This Learning Lab addresses the components of written expression necessary to successfully write at the middle and high school level. In the morning sessions on both days, participants will learn how to teach the syntactical elements of writing, including how to use a visual conceptual framework to establish a link between sentence structure conventions and traditional grammar instruction. A focus on how to incorporate metacognitive knowledge and reflection in the writing process will also be covered. Emphasis will be placed on supporting the purposeful selection of strategies necessary for students to independently activate in the writing process.
The Learning Lab afternoons will provide participants the opportunity to work collaboratively with fellow teachers to apply the principles taught in the morning. Specifically, afternoon sessions will be dedicated to the reworking or creation of lessons on written expression. Participants will also have the opportunity to present their change in understanding to each other and query colleagues to further clarify their understanding.
Learning Lab participants should bring previously taught lessons and student work samples to the sessions. Time will be available to unpack the variables that may have prevented students from achieving success.
Upon completion, participants will be able to:
This course is appropriate for educators at the middle and high school levels.
We ask that participants bring lesson plan materials that they currently use/will use with students, as well as samples of students’ written work, for the application portions of the seminar.!
|10 Hours/PDPs, 1 Graduate Credit ($200 additional fee payable on first day of seminar)|
|July 12-13, 2018
8:30am - 3:00pm
Registration is unavailable at this time.
Over 99% of educators felt that their Outreach Summer Institute seminar provided them with useful information that they could apply to their everyday classroom responsibilities.
Adam is currently the Landmark School research coordinator and a Landmark Outreach consultant. Previously, Adam taught American literature in addition to his administrative role as an academic advisor. Adam is a graduate of the Harvard Graduate School of Education where he studied language and literacy development. While studying at Harvard, he taught at the Maria L. Baldwin School in Cambridge as a reading specialist and explored the influence of early intervention on struggling readers at the elementary level. He also holds a master’s degree in education from Simmons College. Adam is a licensed reading specialist and moderate special needs educator.