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Project Zero Perspectives: Making, Thinking, Understanding

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9:45am PDT

A Beautiful Mess: Where Thinking Routines and Cultures of Thinking Collide

How can we use evidence of student learning to strengthen our classroom's culture of thinking? Participants will be invited to examine what happens when the themes of Building a Culture of Thinking and Making Thinking and Learning Visible collide. Participants will use thinking routines to explore student thinking while also reflecting on their own classroom cultures and thinkers. We will examine multiple examples of authentic student learning to gain insight into how it contributes to our class culture. We will also learn how educators can allow for students to help shape class culture by identifying pivotal points in their thinking, providing opportunities for further student-driven investigation, and inviting personal reflection on learning.

Presenters

Jodi Bossio

English as a Second Language Coordinator / Language and Literature Teacher, DC International School

Jodi Bossio has been working as an educator for over 12 years in urban settings and has taught students in first grade through postgraduate education. She has a Master’s degree in education and is highly qualified in both English as a Second Language and English Teaching, with a... Read More →

Kristen Kullberg

MS Language Arts/Instructional Coach, Sacred Heart School

Kristen Kullberg is the middle school Language Arts teacher and Arts Integration Instructional Coach at Sacred Heart School in Washington, DC. Her dual role has allowed her to learn alongside students in PreK3 through 8th grade as they develop close looking, critical thinking, and... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Room B

Room Room B

9:45am PDT

Building a Culture of Thinking: Routines, Structures, Strategies and ‘Stick-to-itiveness’

This interactive course will explore the dimensions of a culture of thinking in a school and a school district. The instructors, both leaders in a public school district in Michigan, will ask participants to view both direct classroom and school examples of a culture of thinking, engage in thinking routines, and explore their own perspectives on how and where learning thrives. The session will include video examples from classrooms, descriptions of thinking routines, and examples/artifacts from the Clarkston Community Schools.

Presenters

Mahoney, Nancy

Principal, Springfield Plains Elementary School

Rod Rock

Superintendent, Clarkston Community Schools

Superintendent, Clarkston Community Schools

Sunday October 12, 2014 9:45am - 11:45am PDT
Room 9

Room Room 9

9:45am PDT

Creating a Collaborative Learning Environment through Design

How should I arrange the furniture in this room? How can we reduce polluted water run off on this street? How can we develop a toilet that is usable in developing countries? Design is an inherently visible thinking process that encourages varied, divergent and creative solutions to problems of all scales. The National Building Museum’s Teen Programs engage local students in the issues and problems that impact their city and their lives, and shows them a pathway to being actively engaged in solving problems. In this session, participants will experience how these programs use collaborative, hands-on, real-world design challenges by exploring and identifying local design challenges in or near the Lick-Wilmerding High School. Based on their observations and research, teams of participants will work collaboratively to propose solutions to those challenges and produce concept boards and models that demonstrate their design process. They will present their ideas to the group and receive feedback as a means of improving their solutions and making connections to the wider community. Throughout the session, they will be practicing the habits of mind and methodologies that design inculcates: integrating information with personal opinion, linking solutions to lived experience, and emphasizing the iterative nature of creative problem-solving.

Presenters

Andrew Costanzo

Teen Programs Manager, National Building Museum

Sunday October 12, 2014 9:45am - 11:45am PDT
Room D

Room Room D

9:45am PDT

Creating a Community of Thinkers: Visible Thinking as a Tool

In this course participants will experience how to build a culture of thinking in the whole community around a school—including students, teachers, leaders and parents—and how to sustain it when ”core” teachers leave. We will focus on the importance of inviting teachers as well as parents into the process of making thinking visible in the classroom. Participants will be introduced to a number of thinking routines that can be used in different settings, in all subjects, and in social situations with students, at faculty meetings and at parent meetings. Participants will also have the opportunity to collaboratively develop their thinking about how to start and/or deepen the work with Visible Thinking at their schools.

