Conference

THE SUMMER INSTITUTE 2017 IS ALMOST HERE!!
Internationals  is ready and excited to bring our attendees two-days of workshops, activities, and networking. Join us for an enriching experience that allows you to deepen your knowledge about the Internationals approach to educating ELLs.
For general questions, contact Clarissa at clarissa.cummings@internationalsnetwork.org. For registration questions and issues, contact Jade at jade.vasquez@internationalsnetwork.org.

Thursday, August 24th
8:00am – 3:30pm
&
Friday, August 25th, 2017
8:30am – 3:30pm

INTERNATIONAL HIGH SCHOOL FOR HEALTH SCIENCES
48-01 90 Street
Elmhurst, NY 11373

KEY REMINDERS

  • Breakfast, Lunch, Snacks and workshop materials will be provided.
  • Upon arrival to the conference everybody must sign in at the registration tables located in the lobby.
  • All teachers new to Internationals will be sent a New Teacher Survey in advance of the conference.

PUBLIC TRANSPORTATION
This is suggested transportation, but it’s recommended that you Google map your route in case there is a better option.

Train:
M/R train – Newton – Grand train station

Bus:
Q58 & Q29

Parking:
Alternate side of the street parking; but finding an available parking spot is very difficult. Taking public transportation is highly recommended.

AGENDA

Thursday, August 24th 

8:00 AM – 9:00 AM             Registration & Breakfast

9:00 AM – 9:25 AM              Welcome & Opening Remarks

9:30 AM – 11:30 PM             Morning Workshop Session

11:30 AM – 12:30 PM           (Group A) Lunch

11:30 AM – 12:30 PM           (Group B) Mini-Session – Portfolio: Exploring New Resources

12:30 PM – 1:30 PM             (Group B) Lunch

12:30 PM – 1:30 PM             (Group A) Mini-Session – Portfolio: Exploring New Resources

1:30 PM – 3:30 PM                 Afternoon Workshops

Friday, August 25th

8:30 AM – 9:30 AM               Registration & Breakfast

9:30 AM – 11:30 AM              Morning Workshop Session

11:30 AM – 12:30 PM            (Group A) Lunch

11:30 AM – 12:30 PM            (Group B) Mini-Session – Circles: Reflection and Looking Ahead

12:30 PM – 1:30 PM              (Group B) Lunch

12:30 PM – 1:30 PM              (Group A) Mini-Session – Circles: Reflection and Looking Ahead

1:30 PM – 3:30 PM                 Afternoon Workshops

 

WORKSHOP DESCRIPTIONS

THURSDAY, AUGUST 24TH

NEW TEACHERS are automatically signed up for the following:

A. CORE PRINCIPLES

This workshop takes participants through a series of interactive stations, each of which is devoted to one of the five core principles of the internationals approach. Through the course of these five stations, participants watch videos, review resources, and look at curriculum to learn how each core principle is embodied in practice. Finally, there is time for open discussion of questions and implications for the classroom.

B. EXPERIENCING THE INTERNATIONALS APPROACH

This workshop begins with a lesson taught entirely in a foreign language. After an initial experience in which the content is delivered in this language with no supports, participants are taught the same content through activities, curriculum, and instruction that models good teaching for English Language Learners. Participants have the opportunity to reflect on the experience of the two different lessons and to look closely at several of the techniques the “teacher” uses that were effective for them. This workshop can be a useful introduction to the Internationals Approach as it puts participants in the shoes of their students and helps them gain first-hand experience with the benefits of teaching students with the techniques expanded on in the other workshops.

RETURNING TEACHERS can choose from the following:

FULL-DAY WORKSHOPS:

A. STUDENT CHOICE IN PROJECTS

Providing students with more choice and voice in project-based learning creates greater student buy-in, increases motivation, and enhances students’ decision-making skills.  Discover strategies for affording your students greater choice in the way in which they demonstrate their learning to you through projects, thereby creating a more culturally responsive classroom.  You will have the chance to apply your new knowledge by adapting a former project of your own so that students are offered more choice and voice.

