TPS EIU Summer 2016


[Woman and boy standing by cart filled with produce crates, Farm and Garden Club].s Image


 

 
This page contains information about TPS EIU summer professional development events. Essentials Exploration is an introductory workshop that is needed before attending institutes or academies. If you are already teaching with primary sources and regularly use the Library of Congress website, please contact Cindy about an exception.
Teachers from all grade levels and disciplines are invited to apply.
 

Footnotes to Literature

Those who are new to TPS EIU will be asked to complete online work prior to the institute to establish familiarity with the Library of Congress website and resources...
Footnote: a note of reference, explanation, or comment
usually placed below the text on a printed page
http://www.merriam-webster.com/dictionary/footnote
 

For our project, we will deviate slightly from this definition to create a collection of “footnotes” to support a book taught in your classroom. The goal is to help students develop content area literacy and knowledge through multiple exposures to language and information through diverse contexts and materials, including primary sources. These Footnotes will identify and explain challenges that students encounter while reading specific titles, provide resources and activities to address the challenges and describe the selection process to create materials that support student learning. 

Project Components 

Select a book  Choose a book (100+ pages) that you teach in your classroom. I advise choosing one that you already use so that it will be easy to identify desired footnotes based on past experiences. However, you may choose a new book if it is more beneficial to you. 
Identify Challenges To create the footnotes, you will identify a minimum of ten challenges from the book that are troublesome due to unfamiliar vocabulary or concepts, are confusing for students or are critical points to achieve learning objectives. You will create a footnote for each challenge.
  • Consider this from your perspective as a teacher and from the perspective of your students
  • What is new, unfamiliar or confusing? (vocab, settings, events, supporting details, relationships, actions, etc.)
  • What points or concepts that are critical to achieve the objectives for WHY you teach this book cause issues for students?

Identify Strategies

Review the list and we will brainstorm effective strategies to help students better understand the challenging component. Think beyond simply providing definitions to engaging strategies with resources that promote inquiry and encourage higher order thinking activities.

  • Do students need additional information?
  • Can you connect the information to something current that students understand?
  • Include activities that utilize diverse types of resources and multimedia to allow students to draw upon individual strengths and learning styles.
  • Consider a variety of activities using different skills and approaches
Available Resources What types of materials and resources can you incorporate that support the strategy you chose? Consider diverse types such as multimedia and those that work with interactive activities. (A minimum of four primary sources is required.
  • Examples of items available at the Library of Congress include photographs, maps, letters, documents, posters, sheet music, audio, newspaper articles, government documents, film, speeches, transcripts, personal items, and more.

Student Actions

What will students do? How will they engage with the material and connect it to the book?

  • Will students work alone, in pairs, groups, etc?
  • What worksheets or support materials are needed?
  • How will you check for understanding?

Resource Selected
 

Research various resources and materials that support the strategies and student actions that will address the challenges that students have with the text.

Each footnote will include at least one resource. Your final product must include a minimum of four primary sources. 


Reason for Resource Selection

Explain why you chose each resource and how they support your selected strategies and student actions to address the identified challenge within the text. This is a very important component of this project. 

 


Final Products

A template will be provided for your final submission that will include the final footnotes as well as the process for selection and how they can be implemented. 

Each participant will create a final document based on a single book that will include:

A) Cover Page/Intro: Book Title, Explanation of Book Choice and Use, “table of contents” of Footnotes

B) Footnotes #1 - #10 (start new page for each one)

  1. Every footnote section will include: the challenging passage and page number; insight into why this is a challenge for students; a thoughtfully selected resource, how the resource will be used and the objective; an explanation of why the resource and activity were selected; and any supporting documents used (images, texts, URLs, handouts, etc.)

The final product must be completed and submitted prior to the conclusion of the institute.

Additional Information

All grade levels and content areas are encouraged to attend.

 

Each book may only be used once.

 

Information will be shared prior to the first meeting and participants are expected to complete some tasks in advance.

 

Location EIU Campus 
   
Dates Monday, 7/18/16   9 a.m. - 3 p.m.  (required)
Tuesday, 7/19/16   9 a.m. - 3 p.m.  (required)
Wednesday, 7/20/16   9 a.m. - noon (optional)  
   
How to Apply
(deadline to apply is Wednesday, July 13th)
 Send the following information via email to cwrich@eiu.edu  
A. Name, School, Teaching Assignment
B. Email Address (summer)
C. Books that you are considering and the courses they are used in. 
- Each book can only be used by one participant. Please provide two or three titles and you may rank them.
- While short stories are valuable, they will not work well with this project. (Maybe next summer.)
 
TPS EIU expects that this institute will result in meaningful professional discussion and collaboration, as well as exemplary final products that will be shared with participants, used for TPS EIU research and shared with the national TPS Educational Consortium. All requirements must be completed by the institute conclusion at noon on 7/20/16. Because of the expectation of high quality participation and products, those who successfully complete the Footnotes workshop will receive PD hours, lunch, a stipend and equipment award. For details contact Cindy at cwrich@eiu.edu.   
Registration does not guarantee enrollment, you will receive status confirmation.
 
 

  TPS EIU Content Literacy Project

Talking the Talk to Walk the Walk:
Developing content area literacy and knowledge through multiple interactions with diverse materials and contexts

TPS EIU is developing an in-depth content literacy project and is looking for teachers to be a part of this team.

Who: Build a team of teachers who are willing to work with peers in their education community and represent diverse locations, content areas and/or grade levels. Participants are asked to plan on participating for two years meeting during the school year on four dates with ongoing electronic communication and for a week long summer institute. During year two, each teacher will build a small cadre
of teachers within their educational community as a “site team”. Participants will be compensated.

Year One: Develop a project plan, review research and current practices, obstacles and opportunities for implementation. In the summer,
we will look deeper into findings during the academic year and discuss building content knowledge. We will design learning experiences that develop content area literacy through multiple exposures to language and information within diverse materials and contexts while carefully documenting the design process and choices made.

Year Two: Focus on implementation of learning experiences and evaluate impact on student learning, choice of primary sources relative to content focus, best practices, obstacles and suggestions for troubleshooting, opportunities for revision and more. During the summer we will research, analyze and organize information on best practices, process of curriculum design, uses and impact of primary sources, create a learning experience template and identify key concepts or points to consider relative to content focus.  Participants will design summer
institutes that they will facilitate for Site Teams.

This is only a framework to be developed and revised based on professional discussion and consideration by the team.  More information will be available on our website in August, but those who are interested are highly encouraged to email Cindy at cwrich@eiu.edu.


Location EIU
 
 
  updated 7/6/16

 


Contact Dr. Cindy Rich at cwrich@eiu.edu or 217-581-7857 for additional information. 

Eastern logo


Schedule

TPS EIU Calendar


Publications

Analysis Tools
(pdf or doc)