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The 2014 Asilomar Conference for Teachers of English and Those Who Teach Reading and Writing in All Content Areas

The Common Core:

A Universe of Writing and Reading

The 2014 Asilomar Conference for Teachers of English and Those Who Teach Reading and Writing in All Content Areas

September 26-28, 2014

Asilomar Conference Grounds, Pacific Grove, CA

This is the 63rd annual conference coordinated by the Curriculum Study Commission and the Central California Association for the Teachers of English.

Teachers attending will meet over the 3 days in small groups, each of which will be focused on a single issue involved in teaching reading and writing as part of the common core, in language arts and in other content area classes.

 Groups will focus on:

  • the reading/writing connection
  • cross-curricular implementation
  • close reading
  • use of technology
  • use of discussion to deepen student understanding
  • bringing the common core to life with culturally responsive learning

Deadline for early registration and guaranteed placement in selected group—May 31, 2014.

“The group leader provided us with numerous useful tools and exercises, and the group of people was amazing.”           

“Wonderful conference all around: location, food, and group sessions.”

Registration forms can be found here: Registration Form

Education/GSE Research Day

10am – 5pm

March 14, 2014

Tolman Hall, UC Berkeley

Click HERE to Register or Submit!

 

Mark Your Calendars!

GSE Research Day is March 14th 2014 this year and we hope to open our doors to the wider UC Berkeley community doing education-related research or work.

We look forward to a stimulating, fun, and low key day of sharing and dialog on the thing we all care about – education!

 

CALL FOR PRESENTATIONS

As usual, Education Research Day supports thoughtful dialog about educational issues through a range of presentation formats – including paper presentations, poster sessions, consultation roundtables, group presentations, interactive sessions, and mini-workshops (see below for description)

As organizers, we will attempt to accommodate all presentations that are relevant to education, proposed by a member of the UC Berkeley community, and sufficiently fleshed out to benefit from public conversation. We especially encourage research groups and teams to submit a panel proposal together!

New feature! This year presenters have a unique opportunity that has not been offered in years past: the option to submit their papers for publication consideration at the Berkeley Review of Education (BRE). Selected papers will appear in a special edition of the Spring/Summer 2014 Issue.

 

DUE ON-LINE by 5pm, March 8, 2014. CLICK HERE!

Presentation Formats

A. Paper Presentations: Paper sessions provide authors an opportunity to present on a panel an abbreviated version of their work and field questions and comments. The ‘paper’ presented may be a finished product or a work in progress.

B. Poster Session: Poster sessions combine graphic display of materials with the opportunity for individualized, informal discussion.

C. Consultation Roundtable: Consultation Roundtable allow maximum interaction with the presenters. Individual presenters are assigned numbered tables in a large meeting room where interested persons may gather for discussion with the presenter about his or her project or paper.

D. Group Presentations: This option provides several presenters the opportunity to discuss their work together and field questions and comments. Ideal for research groups, centers, or initiatives.

E. Interactive Sessions: This option allows presenters to pilot or receive feedback on a designed artifact, e.g., a computer simulation, robot, questionnaire, or group activity etc. Attendees are invited to work with the artifact or data as directed by the presenter/researcher.

F. Mini Workshops: Tis option provides an opportunity for presenters to share useful “how to’s” related to their work in education or graduate study. This is a presentation in which others can learn from your experience.

Tule Lake Teacher Education Project Institute

The National Japanese American Historical Society and the National Park Service are sponsoring two unique workshops for English or Social Studies teachers from grades 4 through 12 this summer.  Teachers may attend one or both of these workshops.  Applications due February 15, 2014 or until filled.  Applications available on http://www.njahs.org.  For more information Phone: (415) 921-5007 or  Grace Morizawa 510 526 9041 Email: njahs@njahs.org
 
Tule Lake Teacher Education Project Institute –A four day institute from June 24 through June 27 in the Presidio in San Francisco- Stipend $600.
 
Teachers will work collaboratively to learn about the Tule Lake Segregation Center through a process of historic inquiry and then develop a draft curriculum with their fellow teachers using primary documents, secondary sources, photographs, oral histories and artifacts on the Tule Lake Segregation Center.  They will field test the draft lessons in their classrooms. Teachers may volunteer to have portions of their lessons and stipends video taped for the WEB distribution. A smaller group of core teachers from the institute will refine the lessons for distribution through the WEB. Lessons will be then re-designed for posting on the WEB by the NJAHS webmaster.  Stipends will be given for this additional work during the school year.
Tule Lake Pilgrimage—A four day three night pilgrimage and educational experience at the Tule Lake Segregation Center and Oregon Institute of Technology in Klamath Falls, Oregon.  July 4 through 7.  (For more information see www.tulelake.org.)  Transportation lodging, and meals provided. Stipend $300.
 
Teachers will join the bi-annual Tule Lake Pilgrimage at the Tule Lake Segregation Center and Oregon Institute of Technology. They will have the opportunity to experience and tour the Tule Lake Segregations Center and hear first hand accounts of the former incarcerees. The four days are designed to be an immersive educational experience for people from outside the Japanese American community and for younger Japanese American family members, as well as a catharsis for those who lived through the experience – all guided by veteran group leaders.  Tule Lake was also unique among the prisons in that it was where people who answered no-no to the loyalty questions were sent – to be segregated from other Japanese and Japanese American prisoners.  Political dynamics in the camp were dramatically different from the others.  Many incarcerated in Tule Lake renounced their US citizenship when given the opportunity.  But the reasons for both the no-no answers and renunciation were complex and varied.  Teachers from the Bay Area participating in the pilgrimage through the National Japanese American Historical Society will be expected to attend a 2-hour orientation session before the pilgrimage, participate in a round table session during the pilgrimage, and share their experience with their colleagues at school. We will also meet each evening for dinner during the pilgrimage.
More details can be found here: Teacher Institute Application 2014