Language
Obtaining Productive Accountable Talk
Academic Conversations

To receive a certificate of completion and become a member of the EL Professional Cadre, individuals must participate in all modules, abide by a set of quality assurance requirements associated with providing an effective training, and assure they will provide PD sessions regarding this topic only within the state of North Dakota.
Successful participants will receive a copy of the facilitator’s guide, and PowerPoint presentations. EL cadre members will be added to the NDDPI website as an EL Cadre member. Districts/schools desiring staff development around these strategies will be encouraged to contract with a nearby trainer. The EL staff within the NDDPI will also help coordinate workshops throughout the state.

Frequently Asked Questions

How can our organization learn more about the EL Professional Cadre Program?
Contact Lodee Arnold at (701) 328-1876 or Jane Hill at (303) 632-5529.

Is there any cost to my district/organization to attend the EL Professional Cadre Program
Districts/organizations are responsible for the registration, any substitute pay, travel, and lodging, as needed. Participants will receive lunch, snacks, and training materials.

Should participants have previous experience as EL teachers to become a trainer for Discourse Structures for Schools and Districts?
It is recommended participants have EL experience, but it is not required.

Is it possible to attend only one day of the training?
Yes, you may attend one or both days. Be sure to register and pay for the day(s) you plan to attend.

The 6 Principles for Exemplary Teaching of English Learners Book Study

The 6 Principles for Exemplary Teaching of English Learners Book Study–The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory that should under gird any program of English language instruction. These foundational principles are for all educators in any classroom where students are learning English as a new language or learning content through that new language.

Dakota TESOL Conference

Teachers from North and South Dakota will gather to participate in continuing education sessions highlighting the latest research-based best practices in the field of English Learners. The populations served by EL teachers are diverse and always changing. At this year’s Dakota TESOL Conference we’ll take a look at “The 6 Principles” which are a core set of principles for the exemplary teaching and learning of English as a new language. They are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory.
Presenters will be John Segota, Laetitia Mizero, and Terri Medina.