Presenters

Lotta Norell

Educator, NUKAB

Lotta Norell has been a teacher for many, many years. Now she is educating teachers, mostly in Sweden, about Visible Thinking. Lotta was the coordinator for the project” Making Thinking Visible” at Lemshaga Academy, Sweden 2000-2005. That was the beginning of Visible Thinking. Lotta... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Dance Studio

Room Dance Studio

9:45am PDT

Cultivating a New Generation of Learners

This course focuses on today’s learner. Participants will be invited to contrast traditional notions of learning with one informed by closer attention to the eight cultural forces in the classroom identified by Ron Ritchhart in Making Thinking Visible. The course will highlight these cultural forces, while also exploring the elements of a tool called the Understanding Map, which gives direction for teachers and students on a learning journey. Stops along the map will provide an opportunity to deepen our understanding of how learners learn and become more open to taking risks.

Presenters

Karen Sinclair

4th grade Teacher, Pine Knob Elementary, Clarkston Community Schools

Jodi Yeloushan

Principal, Pine Knob Elementary, Clarkston Community Schools

Sunday October 12, 2014 9:45am - 11:45am PDT
Writing Lab

Room Writing Lab

9:45am PDT

Developing a Sensitivity to Design: Thinking Critically about the Made Dimensions of our World

Educational initiatives that emphasize making, design and tinkering are becoming increasingly popular in K-12 education. Through afterschool programs, technology classes and integrated maker classes, new pedagogies are aimed at encouraging young people to “learn to make” and “make to learn.” In this course, researchers from Project Zero and collaborating practitioners will present the teaching and learning opportunities offered by maker-centered experiences. Participants will engage in a series of hands-on activities with the goals of cultivating observation skills and encouraging critical analysis of the made dimensions of our world. Presenters will draw on Project Zero’s Agency by Design project, which is conducting research through interviews, site visits and action research with partnering prek-12 schools in Oakland, CA.

Presenters

Carla Aiello

Jen Ryan

Researcher, Project Manager, Project Zero

Sunday October 12, 2014 9:45am - 11:45am PDT
Tech Arts Studio 1

Room Tech Arts Studio 1

9:45am PDT

Discourse in the Cultures of Thinking Classroom

How do conversation, language and discussion in a “culture of thinking” classroom differ from the notion of a traditional classroom? How do we understand effective discourse patterns, versus ineffective ones, so that we as teachers can better foster powerful learning communities? This course, led by Project Zero researcher Ron Ritchhart, will focus on current research conducted by the Cultures of Thinking research team at Project Zero in the area of discourse. Drawing on current work in the field, this session will allow participants to examine practices that can help teachers at all grade levels and across subject areas create a culture of thinking and that encourage deep understanding in students. Participants will explore the way educators can use thinking routines designed to facilitate thinking while structuring the discourse of the classroom.

Presenters

Ron Ritchhart

Researcher, Independent

Ron Ritchhart served a Senior Research Associate at Harvard Project Zero for many years. His work has focused on the development of school and classroom culture as prime vehicles for developing students as powerful thinkers and learners. Ron's research and writings have informed the... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Room C

Room Room C

9:45am PDT

Empowering Disenfranchised Learners: A Collaborative Approach to Making Thinking Verbal

In this session, we invite participants to construct shared knowledge, both figuratively and literally, as we develop the “head, heart, and hands of students," exploring ways to scaffold the development of metacognition, creativity, listening and speaking skills. A highly-engaging team approach to eliciting student discourse and thinking, Enbrighten, will be examined. Participants will make thinking verbal, exploring comprehension as a collaborative process of cognition, rather than something assessed by an isolated set of comprehension questions. As part of this process, learners will be encouraged to uncover complex issues of global significance from a variety of viewpoints. We will model and practice the language of reflective listening and collaborative discourse, demonstrating how students develop and generalize these habits. Participants will build with learning toolkits, document collective thinking, view classroom videos and engage in collective discussions.

