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Now Registering: Feb 8 Weekend Workshops

Come join practicing Teachers as they share techniques and strategies that work in their classrooms. The Bay Area Writing Project is excited to provide high quality professional development opportunities at an affordable price for teachers throughout the Bay Area. This workshop series is perfect for teachers, administrators, coaches, coordinators, student teachers or anyone interested in the teaching of writing.

February 8, 2020 Registration ($25.00) HERE

Discounts:
—  Groups of 3 or more get a 20% discount (must register at the same time and the discount automatically deducted during check out)

February 8, 2020 Weekend Workshop

Writing Across the Disciplines

Writing has never been the exclusive domain of English teachers. Teachers of all subjects have the potential to not only offer students space to make sense of ideas, but also to build comfort with the kinds of writing that exist in different disciplines. These workshops explore the importance of consistently embedding writing into content lessons across disciplines. Workshops will focus on routines, strategies and tools for understanding content and developing composition skills.

This workshop event will feature your choice of one workshop each session.

Location: UC Berkeley, 2121 Berkeley Way (Brand new Graduate School of Education building), 1st floor foyer
Directional signs will be posted the day of the workshops

Free Saturday street parking on Arch, LeConte and Spruce or metered parking ($) on streets surrounding the building.
Campus ($) parking options (Recommended: Lower Hearst parking structure)

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Schedule:

Check-in and Coffee: 8:45 am
Opening Remarks: 8:50 am
Session 1: 9:00 am – 10:30 am
Session 2: 10:45 am – 12:15 pm

February 8, 2020

Session 1:

Don’t Think Twice—Prince vs. Michael Jackson: Argumentative Writing in the Humanities
Presenter: Carla Williams-Namboodiri

Two iconic musicians who topped the charts of the 1980s helped redefine looks, attitudes and designs of a decade. In retrospective, their careers seemed like shadow boxing. But who would win? Using primary and secondary sources, participants examine artifacts of Prince and MJ’s lives. Considering the historical significance of two artists, we will assess the validity of our own thinking, while anticipating counter evidence and opposition to asserted claims. This workshop is geared toward middle to high school teachers interested in historical writing that addresses social and cultural movements.

New Literacies & Pop Culture
Presenter: July Westhale

This workshop explores how to construct a textbookless classroom utilizing popular culture, media, and new literacies as a way of increasing access. The focus is on creating a “live” classroom that is not bound by traditional disciplines. Content centers on work with community college students, but is easily modified for all grade levels.

Session 2:

VOICE ACTIVATED!
Presenter: Jodi Freedman

In this workshop, teachers will learn how to incorporate simple tools into the writing process to make literary or historical figures come alive. Through examining their own teacher practices and beliefs, teachers will discover how to help students find their own voice and connections to literature and history. This workshop is appropriate for grades 5 through high school and can be incorporated into English, history, humanities or acting classrooms.

State Your Claim
Presenter: Aijeron Simmons

In this workshop we will try out strategies to support students to write across the science genres. These strategies include science notebooks, science posters, and journal publishing. We will explore sensemaking strategies that support students to write about what they are learning. This workshop is most applicable to elementary and middle school teachers.

Future Workshops

Voice, Identity, Access and Equity –  April 25, 2020

Classrooms can provide courageous spaces for exploring collective and individual identities.  Writing often plays a critical role in this exploration and provides a humanizing lens through which students can see each others’ experiences. These workshops will focus on strategies, protocols and content that support students to contribute their stories, share their truths and invite others into conversation through writing. 

Join us for the new season of BAWP Weekend Workshops!

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Come join practicing Teachers as they share techniques and strategies that work in their classrooms. The Bay Area Writing Project is excited to provide high quality professional development opportunities at an affordable price for teachers throughout the Bay Area. This workshop series is perfect for teachers, administrators, coaches, coordinators, student teachers or anyone interested in the teaching of writing.

September 14, 2019 Weekend Workshop

Writing Strategies for Language Development

Classrooms are filled with students who are linguistically and culturally diverse. These workshops will explore language features and support language production for all learners. Teachers will experience rich language writing strategies and tools to provide targeted instruction for various levels of language fluency. 

$22.30 registrationSeptember 14, 2019 Registration

$47.30 registrationRegistration for all 3 Workshops

Discounts:
—  Groups of 3 or more get a 20% discount (must register at the same time and the discount automatically deducted during check out)

September 14th Weekend Workshop 2019 (pdf flyer)

*Credit available for purchase if you attend all 3 workshops

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This workshop event will feature your choice of one workshop each session.

