Why come
Participants coming to this workshop will engage in deep reflection of the culture of our classrooms and where we can bring intentionality to aspects of teaching, learning, and developing understanding that are easy to overlook in the day-to-day busy pace of schools.
Registration
Individuals:
Early Bird Rate: 450 Euros (register by 14 December, 2018)
Standard Rate: 500 Euros (register by 11 February, 2019)
Group rate (3 or more):
Group Early-bird rate: 400 Euros (register by 14 December, 2018)
Group Standard rate: 450 Euros (register by 11 February, 2019)
Workshop details
In this workshop, Mark Church will invite participants to join him looking back and looking ahead at the role thinking routines play in making thinking routine. He’ll introduce us to a number of new routines that have great potential to build on the kinds of learning habits teachers across grade levels and subject areas wish to cultivate in students. Throughout the workshop, Mark will examine and reflect upon powerful shifts he has noticed among teachers as they plan for thinking and stay sensitive to and aware of its role in the learning process.
Who should attend
This workshop is designed for those educators already familiar with the basics of Making Thinking Visible and Creating a Culture of Thinking. We will strive to create a learning experience that allows for multiple points of access for all gathered, though the design and intent of this course is to engage “experienced” colleagues with one another to take their efforts to promote student thinking to further, deeper levels. All participants will be required to bring some artifacts from their teaching practice that show efforts to “turn the volume up” on student thinking to some degree. These artifacts will serve as a launchpad for our looking back and looking ahead.
What will I take away?
You will examine artifacts from practice to pore over student thinking and the choices teachers make that help or hinder this endeavour.
You will consider the stances required to keep thinking at the forefront of learning in the classroom.
You will learn to identify areas in your own practice that seem to be next steps in terms of fostering more student thinking in service of subject matter understanding.
You will consider multiple perspectives of other educators’ efforts to cultivate student thinking dispositions.
You will learn new thinking routines that engage students in exploring big ideas and concepts, that engage students with one another, that engage students in reflection, and that engage students in taking action.
Schedule
Day breakdown
8:00 – 8:30 Light breakfast (arrival/registration)
8:30 – 10:30 Session
10:30 – 11:00 Morning break
11:00 – 12:30 Session
12:30 – 13:15 Lunch
13:15 – 14:30 Session
14:30 – 15:00 Afternoon break
15:00 – 16:00 Session
Session leader
Mark Church
Education Consultant
Mark Church works with educators throughout the world striving to create cultures of thinking in their classrooms and schools. Mark challenges teachers to foster thinking dispositions in students in service of deep understanding. He invites teachers to promote a discourse of thinking in their classrooms that communicates value for student sense-making. Mark encourages teachers to make their classroom environments rich with the documents of student thinking processes.
Mark is currently a consultant with Harvard Project Zero’s Making Thinking Visible and Cultures of Thinking initiatives worldwide, drawing upon his own classroom teaching experience and from the perspectives he has gained working with educators throughout North America, Australia, Asia, and Europe. Mark enjoys helping teachers examine opportunities for student thoughtfulness, use thinking routines as supports and scaffolds, interact with students in ways that demonstrate interest in and respect for students’ thinking, and send clear expectations about the importance and value of thinking in learning. Together with Ron Ritchhart and Karin Morrison, Mark is co-author of the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners (Jossey-Bass, 2011).