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Early Childhood
Seminars | Elementary, Middle, and Secondary Seminars
Math Seminars | Whole-School
Reform Efforts
Forming & Reforming Reading/Writing/Talking Across
the Curriculum (PLN 1, K-8)
Through
collaborative, hands-on experiences, participants
explore the interconnected nature of literacy across
the curriculum and develop ways to actively engage students
in developmentally appropriate, research-based literacy
activities that cross and combine content. Participants
investigate the PLN Frameworks of The Critical Literacy
Experiences and The Lenses of Learning, apply these
concepts and frameworks to their classrooms, and make
adaptations based on their own contexts and curriculum
frameworks with a focus on depth of learning. Educators
learn how to engage students in transacting, composing,
and investigating texts, and in learning to learn activities
that encourage them to metacognitively reflect on their
own learning.
Critical Reading and Writing in Support of Learning
(PLN 1, 5–12)
A focus for secondary school teachers (MS and HS) is
increasing students’ active reading and writing
about content area texts. PLN 1 Secondary offers practical
strategies and applications that help establish a literate
classroom environment in support of learning that links
subject areas, with a focus on depth of learning. Teachers,
specialists, and administrators learn approaches to
create learning experiences that are rich in problem-solving,
critical thinking, and logical reasoning.
Integrating Teaching/Learning/Assessment in
Reading/Writing Literacy (PLN 2)
This seminar brings participants to the next level of
involvement with The Critical Literacy Experiences of
PLN 1. Participants collaborate with colleagues and
reflect on the PLN literacy frameworks and their current
practice as they engage in goal-planning and congruent
assessment approaches in their classrooms and schools
for the year (or years) to come. The seminar emphasizes
curricular planning, discussions about classroom/district/state
benchmarks and standards, curricular problem-solving,
document review of student work, and revisiting and
extending reading/writing literacy approaches from PLN
1.
Implementing a Literature-Centered Classroom
for Children and Adolescents (PLN 3)
In this seminar, participants explore the significant
role of good literature in classrooms and try out practical
suggestions for initiating independent and group activities
using literature and oral/written composing. At the
elementary school level, the seminar focuses on integrating
children’s literature across the curriculum, supporting
independent and collaborative reading, and analyzing
author’s craft and book art as scaffolds for students’
own writing. At the secondary level, participants investigate
the use of young adult fiction for building student
engagement, connecting to curricular themes, and addressing
social issues. One particular emphasis of the PLN 3
seminar is the implementation, management, and assessment
of literature discussion groups using rich
literature
for children and adolescents.
Investigating Language Using Explicit and Systematic
Learning Experiences (PLN 4, K–8)
In this seminar, elementary and/or middle grade teachers
learn about the implementation of Critical Experience
4: Investigating Words and Sentences using evidence-based
concepts and resources in the areas of decoding, grammar,
and spelling. The focus is on the integration of explicit
and systematic instruction of decoding, spelling, and
Standard English sentence patterns. Educators learn
how to help students
develop word attack skills, spelling
knowledge, and context-appropriate use of Standard written
and oral English.
Participants explore the use of Word Making and Sentence
Making with students as well as other active learning
approaches that focus on best practices: phonemic awareness,
phonics, fluency, grammar, vocabulary, and comprehension.
Informational Reading and Writing (PLN 5)
In this seminar, participants discuss strategies to
increase opportunities for students to read and write
using informational texts. At the elementary
school
level, participants explore practical suggestions for
informational texts in read aloud sessions and as “mentor
texts” for writing. Participants investigate the
features of informational texts, the use of non-fiction
examples as models of authors’ craft, and the
pairing of fact and fiction “twin texts”
to enrich students’ understanding and appreciation
of both genres. This seminar provides ideas for using
informational texts along with content-area textbooks
to support student research.
In secondary schools, the vast
majority of reading and
writing
students do is informational: they must navigate the
demands of reading and writing in content areas such
as science, social studies and mathematics. In this
seminar, secondary teachers use the PLN frameworks to
develop strategies for helping students access and produce
the academic language of content area texts. Areas of
focus include using reading textbooks, primary source
materials, writing informational and persuasive papers,
notemaking, response building, and research writing.
Research, Non-fiction Reading,
Writing and Technology
(PLN 6)
This seminar explores the relationship between inquiry-based
learning and technology. Participants investigate the
process of developing essential questions to guide research
through a variety of techniques, such as I-Search and
We-Search. The skills and processes of technology are
examined as an integral part of non-fiction reading,
writing, and the presentation of information.
Participants critically reflect on the role that technology
plays to support, enhance, and change literacy teaching
and learning as they adapt
classroom instruction to
the learning needs of their students. The seminar provides
practical, hands-on experiences with graphic organizers,
Internet research techniques, web page development,
and multimedia presentations.