Presenters

Erika Lusky

Special Educator, Instructional Coach, CCoT Online Course Instructor, Rochester Community Schools

Erika is passionate about creating quality relationships to foster agency and identity, specifically in disenfranchised learners. She is an advocate for human connections, understanding, thinking, and student voice. For over 20 years, Erika has worked in Special Education with students... Read More →

Julie Rains

Instructional Innovation Program Consultant, Rochester Community Schools

Julie Rains is an Instructional Innovative Program Consultant for Rochester Community Schools. In her role, she invites all learners to expand their view of technology, remixing hands-on making opportunities with cutting edge digital tools. Julie finds true joy co-designing alongside... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Room 5

Room Room 5

9:45am PDT

Flattening the Globe: The Challenge and Beauty of Multiple Perspectives

How do we represent our 3D earth in two dimensions? In this session, participants will engage in a mathematical/artistic problem-solving project that has multiple solutions. Using the eight creative strategies found in contemporary arts practice and the precision of math, participants will think through and execute a process of flattening a 3D globe to a 2D map. All maps are distorted and offer ways of understanding bias and systems thinking of social complexities. This course will demonstrate how to use maps to tell a narrative from different points of view. The practice of remodeling and recontextualizing the globe will open and extend the ways we use mathematical practices to advance our creative inquiry. In addition to gaining an understanding of the purpose of commonly used map projections (cylindrical, conical, planar, and interrupted projections), participants will create new maps that expose our personal stories, perspectives and identities grounded in the mathematical practices and creative strategies for critically engaging in this work. The presenters will make reference to principles from Project Zero research into teaching for understanding, studio habits of mind and making learning visible.

Presenters

Mariah Landers

Director, Integrated Learning Specialist Program, Alameda County Office of Education

Tamar Posner

President, Mathaction.org

Sunday October 12, 2014 9:45am - 11:45am PDT
Room 6

Room Room 6

9:45am PDT

Flip History!: Personalized Inquiry into History through Unpacking a Modern Memorial

The overall goal of this course is for participants to understand how they can develop an entire inquiry unit on a historical period by looking at a memorial today. The intended inquiry will flip the traditional teaching of history towards an inquiry-based approach led by the learners. Participants will interactively ‘unpack’ a historical event or historical period by actively exploring a historic memorial. They will virtually explore the memorial making their thinking visible using a Project Zero thinking routine and then create their own concept questions. The course will conclude by having participants design their own memorial.

Presenters

Arndt Häfele

Grade 5 teacher / Grade Level Leader Grade 5, Atlanta International School

Sunday October 12, 2014 9:45am - 11:45am PDT
Room 10

Room Room 10

9:45am PDT

From Puppets to Robots: STEAM (Science, Technology, Education, Arts, Mathematics), Maker Education and Design Thinking as Inclusive, Engaging, Self-Differentiating

Maker Education and Design Thinking have been gaining more traction and credibility in educational settings. In this course, the presenter will share the story of From Puppets to Robots, a curriculum that was implemented with elementary and middle school students. The unit fouses on exploring human movements and ways they can be incorporated into making puppets and simple robots. Later lessons build on student knowledge of human movement to explore and build robots to create a positive impact on humankind. After engaging in a short overview about making and design thinking, participants will use basic craft materials to construct robotic arms, and then progress into using technology to help with the design and making process, concluding with the construction of robotic prototypes–exploring and discussing along the way how these activities support and promote design thinking and making.

Presenters

Rebekah Gregory

Friday Opening Keynote Speaker

Rebekah Gregory, Boston Marathon Bombing survivorRebekah Gregory's life was forever changed due to the bombings at the Boston Marathon on April 15th, 2013. This act of terrorism may have claimed her leg, but it could not claim her spirit. Forced to leave her normalcy on that Boston... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Lower Bio/Chem

Room Lower Biology/Chemistry

9:45am PDT

Global Competence Begins in Preschool: The Urgency of Nurturing Empathy

How can we transform our early childhood classrooms so that they nurture global thinkers? How do recognizing the way the mind regulates emotions and the way emotions affect other people shape empathetic preschoolers? This course offers opportunities to analyze how thinking routines engage preschoolers in the nurturing of global habits of mind that enable them to listen with empathy and think flexibly as they attempt to see the world through the perspectives of others. Special emphasis will be given to how preschoolers become aware of their own emotions, as well as to how to manage their emotions and the emotions of others. We will also discuss how they learn about the relationship between the brain and the mind.

