This is a highly-interactive online workshop, spread out over two weeks, three sessions per week. Synchronous instructional time will be from 2:00 - 4:30 pm US Eastern Standard Time (UTC/GMT -5) each day of the workshop. There will be asynchronous work assigned at different times over the three-week duration of the workshop.
Dr. Ritchhart's instructional sessions will be recorded and available to participants, should they miss a session or wish to review the content.
AGENDA & WORKSHOP OVERVIEW
SESSION 1: March 10
A New Vision of Education
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How can we create a culture of thinking for ourselves as educators?
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In what ways has our understanding of the goals of education and good teaching changed, shifted, and developed?
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What do we want the students we teach to be like as adults?
SESSION 2: March 11
Unpacking Culture
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How can we unpack group culture to understand how it is created and supported?
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3 Stories: What are the stories of learning we have been told, have told ourselves, and what story do we want to be telling our students?
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How do we “tell” a new story of learning? The 8 Cultural Forces.
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What do the cultural forces look like in action?
SESSION 3: March 12
The Cultural Force of Language
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What are our insights and questions around a culture of thinking thus far?
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How can we better learn to look closely and recognize the cultural forces in action? A second look at the cultural forces
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How can be better understand the different ways language gets, both at a distance in classrooms, and how it affects students?
SESSION 4: March 24
The Cultural Forces of Interactions and Modeling
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How do our interactions with students help to build relationships and establish a foundation of trust, respect, and authenticity?
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How can we as teachers bring ourselves as learners and thinkers into the classroom and in distance learning?
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What are the different forms of modeling that teachers engage in and how do they shape the learning?
SESSION 5: March 25
Creating Powerful Learning Opportunities
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What do we already know about powerful learning opportunities from our experience as teachers?
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What does research say about the crucial elements of powerful learning opportunities?
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How can we better pay attention to these elements in our design of powerful learning?
SESSION 6: March 26
Making Thinking Visible: Thinking Routines and Beyond
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What are the various ways that we can make students’ thinking more visible?
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How do these practices interact with and support one another?
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How can we use thinking routines to maximum effect to build understanding and promote deep learning?