Basic computer skills are recommended for PLN 6 participants.
Reading/Writing/Science: Implementing an Integrated
Curriculum (PLN 7)
This seminar provides support for educators as they
implement a dynamic science program that blends discussions
of current theoretical concepts with hands-on science
activities. The focus is on integrating developmentally-appropriate
literacy activities within content curriculum frameworks.
At the elementary level, work includes development and/or
enrichment of thematic science units across the curriculum.
At the secondary level, there is a focus on scaffolding
academic literacy activities (such as lab reports, observation
notebooks, and science journals) as tools for deepening
the learning of science concepts. Throughout the seminar,
teachers explore and problem-solve issues of practice
that arise from their implementations.
Designing
WebQuests (PLN 8)
This seminar provides opportunities for teachers to
create bridges for their students between the Web and
relevant and related content areas. A WebQuest integrates
the PLN framework with a compelling problem/question
or challenge for students to investigate utilizing online
and offline resources. Participants develop original
learning experiences for students through the scaffolding
WebQuest structure. A WebQuest enables educators and
students to experience the Web as more than a fact-finding
encyclopedia because it encourages them to analyze and
synthesize
information to make meaningful connections
in an authentic context, and to increase their understanding
of concepts in a variety of content areas. This seminar
can be conducted online to provide flexibility for participation.
Forming and Reforming Reading/Writing/Talking Across
the Curriculum: Addressing the Needs of English Language
Learners (ELLs) (PLN 9)
In this seminar, participants learn how to address the
language, literacy, and learning needs of English Language
Learners in their classes through active, hands-on experiences
that model the concepts and strategies
that are to be
applied in their schools. Practical activities are informed
by research on second-language acquisition, bi-literacy
development, and content-based second language instruction,
and they are blended with discussions of current research-based
literacy concepts as presented in many state language
arts frameworks. Teachers explore strategies to teach reading/writing/talking
across all content areas to ELLs, and work to establish
literate classroom environments that are accessible
to all students. This seminar is designed to foster
collaboration between
mainstream teachers and ESL teachers
within and across schools while strengthening collegial
support and problem-solving in the implementation of
the PLN frameworks. Participants get an overview of
the management and evaluation of a literate environment
that is accessible to ELLs while focusing on the development
of curriculum plans that integrate
content and language.
Inquiry into Student Learning to Inform Practice (PLN
10)
In this seminar, participants take a closer look at
what it means to be a teacher and a student in a PLN
classroom. Participants examine the learning experiences
of two specific students and reflect on the implications
of this seminar learning for all students in their classrooms.
Based on The Critical Literacy Experiences and The Lenses
of Learning, participants explore ways to construct
learning experiences that help their students grow to
be co-constructive, resilient problem solvers. Participants
draw on teacher observations, samples of the students’
work, and any additional sources of information to create
a portrait of two students. During the seminar, participants
explore ways to engage students
in reflective dialogue
and writing. They also participate in Curriculum Problem
Solving, Document Review and Reviewing a Child with
Care based on the integrated work of Pat Carini (The
Prospect School) and Dr. Morton Botel (PLN/University
of Pennsylvania).
Prerequisite: 2 PLN Seminars preferred (PLN 1 and an
additional seminar. PLN 1 is required.)
Re-Energizing Our School Communities: Helping
Teachers and Administrators Manage School Stress through
Mindfulness Training (PLN 11)
The rewards of teaching and
school leadership are diminished
by the stress that educators face each time they walk
into their classrooms and schools. At times, the insistent
demands in and outside of the classroom can overshadow
the joys of education. This seminar focuses on learning
to successfully manage the stressors that face educators
and recapture the deeper satisfactions of teaching and
school leadership.
This seminar helps participants make fundamental changes
in how they react to stress through a series of techniques
grounded in a traditional form of meditation known as
mindfulness. Mindfulness-based techniques are pragmatic
tools that help educators re-energize their capacity
to teach, learn, and lead schools while managing day-to-day
stress. These techniques have been adapted for use in
education and are presented in a straightforward, practical
fashion. Participants learn what prevents them from
maintaining relaxation and balance in their personal
and professional life, discover how to undo those obstacles,
and then start to actively recapture the enthusiasm
that initially led them to education.
Helping Students Needing Learning Support in the
Mainstream
Classroom (PLN 12)
Experts encourage the education of special needs students
within the least restrictive environment. This inclusion
approach results in classroom communities of learners
with a range of learning styles and needs, many of whom
are diagnosed with special needs or are thought to be
exceptional. In this seminar, participants learn how
to address the language, literacy, and learning needs
of the special learners in their inclusive classrooms.
To inform practice, journal articles and texts draw
on research-based frameworks from the special education
field and the PLN literacy frameworks. Teachers explore
modifications and accommodations relevant to their students’
learning needs, allowing them to reach all learners
in their classrooms.