Presenters

Daniela Fenu-Foerch

Instructor, Florida International University

Andrea Muñoz

Preschool Teacher, The Joy of Learning Educational Center

Paula Luzzi Panno

Sunday October 12, 2014 9:45am - 11:45am PDT
Room 7

Room Room 7

9:45am PDT

Imagination, Expression, Reflection: Creating a Mixed Media Book

The Visual Arts Department teaching team at Lick-Wilmerding invites educators from all subjects to participate in this hands-on studio workshop. Focusing on three specific habits of mind—imagination, expression and reflection—participants will engage in a creative process of making a mixed media book in response to a short text. Participants will be asked to avoid “illustrating” and encouraged instead to explore and experiment with a variety of media, familiar and new, to discover how spontaneity, improvisation and even error can lead to deeper thinking and potentially original solutions. As they create participants will be asked to think like an artist and to reflect on the abiding question,“How do I enter unseen territory?” The course will introduce practical skills and methods, inspired by Project Zero philosophies and Artful Thinking routines, educators can take back to their classrooms and schools.

Presenters

Lydia Greer

Visual Arts Teacher, Lick Wilmerding High School

oleg osipoff

Teacher in Visual Art, Lick Wilmerding High School

Teacher of Visual Art - Drawing, Painting, Mixed-Media, Printmaking, Ceramics, Digital Imaging, Videography. Member of Visual Arts Department that incorporates Habits of Mind into curriculum and teaching methods.

Goranka Poljak-Hoy

Visual Arts Department Chair, Art and Architecture Teacher, Lick Wilmerding High School

Robert Sanborn

Visual Arts Teacher, Lick Wilmerding High School

Sunday October 12, 2014 9:45am - 11:45am PDT
Art Studio

Room Art Studio

9:45am PDT

Making Innovation Work with Young Students in the Classroom

In this course the presenters will share what they learned from the experience of teaching a first grade unit guided by the question, “How can we invent something to make our school community a better place?” They utilized the design process, documentation and reflection within the unit and made visible thinking and problem-solving central to the learning. Learn practical approaches to undertaking such a project in a whole-group classroom setting with young children (and without specialized tools). By the end of the unit, first graders had completed their own functioning class inventions and had the experience of being an innovator for their community. While the inventions (such as the Bathroom Bulb and Erasinator) may make us chuckle, they solved real first grade problems and were a true collaborative effort between the students and community partners showing that they can solve problems and help people through commitment and collaboration. Participants will learn by doing as well as reflect upon ways to encourage a “maker mindset” in young children.

Presenters

Rachel Meyer

First Grade Teacher, The Environmental Charter School

Jennifer Porter

First Grade Teacher, The Environmental Charter School

Sunday October 12, 2014 9:45am - 11:45am PDT
Room 2

Room Room 2

9:45am PDT

Making Paper Circuits: The Vital Role of Process in Maker Activities

In this hands-on course, participants will learn to combine papercraft techniques with friendly, accessible electronics materials such as copper tape, flat batteries and bead-like LED lights. This paper circuits activity will set the stage for a conversation about capturing process as a built-in part of a maker activity. With paper circuits built into a project notebook or other physical timeline, incremental “sketches” and experiments can double as functional, personalized tools to refer back to. Throughout the course, we will reflect on examples of intersections of craft and technology as both a creative “way in” to technical topics, and a “way out,” connecting material back to students’ passions.

Presenters

Natalie Freed

Computer Science Teacher, Lick-Wilmerding High School

Sunday October 12, 2014 9:45am - 11:45am PDT
Electronics

Room Electronics

9:45am PDT

Making Thinking Routines Visible

As teachers of adolescents, we may assume that our students will recognize the design of our lesson plan and topics we want them to understand from the sequence of activities we plan for them. We assume that students will see the invisible seam that binds our teacher thinking. Thinking routines can make that invisible seam visible and give students the tools to innovate and explore, to become autonomous learners, and to engage in substantive conversations about ideas and concepts. In this course, we will examine how thinking routines can be modeled effectively and how students can use them. We will focus on three particular routines and examine a piece of literature through the practice of these routines, watch a student discussion based on a routine and hear students reflect on the ways they use routines. Although this workshop will use a piece of imaginative literature as a text, the session is equally applicable to any humanities, arts or social science class.