B. DEEPER LEARNING FOR STUDENTS WITH LIMITED OR INTERRUPTED FORMAL EDUCATION (SLIFE)

Explore issues connected to serving SLIFE (Students with Limited or Interrupted Formal Education) within the context of the Internationals Approach.  We begin by examining the concept of cultural dissonance, the mismatch between SLIFE learning paradigms and those of the US educational system, which creates challenges for these students in the school setting.   Participants will then be introduced to MALP – the Mutually Adaptive Learning Paradigm – a tool for designing and implementing instruction that was created as a result of a more nuanced understanding of the specific kinds of cultural dissonance that many SLIFE face.  Participants will also sample a wide array of SLIFE activity structures through engagement in both a simulation and a stations activity.  Finally, before being asked to apply all of their new knowledge, participants will also investigate various strategies for adapting text in order to make it more accessible to SLIFE.

C. NOW I GET IT: STRATEGIES FOR TEACHING READING COMPREHENSION IN THE CONTENT AREAS

This workshop helps participants to support their students in accessing more difficult text in order to meet the Common Core State Standards (CCSS). In this workshop, participants review, analyze, and discuss how the reading demands of their discipline differ from those of others. Participants experience effective pre-, during-, and post-reading activities that help struggling readers develop the strategies that good readers use. Finally, discipline peers collaborate to design their own reading activities for a specific content area text. Participants leave with a resource guide to help them implement a variety of effective reading strategies in their own classrooms. Note: this workshop is focused on reading comprehension and not phonics, fluency, or vocabulary.

FRIDAY, AUGUST 24TH

All attendees have the option of two (2) half-day workshops or one (1) full-day workshop.

HALF-DAY MORNING WORKSHOPS:

A. GREAT MINDS THINK DIFFERENTLY: LEVERAGING THE BENEFITS AND ADDRESSING THE CHALLENGES OF A HETEROGENEOUS ELL CLASSROOM

Explore core strategies to enable students at different academic and English proficiency levels to access academically rigorous curriculum at a variety of entry points.  The Driving Question for this workshop series is: “How do we support all students to engage in rigorous and challenging content regardless of their level of English or academic background?” In order to develop participants’ capacity to provide students with differentiated tasks that vary in difficulty but also contain the same level of complexity, the workshop provides a book of strategies, each of which is supported by multiple curriculum examples.  Participants engage with this book of strategies through a series of stations that enable them to discuss in interdisciplinary groups and discipline-based ones their questions and reactions to the strategies presented as well as ideas for how they might incorporate them into their own curriculum.

B. THE ART OF CONSTRUCTIVE CONVERSATIONS

Learn how to design and teach students how to engage in constructive classroom conversations of all kinds in this interactive workshop. Participants get to experience various discussion formats, learn about effective conversational prompts, and explore ideas for structuring interactions where students collaboratively build ideas. In addition, participants will receive a resource book filled with instructions for implementing a wide array of diverse conversational formats in their classrooms.

C. PORTFOLIO PORTFOLIO, WHEREFORE ART THOU PORTFOLIO: EXPLORING NEW RESOURCES

The Internationals Network Portfolio Committee has amassed and curated an expansive array of resources related to all aspects of portfolio, from the nuts and bolts of scheduling to the art and nuance of creating robust projects. Experience a number of activities to engage with these resources culled from schools across the network, and gain a deeper understanding not only of the portfolio process itself, but also the rich relationship between the core principles “localized autonomy” and “one model for all” as they are expressed in the unique approaches of network schools to accomplish similar goals. Participants will receive ongoing access to this new, digital resource guide, as well.

