Presenters will share a digitally mediated global learning project required for pre-service teachers at two universities. All participants will received complimentary resources for fostering a global perspective in their classrooms.
Brad Maguth, University of Akron, Akron, OH; Jason Schipper, University of Florida, Gainesville, FL
Empathy does not necessarily develop from historical analysis alone. By thoughtfully matching multiple sources to inquiry-based instruction, we can help students understand the relationship between circumstances, problem-solving, and justice.
Joseph Marangell, East Haven High School, East Haven, CT; Regine Randall, Southern Connecticut State University, New Haven, CT
This workshop introduces innovative online resources for high school and distance learning teachers about Japan. Lecture clips, lesson plans, and an interactive online forum for teachers will be presented.
Waka Takahashi Brown, Stanford Program on International and Cross-Cultural Education (SPICE), Stanford, CA; Naomi Funahashi, Stanford Program on International and Cross-Cultural Education (SPICE), Stanford, CA
This presentation by two high school history teachers will help practitioners identify the key elements of a simulation, as well as the ways to differentiate preparatory readings and role responsibilities.
Laura Robb, Chief Sealth International High School, Seattle, WA; Pamela Mushen, Chief Sealth International High School, Seattle, WA
Historical efforts to control, contain, and cure the spread of disease have affected international relations and domestic political/social policies. The juncture of Asia and Europe provides an important case study.
Lisa Adeli, University of Arizona Center for Middle Eastern Studies, Tucson, AZ
How do I teach reading without professional development to attain mastery of the reading process? This high energy hands-on workshop will provide strategies to develop comprehension, vocabulary and fluency.
Heidi Trexler, School District of Lancaster, Lancaster, PA; Justin Reese, School District of Lancaster, Lancaster, PA; Lisa Hardwig, School District of Lancaster, Lancaster, PA; Donald Dodson, School District of Lancaster, Lancaster, PA
Helping students connect to text is challenging. Participants will create and use graphic organizers that improve student comprehension and make content more meaningful. Walk away with ready-to-use strategies and resources.
Lisa McCulley, The University of Texas at Austin, Austin, TX; Colby Hall, The University of Texas at Austin, Austin, TX; Angie Davis, Florida State University, Tallahassee, FL
Learn about the Library's unique make-and-take professional development system centered on building inquiry-based learning experiences that integrate primary sources into a variety of content areas. For building or district level.
Meg Steele, Library of Congress, Washington, DC; Anne Savage, Library of Congress, Washington, DC
Evidence-Based Argumentation is a student-centered teaching technique that builds argumentation skills in all disciplines. The workshop will highlight the importance of student-centered teaching and engage participants in several EBA activities.
Steve Stein, Boston Debate League, Boston, MA
Not only do your students benefit from inquiry, but so will your teacher evaluation! Presenters will show how inquiry aligns to the Marzano and Danielson evaluation frameworks and Common Core.
Chris Capadona, Chandler Unified School District, Chandler, AZ; Nel Capadona, Chandler Unified School District, Chandler, AZ