September 14, 2019

Session 1:

Collaborative Writing: Supporting Academic and Social-Emotional Needs of English Learners
Presenter: Amanda Staab

Collaborative writing is one practice in a language-rich Designated or Integrated ELD classroom that helps beginning and early intermediate English learners write authentically and confidently.  When language learners have the opportunity to co-create a piece of writing, it can be a pivotal learning experience. In this session, participants will experience the steps students take in writing a collaborative paragraph and understand how key language supports and protocols can improve students’ feelings about writing as well as their real skills with using academic language appropriately and extending ideas. This workshop is applicable to a wide range of grade levels.

Language Acquisition and Civic Action: Participatory Action Research in the ELD Classroom
Presenter: Casey McAlduff

Too often, inquiry-driven learning models such as participatory action research and project-based learning are not integrated into ELD and SDAI classrooms, and are many times left out of classrooms with high populations of English Learners. In this workshop, teachers will explore how centering student voice, authentic audience, and civic engagement in these spaces can increase student engagement and boost students’ confidence in their language production. Teachers in this workshop will be asked to participate in a simulated participatory action research project  and will create a Know Your Rights Guide. Teachers will also be provided with tools for how to scaffold the material to meet the needs of a linguistically diverse classroom. Additionally, there will be time to discuss how to balance the teaching of explicit language instruction and acquisition while also engaging young people in real world problem solving. All grade level teachers are welcome!

Session 2:

What are they ready for?
Presenter: Maggie Coshnear

Experience the power of collaborative writing in tackling the complex social issues of our times. This workshop will equip teachers with the tools to lead in-depth research projects and high-level thesis statement creation for students with a range of reading levels. We will examine the credibility of sources and address the question of how to divide labor in group projects. This workshop is suited for upper elementary to high school grades.

Supporting Young Writers in Oral Storytelling
Presenter: Lorin King

In the beginning of our existence human beings communicated with stories, then drawings, and then writing.  Like the flow of human communication, young writers need opportunities to engage in oral expression before putting pencil to page to better build their language skills and gain fluidity of storytelling formats.  Storytelling comes in many forms depending on cultural background and in school it is traditionally taught as always having a beginning, middle, and end. We will explore the question of should our youngest students be exposed non western story formats through oral storytelling practices as teacher/students.  This workshop is most suited for elementary school teachers.

Future Workshops

Writing Across the Disciplines – February 8, 2020

Writing has never been the exclusive domain of English teachers. Teachers of all subjects have the potential to not only offer students space to make sense of ideas, but also to build comfort with the kinds of writing that exist in different disciplines. These workshops explore the importance of consistently embedding writing into content lessons across disciplines. Workshops will focus on routines, strategies and tools for understanding content and developing composition skills.   

Voice, Identity, Access and Equity –  April 25, 2020

Classrooms can provide courageous spaces for exploring collective and individual identities.  Writing often plays a critical role in this exploration and provides a humanizing lens through which students can see each others’ experiences. These workshops will focus on strategies, protocols and content that support students to contribute their stories, share their truths and invite others into conversation through writing. 

2019 BAWP Forum: The Question’s the Thing

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An emerging body of research focuses on how learning driven by student curiosity is a key factor in academic success across disciplines. A classroom that sparks and builds on student curiosity paves the way for the hard work of inquiry that requires reading, writing, and disciplinary thinking. Curiosity and imagination are also key starting points for investigations that take students beyond the walls of the classroom. This process helps students develop their personal, academic and civic voices as they imagine and convey a better future.

Join us in examining how to validate and capitalize on curiosity to enrich classroom instruction and make learning more engaging and meaningful. 


Date and Time

October 19, 2019
8:30 am – 4:00 pm
University of California, Berkeley
Graduate School of Education
2121 Berkeley Way
Berkeley, CA 94720-1670


Registration & Fees

  • Registration: $150
    • Take advantage of early bird registration (before September 20, 2019): $125
    • BAWP Teacher Consultants, email the office to get a 50% discount code.
  • Continental breakfast and lunch included with registration.
  • .5 CEU Credits available to participants on day of conference (additional fee).
Groups of 3 or more teachers from one school get a 20% discount! If paying online, discount will be automatically applied. If registering and paying with a school PO, apply discount to total. Email the bawp office (bawp@berkeley.edu) with questions on school discounts or registration.
Cancellations 
Requests for cancellations must be made in writing (bawp@berkeley.edu). Those made before 11:59 pm on October 13, 2019 will be reimbursed minus a $50 cancellation fee. Any requests received after October 13, 2019 do not qualify for a reimbursement.