HALF-DAY AFTERNOON WORKSHOPS:

A. GREAT MINDS THINK DIFFERENTLY: LEVERAGING THE BENEFITS AND ADDRESSING THE CHALLENGES OF A HETEROGENEOUS ELL CLASSROOM

(Same as above)

B. TWO FOR THE PRICE OF ONE: DEVELOPING STUDENTS’ BILINGUALISM AND BI-LITERACY WORKSHOP

This workshop helps participants to leverage the home languages of their students to not only help improve their home language skills, but also to help them access more rigorous content and further develop their English.  Using videos, sample curriculum, strategies, and examples of different structures that can be implemented across disciplines, the workshop supports participants in understanding why, how and when to effectively have students work in their home languages.  Participants delve deeply into the concept and practices of “translanguaging”, which is essentially the flexible use of language (home languages or English), in an ELL classroom and how structures that support translanguaging are crucial for being able to engage all students in high level work, regardless of their level of English proficiency.  Participants receive an overview of concrete strategies to facilitate translanguaging in their classrooms and the opportunity to create a plan to incorporate some of these strategies into their own instructions.

C. Portfolio, Portfolio, Wherefore Art Thou Portfolio: Exploring New Resources

(Same as above) 

FULL-DAY WORKSHOPS:

A. THE SCAFFOLDING CYCLE

The Scaffolding Cycle, a framework for organizing project-based units and the activities within them, lies at the heart of this full-day workshop.  After experiencing a simulation of a project-based unit’s opening motivating activity, participants will unpack the various stages of this new backwards planning tool to understand how best to organize the various stages of a project-based unit.  Participants will apply their learning by using the Scaffolding Cycle to backwards plan the skeletal framework for a sample project-based unit in their discipline.

B. STUDENT CENTERED LEARNING

What does it mean to have a student-centered classroom?  In this new, all day workshop, we initially explore the differences between teacher-centered and student-centered instruction through an interactive demonstration lesson.  The bulk of the workshop will be spent unpacking activity guides, the main vehicle for instruction in a student-centered classroom.  After analyzing exemplary samples in order to elicit the essential criteria for effective activity guides, participants will also learn about chunking a skill, sequencing the teaching of new material, and lowering the cognitive burden.  Participants then apply this new learning in order to develop a plan for an activity guide in their own classroom.What does it mean to have a student-centered classroom?  In this new, all day workshop, we initially explore the differences between teacher-centered and student-centered instruction through an interactive demonstration lesson.  The bulk of the workshop will be spent unpacking activity guides, the main vehicle for instruction in a student-centered classroom.  After analyzing exemplary samples in order to elicit the essential criteria for effective activity guides, participants will also learn about chunking a skill, sequencing the teaching of new material, and lowering the cognitive burden.  Participants then apply this new learning in order to develop a plan for an activity guide in their own classroom.

C. NO MORE PARALLEL PLAY: COLLABORATION IN THE INTERNATIONALS CLASSROOM

This workshop supports teachers in implementing structures and designing curriculum so that students are the ones doing most of the talking and having the opportunity to use language in an academic and meaningful way.  Collaboration is a pillar of the Internationals model on which all other aspects of the model depend.  Without a well-structured collaborative classroom, teachers are unable to leverage the benefits of heterogeneity or make it possible for students to learn in heterogeneous groups.  In addition, a teacher-centered classroom does not enable students enough opportunity to practice their academic language and wrestle with the ideas they are learning through group discussions.  The driving question of the workshop series is: “How do we structure our classrooms collaboratively to support ELLs in their development of language and content knowledge?” This workshop engages participants in multiple station activities that model various strategies for designing meaningful collaborative roles and for getting students to work together in a meaningful way and for teachers to get away from the front of the room.

D. EXPERIENTIAL LEARNING: TEACHING LANGUAGE AND CONTENT THROUGH PROJECTS

This workshop begins with an introduction to the Criteria for Effective Project-based Units, a checklist encompassing all of the vital aspects of a solid project, as well as an analysis of a sample unit to determine the extent to which it meets this criteria.  Participants then explore unit driving questions and the types of higher-order thinking (HOT) projects that can be designed for students to use as a forum for answering a driving question.  After generating project ideas of their own, participants learn about assessing the various types of demands – language, skills, content – that any project places on students.  Participants identify the demands for their own project idea before developing a series of activities that would prepare students to meet one of the core language demands in order to successfully complete the final project.

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