Presenters

Jennifer Selvin

English Department Chair, Lick-Wilmerding High School

Sunday October 12, 2014 9:45am - 11:45am PDT
Upper Biology

Room Upper Biology

9:45am PDT

Making Thinking Visible in the Science Classroom

How do you know that your students don't leave your evolution unit still thinking that a lizard camouflages with a branch because it plans and wants to blend with its environment? This course will showcase various methods of making thinking and learning visible in the science classroom. Popular and widely used curricula for labs and activities are often educational but can be very prescriptive. Students don't play as much of a role as they could in noticing patterns and phenomena, documenting their rudimentary thoughts and explanations, developing their own questions and constructing their own knowledge. In this course, participants will experience and discuss various strategies for helping students track and reflect upon the evolution of their thinking and learning about science concepts. In all of the examples, there is a requisite element of pushing students to consider practical, ethical and global implications

Presenters

Carrie Maslow

Science Teacher/ Science Department Chair, Lick-Wilmerding High School

Carrie Maslow has taught Biology, Anatomy and Physiology and Psychology at the high school level for over a decade. She began her teaching career in an outdoor school and always strives to make learning as experiential and student-centered as possible. Carrie earned her undergraduate... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Upper Chemistry

Room Upper Chemistry

9:45am PDT

Making Thinking Visible with Technology

"It's not about the technology. It's about learning." Workshop participants will learn to develop opportunities for students to make their thinking visible with technology (MTVT). With freely available Web 2.0 tools and social media students can engage in thinking routines to provide evidence of their thinking and demonstrate their understanding of course content in multiple ways (images, audio, video, presentations, artwork and more). Lessons and activities that integrate the thinking routines with technology often simultaneously incorporate 21st century skills. Thus, Making Thinking Visible with Technology (MTVT) provides opportunities to weave together many of the tenets and best practices featured in myriad educational innovations and reform measures. Such lessons and activities can promote higher-order thinking skills and deep reflection, increased student engagement, technology integration, creativity, digital citizenship, evidence of student performance and understanding, along with related curriculum and content standards. Given that teachers often voice concern about about the lack of time to incorporate all of these various standards, skills, topics and techniques into their classes, rather than trying to "cover" each of these in isolation, MTVT helps us to engage students in rich learning opportunities where these elements support and complement one another. In David Perkins’s words, it's an opportunity to make learning whole. Participants will learn about the MTVT framework, design lessons and collect practical tips.

Presenters

Clif Mims

Professor, University of Memphis

Clif Mims is a teacher, researcher, author, speaker and educational consultant specializing in the effective integration of technology with teaching and learning. He is a native of the Mississippi Delta and has more than 25 years of teaching experience. He taught elementary and middle... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Computer Lab

Room Computer Lab

9:45am PDT

Nurturing Global Competence Through the Use of Global Thinking Routines

The challenge is clear: The most pressing problems of our time—from climate change to mass migration, human rights to equitable economic development—demand global awareness and collaboration. They demand that we educate our youth to investigate complex topics of global significance, to recognize and seek to understand a variety of perspectives, to communicate across difference and, when appropriate, to take informed action. How can we transform our classrooms into spaces where students engage with the contemporary world beyond their immediate environment? For decades, researchers at Project Zero have examined the role of thinking routines in the promotion of cultures of thinking and thinking dispositions. In this course, we explore a novel approach to thinking routines—global thinking routines—specifically designed to advance learners’ (children as well as adults) global competence. Through a combination of brief presentations, small group work and class discussion of student work and contemporary issues, participants will develop their understanding of what global competence is, what it might look like, and why it matters today. Participants will gain firsthand experience of global thinking routines and have the opportunity to think with other educators about how they might be used in creating globally-minded classroom cultures and advancing students’ (and teachers’) global competence.

Presenters

Melissa Rivard

Sr. Project Manager, Center on the Developing Child

Melissa Rivard is Senior Project Manager on the Frontiers of Innovation (FOI) initiative, supporting the Center’s strategy for creating and testing new innovations. She is the project lead for Innovation Clusters in Washington State and the UK, as well as many projects in the FOI... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Library

Room Library

9:45am PDT

Promoting Visible Thinking Through Digital Documentation of Learning

What are the challenges and benefits of documenting thinking through video? Which frameworks are useful for telling stories of learning? Participants in this course will engage in meaningful discussion about effective practices for the documentation process, inspired by the ongoing work in Reggio Emilia, Italy, preschools and at Project Zero. By critically examining existing examples, participants will explore the dispositions that lend themselves well to collaborative documentation and deepen their own understanding of what is working well in the classroom and what needs improvement. Participants will also develop action plans for documenting a visible thinking activity in their work setting and will be able to make informed decisions about intended audience.