How to Register

Option 1: Register online with a credit card. (credit card fees included)

Option 2: Download the paper registration form: 2019 BAWP Forum Registration Form (pdf) and pay with either a check or a school purchase order.

Please email bawp@berkeley.edu with any questions.


BAWP Forum: Schedule

8:30 am – 9:00 am:        Registration & Check in
9:00 am – 9:15 am:        Director’s Welcome
9:20 am – 9:50 am:        Keynote – The Question’s the Thing
10:10 am – 11:40 pm:    Session 1 Workshops
11:45 am – 12:30 pm:    Lunch
12:45 pm – 1:20 pm:      Student Panel
1:30 pm – 3:00 pm:        Session 2 Workshops
3:00 pm – 4:00 pm:        Conference reception


Welcome by Director of BAWP, Katherine Suyeyasu
9:00 a.m. – 9:15 a.m.


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Keynote by Stanley Pesick
9:20 a.m. – 9:50 a.m.

The Question’s the Thing: How the ‘Fly-on-the-Wall’ Changed My Teaching


Session 1 Workshops
10:10 a.m. – 11:40 a.m.

Cognitive Crossover: Writing Habits of Minds in Science and Art

Photo Maureen.jpgChildren are natural scientists and artists. They engage with their world by observing, testing, interpreting, and communicating their understanding. This workshop will focus on examining five strategies (articulated by Dr. Julia Marshall)  that artists and scientists utilize: depiction, metaphor, mimicry, reformatting, and projection, and explore how to integrate those strategies into writing about science and art.

Intended audience: Grades K-5, Science and Art

Maureen Sullivan has been a Spanish bilingual elementary educator for 20 years and a BAWP teacher consultant for 15 years. She currently works as a school librarian at Dolores Huerta Elementary School in San Francisco.

From Deconstruction to Construction: From Juicy Sentences to Student Writing

Photo Malia.jpgVoice and choice is critical to empowering students as mathematicians and writers. Creating the conditions for students to tackle the complex text of word problems and engage in writing is essential to developing their understanding and identity. In this workshop, we will discuss how “sentence unpacking” can provide students with ever more independent ways to comprehend word problems and communicate their understanding and ideas through writing.

Intended Audience: Grades K-5, English Language Arts and Math

Malia Tayabas-Kim is in her sixth year of teaching 2nd grade at Garfield Elementary in Oakland. She is a proud Oakland native and a product of the Oakland Unified School District. Malia serves as the Social Emotional Learning (SEL) lead at her school and has been a member of the Mills Teacher Scholar SEL inquiry group for the past five years. Coming from a family of educators and drawing on her love of teaching, Malia is devoted to giving back to her community.

Word Curious: An Introduction to Vocabulary Self-Selection Strategy

Photo Clare.jpgWe all know that our students need to expand their vocabularies, but how can we do that without presenting them with dry lists of words which do not “live” outside of a classroom context?  This workshop introduces Vocabulary Self-Selection Strategy (VSS), a highly-engaging instructional technique which taps into students’ natural desires to learn new and interesting words in the material they are already reading. Participants will create their own word list from shared texts and engage in follow-up activities that capitalize on student curiosity and generate energy for acquiring new vocabulary. 

Intended audience: Grades 6-12, English
(This workshop is most applicable to secondary teachers who wish to systematically deepen their students’ understanding of vocabulary, but VSS is also highly adaptable to younger students.)

M. Clare LePell gave the keynote address at BAWP’s first Forum in October 2016.  Clare is in her 33rd year at Castro Valley High School where she has taught English at all levels.  She became a Teacher Consultant in 1993, and, in addition to regularly leading workshops, she teaches the BAWP summer course on secondary writing.

Sustaining Curiosity: Opportunities in Research Writing and Presentation

Photo Hillary.jpgResearch writing is challenging in its cognitive demands on students and its instructional demands on teachers. Yet, authentic student-driven inquiry is worthwhile and incredibly powerful, when it includes students in conversation with one another about their research. This workshop will focus on strategies for generating topics, structures for incorporating low-stakes writing and discussion as part of the process, and an exploration of presentation as an opportunity to build new knowledge.