In order to encourage and maximize the learning of all
students, educators investigate the range of student
learning styles, with a focus on attention, memory,
learning, motor skills, organization, and higher-order
reasoning skills. Seminar participants weave the PLN
philosophy with a variety of interactive learning strategies.
Educators have the opportunity to share case studies
of particular students and collaborate on effective
and adaptive teaching strategies, facilitating their
understanding of best practices for all learners.
Literacy Study Group (PLN 13)
This seminar provides an opportunity for educators to
take an in-depth look at a research-based, professional
text that focuses on best practices in reading/writing
literacy or numeracy across the curriculum. Past seminars
have explored texts on supporting English Language Learners,
helping all students succeed through understanding cognition,
content area
writing, supporting special needs learners,
and implementing a Writer’s Workshop in the language
arts classroom. Districts may choose a variety of Study
Group seminars tailored to their needs, and a professional
text is selected with consideration to school/district
input.
In addition to in-depth exploration connected to the
content of the selected text, participants learn a variety
of ways to approach book talks that encourage rich,
meaningful discussions. Participants engage in a range
of group reading talks and strategies for accessing
text content, and
are encouraged to try these techniques
with their students.
Teaching in Non-Traditional School Structures (PLN 14)
This seminar focuses on fostering meaning-centered,
collaborative environments in non-traditional school
settings. Participants explore how to enhance teaching
practices to provide hands-on, collaborative learning
experiences for students and their families, with particular
attention to integrating literature, writing, and the
arts. The seminar provides a model for curriculum development
that cultivates a love of learning through meaning-centered
instruction, while specifically addressing the needs
of alternative learning environments.
Coaching and Teacher Academy (PLN 15)
This seminar offers coaches, administrators, and teachers
from different districts or schools the opportunity
to work together at a central location to explore select
topics in literacy and/or numeracy education and coaching.
Participants engage in collaborative work with other
educators as they make sense of and adapt PLN concepts
and strategies. Participants then turn-key this work
by engaging colleagues in professional
learning opportunities
at their school. In-school support from PLN mentors
is available at an additional cost to districts interested
in furthering the PLN partnership.
A Parent and Tutor Seminar for Reading or Math(PLN 16)
A Program for Middle and High School Students is also available.
Penn Literacy Network, in partnership with Bridges to Literacy, offers parents, teachers, tutors and parent educators of children ages 5-16 an opportunity to enhance the reading ability or math ability of their children or tutees in one or two workshops. Each workshop is a hands-on experience that provides information and practical home teaching and tutoring ideas. For information about offering a PLN workshop, please contact the PLN director at 215-898-1984. Check the cost page of the PLN web site for workshop price information. (www.gse.upenn.edu/pln). For the Bridges reading, math and middle school English programs there are separate material costs for each participant. Read: Bridges to Literacy workshop/Parent/Child program evaluations
Teaching Writing (PLN 17)
In this PLN seminar, participants explore the writing process. Activities will focus on strategies to increase opportunities for students to write, while adapting to the required needs of teachers' varied curriculum. Using the following writing techniques, participants learn and explore practical suggestions and instruction on how to implement Writers Workshop, Kid Writing, Written Conversation, Memoir, Informational Writing, Poetry, Creative Writing/Short Stories, Guided Writing (unprompted), and
Journal Writing. This seminar will integrate the Critical Literacy Experiences and
The Four Lenses of Learning. Participants are expected to respond to assigned readings, design classroom try outs, respond through ongoing class participation, class discussion and written dialogue. The creation and implementation of a final project reflects the PLN strategies and concepts introduced in this seminar. Participants will experience and learn a variety of concepts and techniques for teaching and implementing successful and varied writing programs for their classrooms.
Craft Writing across the Curriculum (PLN 18)
Participants are invited to take a fresh look at writing. Through collaborative, hands on experiences, participants continue to realize the interactive partnership of how reading good, rich literature inspires students to become good writers. This seminar continues to explore making sense of the writing process with ongoing discussions of what some of the experts have to say.
Through the introduction of a variety of writing strategies, teachers have the resources to be able to guide their students to continue to meet the goal of increasing opportunities for even reluctant writers to be actively engaged in the writing process. Participants explore practical suggestions about how to implement writing techniques and their appropriate application, while adapting to meet their varied needs across the curriculum. Breathing new life into writing is an active part of this course. Some of the strategies participants explore are: Writing From Text, Poetry, Writing a Good Sentence, Descriptive Writing, Writing a Transition Sentence, Finding Focus in Student Writing, Honoring Student Writing, Using Writing Portfolios to Enhance Instruction and Assessment, Exciting the Reluctant and the “Out of the Box” writer.
Prerequisite: PLN 1 and PLN 17. PLN 3 is suggested but not a prerequisite.
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