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In District – Professional Development

In District – Professional Development

 

 

TCNJ Faculty are available to provide professional development workshops virtually, at your school, or in a hybrid format. Workshops can vary from two to six hours and may span more than one day. Fees, which include participant materials, are based on number of hours, number of participants and the content. We are happy to work with you to develop workshops in all content areas. Click on each content area below to learn about some of our previous workshops.

Mathematics

Student – Centered Learning: What does student-centered learning in mathematics look like?
This workshop will seek to answer this question with examples at the middle school and high school levels. Problem-based lessons at these grade levels will be discussed and resources will be provided.

Using algebra tiles and other manipulatives to teach algebraic concepts 
Participants will learn how to use algebra tiles to model concepts such as integer operations, arithmetic on polynomials, factoring of polynomials, and solving equations, with connections to other topics. We will discuss reasons for using manipulatives or other concrete materials to teach fundamental algebraic concepts. There will be discussion and hands-on participation throughout the workshop. Grade levels: middle school or high school

English Language Arts

The Power of Story
In Minds Made for Stories, author and educator Tom Newkirk argues that narrative is “the deep structure of all good writing” (19). Although many K-12 standards, including the NJ ELA standards and the CCSS, distinguish between narrative and informational text as well as narrative, informational, and argumentative writing, Newkirk troubles these categories, asserting they are not as clear cut as they might seem. We instinctively use story “to inform, to persuade, to entertain, to express” (6); we use story to make sense of the world and our own place in it. Narrative is “a property of mind, an innate and indispensable form of understanding” (34). We will explore the power of story in the texts we read, write, and teach.

Teaching Drama Without Fear
Drama is a genre particularly well-suited to classroom study and yet often neglected. Drama is a communal genre – written to come to life through a company of performers and artists and to be played before a crowd of patrons. Unlike the novel, which is written to be privately appreciated, drama lends itself to classroom study and exploration. This program is designed to increase teachers’ confidence and resources in reading, analyzing, teaching, and critiquing drama from the Western tradition.

Teaching Poetry Without Fear
Attendees will develop greater confidence teaching poetry; understand and appreciate poetic texts as literature;
expand their own critical repertoire and be able to deploy that expanded critical toolkit in designing and delivering material to their students; participate in a community of teachers that promotes curiosity and inquiry and that offers mentorship from experts in poetry, the English language, and pedagogy.

Diversity and Inclusion

Teaching LGBTQIA* Literature in Secondary School

New Jersey public schools are now legally responsible for providing an LGBTQ-inclusive curriculum which teaches middle and high school students about the political, economic, and social contributions of lesbian, gay, bisexual and transgender people. As a result, New Jersey teachers have a unique opportunity to examine gender and sexuality issues not only in history classes, but across the curriculum.

Beyond the Book: Critical Inquiry & Rigor in English Language Arts Classrooms (grades 6-12) 
This workshop introduces middle and high school teachers to strategies for increasing rigor and critical analysis of texts. Presenters will model hands-on strategies that foster classroom discussions, and inquiry as springboards into close analysis of social issues beyond the text. Presenters will introduce participants to ready-to use frameworks for analyzing texts. Then participants will apply these protocols to a wide range of traditional and nontraditional texts. Throughout the workshop, emphasis will be placed on motivation, engagement, access, and creating inclusive classrooms where all students can actively participate. The presenters will model a wide range of strategies that differentiate for diverse learners while maintaining high expectations and rigor.

Using Culturally Responsive Pedagogy to Create Engaging Classrooms: Strategies for Supporting All Learners
Classrooms today are more diverse that every before. Consequently, educators seek strategies for creating inclusive learning environments that support the multidimensional needs of all learners. This workshop allows participants to explore how Culturally Responsive Pedagogy can be used as a framework for creating classrooms that engage all students and promote culturally sustaining practices. Presenters will identify techniques for differentiating and adapting traditional instructional practices to allow diverse learners access to the curriculum.

Multi Language Learners/TESOL

Strategies to Detect & Correct Misclassification of Multilingual Learners
Detecting whether a multilingual learner has a legitimate disability is a layered and complex task. It requires collaborative efforts and examination of a variety of factors so that appropriate decisions can be made to meet the unique characteristics and needs of multilingual learners. Participants will engage in interactive and collaborative activities as they explore critical information to properly identify and support multilingual learners with disabilities.

 

 

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