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January 2014

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JANUARY 2014

Friday, January 10th

East Bay Write Easy

Writing Group for Teachers (Open to the Public)

Mudraker’s Cafe 4:00-6:00 p.m.2801 Telegraph Ave at Stuart in Berkeley, CA

Join us to write, share, chat, eat, drink and warm ourselves with words and with other teachers and writers. We’ll offer prompts, but you are always free to write what you want and need to write. We use the Amherst Writers and Artists response guidelines to give feedback to our fresh, unedited work.

Bring your pen, your computer, a prompt to share and get your writing on!

Saturday, January 11th

Presenters’ Collective Network (PCN)

Teachers empower themselves and inspire others as they engage in meaningful exchanges around refining and responding to professional presentations. (Teaching Fellows Only )

TC’s interested in attending, please RSVP to Michelle Baptiste- michellebaptiste@berkeley.edu

UC Berkeley 9:00 a.m. – 12:00 p.m.

Marna Blanchard will present on how to teach the basics of Noodletools in one short session, working with 5th through 12th graders and focusing on Research (Strand 4 ELA Common Core but applies to all subject areas).

Bibliographies and correct citations are a couple of the most difficult skills to teach and have students retain. Using Noodletools, and online bibliography, citation and annotation source all in one, students will not only attain the skills, but own them!

Sunday, January 12th

Writing Teachers Write

A monthly literary reading series featuring Bay Area Writing Project Teacher Consultants and other local writers reading from their own work. (Open to the Public)

Expressions Gallery  3:00-4:30 p.m.

2035 Ashby Avenue @ Adeline in Berkeley (very close to Ashby BART)

Picture of Tobey Kaplan

Poet Tobey Kaplan, originally from New York City is active in California Poets in the Schools and Associated Writing Programs. She gives readings and workshops about the creative process, literacy and social change across the country. Ms. Kaplan works for the Washoe Tribe/Native TANF and coordinates educational resources for the Native American community in Alameda Country. She has served as poet in residence at community mental health centers, taught creative writing at Pleasant Hill Adult School, and worked for Contra Costa County Schools as an instructor in the jails, and for Project Second Chance as a detention facilities tutor coordinator. Ms. Kaplan: has been a Dorland Mountain Colony Fellow, Affiliate Artist at the Headlands Center for the Arts,and received the Bay Area Award from New Langton Arts and honorable mention in the Crazyhorse poetry prize 2008. Her publications include: Across the Great Divide ( Androgyne, 1995) and her poems are contained in numerous literary anthologies. Tobey Kaplan teaches creative writing, language arts and humanities at several East Bay community colleges. 

Picture of Floyd Salas face

Floyd Salas, recipient of NEA and California Arts Council fellowships among other awards and honors, is the critically acclaimed author of four novels, a memoir and two volumes of poetry. His novel, Tattoo the Wicked Cross, earned a place on the San Francisco Chronicle’s Western 100 List of Best 20th Century Fiction. Tattoo the Wicked Cross and his memoir Buffalo Nickel are featured in Masterpieces of Hispanic Literature (HarperCollins 1994). His fiction, non-fiction and poetry manuscripts as well as letters and biographical information are archived in the Floyd Salas collection in the Bancroft Library, University of California, Berkeley, where he was UC Regent lecturer in 2003. His first historical book, Widow’s Weeds, is now available on Kindle. www.floydsalas.com 

Light refreshments will be served. We hope you will join us.

Please contact Marty Williams (martywill2004@yahoo.com) with any questions.

Expressions_Flyer_1-12-13

Saturday, January 25th

Saturday Seminars Series

Saturday Seminar Logo

The Bay Area Mathematics Project, The Bay Area Science Project, and The Bay Area Writing Project are pleased to present (Open to the Public):

Saturday Seminar: Transitioning to Meaningful Assessments
Join colleagues across grade levels, subject areas and school districts as we learn to design and refine formative assessments and use the results to target our instruction. How can we equip students with the language and skills they need to meet Common Core Standards and demonstrate their understanding? How can we work together at our schools and in our districts to make sense of what students produce and use their work to inform our teaching? This morning will be devoted to using the Cycle of Inquiry to improve instruction and performance.