Intended Audience: Grades 6-12, English and History

Hillary Walker has been teaching middle and high school humanities courses for 14 years. She currently teaches College Writing, AP English and Intensive Writing Support for high school students at Life Academy of Health and Bioscience in Oakland. She also coordinates the BAWP Weekend Workshop series.

Drawing on Multiple Resources of Knowledge

Photo Karen.jpgFinding ways to help students learn and solve authentic problems that affect their lives cultivates a positive identity and productive forms of agency. This workshop will explore equity-based mathematics strategies within a social justice lesson. Students have the opportunity to develop questions, construct arguments, and present conclusions orally and in written form. 

Intended audience: Grades 8-12, Math

Karen Mayfield-Ingram is the Project Director of the Oakland Urban Teacher Residency Program and Program Coordinator for the Center for Equity and Excellence at the Lawrence Hall of Science. She has 15 years of teaching experience and is the co-author of Rethinking K-8 Mathematics Teaching: Equity-Based Practices to Strengthen Children’s Mathematics Learning and Identity. Her work focuses on math and equity professional development, teacher leadership, and parent involvement.

Talking Story: History as a Narrative Arc

Photo Heidi.jpgUsing inquiry to develop an historical lens provides students with an authentic and personal connection to the stories of the past. When history is approached as a narrative, the teacher and the students are forced to investigate deeply. Which individuals were given the roles of protagonists, antagonists? Why? How can we examine alternative storylines to rewrite particular narratives? This workshop will focus on inquiry strategies to develop students’ critical thinking, structures for using academic talk, and low stakes writing as part of a journey towards the writing of their own historical narrative.

Intended audience: Grades 8-12, Humanities

Heidi Avelina Smith has been teaching Spanish Language Arts and Social Studies in a San Francisco Middle School Spanish Immersion Program for 14 years. She has also worked with the Legion of Honor and the De Young museums on their teaching curriculums for permanent and rotating exhibitions. She is currently teaching 7th and 8th grade but has also taught 4-6th grade.

Asking The Critical Question

Photo Laury.jpgFor over forty years, for their research papers, I’ve encouraged students to investigate one topic that fuels their curiosity, ignites their passion, and makes school more meaningful. I used to think this was the easy part. But it wasn’t. Something more difficult is finding a question about that topic that compels students to think critically. Students frequently default to questions which, even if they answer them, will produce a report of information. I want students to develop a critical question about their topic that will have no definitive answer, that engenders legitimate disagreement, one that will force students to evaluate their resources, question their own judgment, and face intellectual confusion. This, I hope, gets resolved in their writing.

Intended Audience: Grades 6-College, all disciplines

In theory, Laury Fischer retired after teaching for forty-two years, but yet finds himself still teaching a composition course called “Critical Thinking.”  His career split into two main parts: teaching high schools in Fremont and then teaching the wide range of English courses at Diablo Valley College. In between, he was in charge of inservice programs for BAWP, serving as its co-director. At times, his professional development work has taken him to Greece, Japan, the Virgin Islands, as well as his most favorite place of all: Berkeley.


Student Panel 
12:45 p.m. – 1:20 p.m.

More information coming soon.


Session 2 Workshops
1:30 p.m. – 3:00 p.m.

Playing with Curiosity: Dramatic Play and Improv as Pre-Writing

Photo Siobhan.jpgWriting takes a certain amount of risk. We often develop our own response to risk as young children in imaginative play and that response tends to drive our willingness to express ourselves in writing. When we feel free and safe to express ourselves dramatically, we become open to the possibilities of great writing, too! In this workshop, we’ll spend a good part of our time playing – we’ll do some improv games, play with figurines, role play characters, and then write and see what happens!

Intended audience: Grades K-5, English Language Arts and Theatre

Siobhan Boylan has taught in elementary school for 14 years at public, private, and charter schools around the Bay Area. She currently teaches a K/1 loop at Grass Valley Charter School, an EL Mentor School (Expeditionary Learning). She has also taught BAWP’s Young Writers’ Camp in Shenzhen China the past three summers.

When Math Is About Noticing and Wondering

Photo Glenn.jpgIt is unfortunate that math instruction is commonly viewed as teachers modeling procedures and students practicing them. However, the true nature of mathematics is to notice patterns and wonder how to generalize them in new or novel contexts. This noticing and wondering allows for many opportunities to use writing as a reflection and discovery tool. This workshop will focus on a framework for facilitating student inquiry into key math concepts through reading and writing in collaborative groups.