Presenters

Richard Anderson

Director of Information Services, Washington International School

Richard Anderson is the Director of Information Services at Washington International School. He became a Certified Google Education Trainer in 2011 and is passionate about using Google Apps to improve workflows and encourage collaboration among all members of the school community... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Room 4

Room Room 4

9:45am PDT

Service Learning for Global Competence: Perspectives and Strategies from High School and College

Service learning is a hands-on, holistically enriching strategy for developing global competence without leaving the country. This course will explore how two institutions–the University of Southern California's Joint Educational Project and the Jewish Community High School of the Bay–seek to enrich service by applying theoretical and conceptual understandings and by encountering the lived realities of others. While the institutions differ in terms of student populations, length of engagement and service sites, both rely upon academic preparation, community partnerships and thoughtful reflection. Course participants will identify the synergies between service learning and global competence and brainstorm service learning projects for their own students, analyzing if/how these projects scaffold their students' global awareness as well as cultivate their heads, hearts and hands.

Presenters

Roni Ben-David

Director of Student Activities and Community Outreach; Jewish Studies Teacher, Jewish Community High School of the Bay

Laurel Felt

Project Curriculum & Learning Designer, Mattel

As a Project Curriculum & Learning Designer at Mattel, I support the Child Development & Learning team in establishing world-class learning content and curriculum and activating child development and learning expertise across Mattel, all in the pursuit of helping children and families... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Physics

Room Physics

9:45am PDT

Service Learning in the Classroom: Private Skills for a Public Purpose

In this course, we will look at service through the lens of a maker and explore how students at Lick-Wilmerding live the mission of the school (“A Private School with a Public Purpose”), utilizing their shop skills to: (1) learn and understand the social and racial inequities of our society as well as the history of private vs. public schools; (2) build for others with empathy and competency; and (3) further develop critical thinking and problem-solving skills with real world issues. Participants will explore different scenarios that students can face when developing new relationships within our school and outside organizations.

Presenters

Youssou Fall

Technical Art Teacher, Lick Wilmerding High School

Giles Thompson

Technical Art Teacher, Lick Wilmerding High School

Sunday October 12, 2014 9:45am - 11:45am PDT
Wood Shop

Room Woodshop

9:45am PDT

Students and Teachers as Contemporary Artists: Using the Studio Thinking Framework to Shape Practice

Educators, Arzu Mistry and Todd Elkin believe there are many overlaps in the pro-active processes and meaning-making of contemporary artists, and the practices of progressive educators. In this course they will use the Studio Thinking Framework , created through research at Project Zero, as a lens for examining teacher and student practice in an arts-centered curriculum. The ‘Studio Habits of Mind’ give teachers and learners a culturally responsive common language to illuminate and describe moments of artistic thinking, reflection and learning, and can act as an effective lens for looking at and planning curriculum and assessment. The four ‘Studio Structures’ enable teachers to design powerful and deep classroom learning. In this course we will introduce the framework through arts experiences, share pictures of practice from student and teacher perspectives, and discuss the use of the framework in building contemporary arts practices from elementary to high school classrooms. Participants will explore how this framework can be used to support students in developing deep understanding across arts and other academic disciplines.

Presenters

Todd Elkin

Arzu Mistry

Sunday October 12, 2014 9:45am - 11:45am PDT
Drafting and Design

Room Drafting and Design

9:45am PDT

The GoodProject: Ideas and Tools for a Good Life

How can we encourage individuals to carry out their work and life in new ways that are ethical and that advance the human condition? This course will introduce participants to a sampling of the research and practical materials of The Good Project, which for almost 20 years has worked to identify and learn from individuals and institutions that exemplify "good work"—work that is high quality, ethical and personally meaningful—and ways this work relates to collaboration, quality, trust and trustworthiness, digital ethics, participation in the civic and public spheres, and even family dinner at home. Participants will experience practical applications used with students and educators of all ages, in various educational contexts, all over the world. Explore how to help students to think about ethical dilemmas they face in their work and to collaborate with others in meaningful ways. Investigate ways to help educators think about how they structure their time, and how technology may or may not influence the use of "time well spent." This course will help participants think about ways to best prepare students to be caring people, ethical workers and engaged citizens today and in the future. Come prepared to talk, listen and engage in hands-on activities about these important topics.