FREE and OPEN to all Bay Area Teachers but PLEASE RSVP

Where: Albany Middle School
1259 Brighton Avenue
Albany, CA 94706
Google Map

When: January 25, 2014
8:45 am – 12:45 pm
Keynote begins promptly at 9:00 am
Light refreshments: Coffee, tea, and bagels

8:45 am – 9:00 am – Register, Network, and Sip Coffee

9:00 am – 10:15 am Keynote Presentation

Comparing Writers to Themselves: Some Thoughts on Formative Assessment

Students’ written work provides what might be the ideal opportunity to guide further instruction, but assessing writing, even as a formative assessment, is hard. The arrival of Common Core Standards and imminent Next Generation Assessments has done nothing to make this easier, yet these reform efforts have increased the calls for formative assessment. These calls are supported by a growing body of research on the power of formative assessment (Andrade & Cizek, 2010; Hattie, 2008; Ruiz-Primo & Furtak, 2007; Black & Williams, 1998; Fuchs & Fuchs 1986).

This interactive presentation will engage us in a variety of formative assessment practices and seek to generate some principles of practice for assessments that truly inform instruction. And if we are lucky, just maybe make assessing writing, if not easy, at least less hard.

Tim DewarKeynote Presenter: Tim Dewar

Tim Dewar is the Director of the South Coast Writing Project at the University of California, Santa Barbara, where he teaches undergrads, credential candidates, and graduate students, drawing on his experience as a secondary English language arts teacher, research, and, most importantly, the expertise of writing project teachers. He is particularly interested in how teachers come to frame the challenges they encounter in student work and craft an identity that makes for a sustainable career in education. That and the latest things his daughters have written or read.

10:30 am – 11:30 am – Keynote Follow-up and Discussion

Comparing Writers to Themselves: Some Thoughts on Formative Assessment

This workshop will present opportunities for further dialogue with the keynote presenter. We will continue to think about formative assessment and discuss our varied successes (and maybe a few failures) with assessment that feeds instruction and student learning. We will grapple with the realities of numerous students, limited time, and the desire to have something resembling balance in our lives.

Presented by: Tim Dewar

11:40 am – 12:40 pm – Workshops

Math

Formative Assessment in Math Class

Grades K-12

Research shows that teaching is more effective when it adapts in real time to the needs of students, which it can only do if the teacher has access to those needs (Black & Wiliam, 1998). In this workshop, we will survey the research and available resources and practice some formative assessment ourselves.

Presented by: Lew Douglas, Bay Area Mathematics Project (BAMP)

Science

Science Writing Task: Teaching Evidence Supported Argumentation Through Science

Grades K-6
The presenters will discuss the cross-curricular collaboration between literacy and science specialists in creating an authentic, Common Core State Standards-aligned performance-based argumentative writing assessment for grades 3-5 in Oakland Unified School District. The presentation will include models of the task and discussion of the design, rubric creation, and scoring processes.

Presented by: Michael Ray and Elizabeth Woodward, OUSD

Writing

Promoting Excellence on New Assessments

Grades K-12

How can we prepare students across grades and disciplines to perform at high levels on new assessments? We will demystify what is required by unpacking test items and addressing instructional gaps.

Presented by: Dr. Lanette Jimerson, 9th Grade English Teacher, Academic Research and Program Manager at Stanford University, and Faculty Member at UC Berkeley

Please share this message with teachers at your school who may not have received this email

For more information or for questions please email or call Carolyn Billingsley (cbillingsley@berkeley.edu) or (510) 642-7154

 

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February 2014 >>>