Intended audience: Grades K-5, Math

Glenn Kenyon has been a bilingual educator for 30+ years in both elementary and middle school settings. He is currently an instructional coach in SFUSD with a particular focus on math teaching and learning as well as second language instruction for emerging bilingual students.

Playing Cards: A Hands-on Way to Engage in Historic Inquiry and Thinking with Timeline Cards

Photo Grace.jpgOften students look at a timeline as a bunch of dates and facts that they should memorize, or they might ignore it running in a textbook sidebar. This workshop introduces a way of using timeline cards to consider who develops a timeline, where does it start, and who decides what is in it. By laying out cards on a table about a specific event in history, students can see multiple causations and begin to ask questions that could lead to an inquiry project. In this workshop, teachers will consider two different timelines: The first asks, “Why did Rosa Parks refuse to give up her seat?” The second asks, “Why were Japanese Americans incarcerated during World War II?

Intended audience: Grades 4-8, History

Grace Morizawa is the Education Coordinator for the National Japanese American Historical Society. Previously she was an elementary school teacher in Oakland and principal of Lake Elementary School in San Pablo. Morizawa is a Sansei, third generation Japanese American. She has a BA in English from Pacific University, an MA in Creative Writing from San Francisco State, and a doctorate from the Leadership in Education and Equity Program at UC Berkeley.

Scientific Inquiry at the Intersection of Curiosity and Friere’s Problem-Posing Education

Photo Cass.jpgAlthough inquiry is at the root of science, too often in science classrooms inquiry is teacher centered, too abstract and broad, or removed from students’ actual experiences. This workshop will explore structures for eliciting and strengthening student questioning at the intersection of their own curiosity to understand the world and Paulo Freire’s problem-posing education. We will engage students in crafting investigable and researchable questions that are relevant to their lives and community.

Intended Audience: Grades 4-12, Science

Cassandra Chen, Oakland Unified teacher for 12 years at United for Success Academy, has taught 6-8 grade math and science. She is a teacher leader both within her district and as a Next Generation Science Standards (NGSS) Early Implementer, and she works with the Lawrence Hall of Science’s East Bay Agency for Young Scientists to engage students in environmental justice through citizen science.

Language is the Currency of Learning

Photo Harold.jpgMathematically proficient students use language effectively to communicate their reasoning, justify their conjectures, critique each other’s way of thinking, and argue from evidence. How do we support students as they develop such academic use of language? We will discuss principles of design for instruction that attend to mathematics and language development; routines that promote students’ curiosity and agency; a framework for understanding a language-rich, mathematically-powerful classroom; a theory of action which provides focus to the design of instruction.

Intended audience: Grades 6-12, Math and Language

Harold Asturias directs the Center for Mathematics Excellence and Equity at the Lawrence Hall of Science of the University of California, Berkeley. Over the past 20 years he has focused in the area of designing and implementing professional development and coaching K-12 mathematics teachers who teach English Learners.

Writing Inquiry Questions: A Critical Practice for the Mind and Heart

Photo Hannah.jpgWe often ask our students to answer the questions we write for them, but what if we asked them to write and respond to their own questions? In this workshop, we will discuss the importance of encouraging students to embrace their own curiosity and to guide them to write good questions. We will learn strategies to help them construct inquiry questions that drive their critical thinking and cultivate empathy, as they read and write across genres. We will reflect on our own practice by brainstorming and developing essential questions that guide our teaching and thus our students’ learning.

Intended Audience: Grades 6-College, English

Hannah Hohle completed her student teaching and masters program in Washington, DC, where she taught middle school English Language Arts at a public charter school. She currently teaches 10th and 11th grade literature in San Rafael.

Who Am I? Getting Curious About My Teacherly Motivations

Photo Adrienne.jpgThis workshop offers educators a space for deep reflection on their practice. Often tasked with meeting learning outcomes and standards, little time is allowed for slowing down to develop a reflective practice. The aim of the reflection time given will be to create an authenticity statement for teacher practice. Attendees will be provided a framework for developing this statement with the overall aim of shifting our motivations towards increasing equitable access to whatever we are teaching in the classroom, particularly for minoritized students.

Intended audience: All levels, all disciplines

Adrienne D. Oliver, MFA, Ed.D., is a hip hop scholar and practitioner. She infuses her work with reflective practice developed in tandem with her hip hop research. Adrienne has been teaching college writing for 15 years. She believes that every student is capable of every task with the right motivation.