Presenters

Wendy Fischman

Project Manager, Project Zero

Sunday October 12, 2014 9:45am - 11:45am PDT
The Center

Room The Center

9:45am PDT

Thinking, Understanding and Reflecting Through Art and Literature

Learning thrives when students’ thinking is made visible and when there is time for student collaboration. This interactive course will give participants the opportunity to experience and learn about how using thinking routines with art and literature can enhance students’ thinking, understanding and reflection in an elementary classroom setting. Viewing documentation of student learning as they use these routines, participants will develop a sense of the way these students progress in their understanding of the theme "Risks and Consequences" and in the process gain an understanding of their own and others' perspectives, while developing respect and empathy for others.

Presenters

Tabbatha O'Donnell

Upper Elementary Division Lead, Meyer Academy

Tabbatha O’Donnell is an elementary teacher with over 20 years of experience in grades K-5. She began her teaching career in Hawaii where she immersed in Hawaii’s multicultural environment, leading to a unique approach and sensitivity to teaching with a global perspective. Currently... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Room 8

Room Room 8

9:45am PDT

Tinkering with Words: The Art of Haiku

How do we help our students slow down, observe the world closely and develop descriptive language? How do we encourage a thinking-through-making approach to writing? Educators from the National Gallery of Art in Washington, DC, will present practical strategies for connecting poetry and art using a thinking routine to encourage careful observation and creative interpretation. The session will include an introduction to the art of haiku and its relationship to maker thinking. Looking at a work of art, instructors will model a routine that supports students’ observation and description skills. They will demonstrate how to creatively compose haiku, including collaborative editing and revising. Working both individually and collaboratively, participants will physically break down their poems into the essential building blocks–words. Through the thoughtful and playful act of tinkering, experimenting and manipulating, participants will generate stronger literary works of art. Slowing down and actively engaging with a work of art through careful observation, creative writing and collaboration provides an authentic learning experience where thoughtful writing represents complex thinking. With interdisciplinary applications, this model can be used in classroom, museum and professional development contexts.

Presenters

Nathalie Ryan

National Gallery of Art, Senior Educator

Nathalie Ryan is a Senior Educator at the National Gallery of Art, Washington, where she has led programs for families, teens, and adults since 2002. She is mini-course instructor and study group leader at Project Zero Classroom, coaches the PZ-HGSE Visible Thinking online course... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Room A

Room Room A

9:45am PDT

Visible Thinking in the Second Language Acquisition Process: A Natural Environment for Communication

In this course participants will experience how to build a culture of thinking in the foreign language classroom, practicing how to develop learning opportunities that encourage students to cultivate dispositions, not merely test-taking abilities. The instructors, both Spanish teachers, will offer examples of teaching and learning experiences using Visible Thinking routines in the foreign language classroom, including reflections from students about how these routines have helped them to contextualize their language use as well as lowered their affective filters towards their practice. The intention is to show how Visible Thinking routines can promote a positive attitude for foreign language learners who too often find themselves trapped in frustrating "right or wrong" mind frames.

Presenters

Carmen Samanes

MYP Coordinator/Teacher, Atlanta International School

Carmen Samanes is a MYP curriculum coordinator and Spanish/Humanities Teachers at Atlanta International School with eighteen years of International education experience. She is interested in language acquisition research. In order to help students learn better and become more thoughtful... Read More →

Elena Zapico

Spanish Teacher, Atlanta International School

I am a Spanish teacher dedicated to create a Culture of Thinking that transforms the way Foreign Languages are learned and used in and beyond the classroom setting. Besides teaching, I am completing my PhD in Literature through the University of Salamanca, Spain. When I don´t... Read More →

Sunday October 12, 2014 9:45am - 11:45am PDT
Room 1

Room Room 1