The University Club • 123 University Place • Pittsburgh, PA 15260 • 412-648-8213
Given that an effective teacher is the single most important factor in boosting student achievement and that no single reform—inside or outside of school—comes close to having such a profound impact on the achievement gap as an effective teacher, we will:
|6:00-7:00 PM||Welcome Reception|
|7:00 -8:30 PM||Dinner|
|Rich Content, Critical Thinking, and Excellent Pedagogy for All Students: What Does This Really Mean for Schools?|
Professor of Psychology, University of Virginia
Columnist for "Ask the Cognitive Scientist," American Educator
Blogger, Washington Post
Associate Editor of Mind, Brain, and Education
|9:00-10:30AM||Panel Discussion: Taking the Thinking Curriculum to Scale|
Mary Kay Stein, moderator
Director, Learning Policy Center
Associate Director, Learning Research and Development Center
Professor, School of Education, University of Pittsburgh
Ramon Cortines, panelist
Superintendent, Los Angeles Unified School District
Gina Ikemoto, panelist
Executive Director for Research and Policy Development, New Leaders for New Schools
Dan Willingham, panelist
Professor of Psychology, University of Virginia
|10:45-12:15 PM||The Thinking Curriculum in Every Classroom: What Must Leaders Do to Realize This Work at Scale?|
|1:15-2:15 PM||Poster Presentations: How Are Schools Scaling Effective Practices?|
Grand Rapids Public Schools
Prince George’s County Public Schools
|2:30-3:30 PM||The Elephant in the Room: The High Stakes Test and the Thinking Curriculum—Can They Coexist?|
Director, Institute for Learning
Distinguished University Professor
|3:30-4:00 PM||Reflection and Summary|
IFL Poster Presentations are similar to traditional poster presentations, but are presented using a computer laptop. The presentations include using a PowerPoint or video or both. The IFL Poster sessions are 20 minutes in length, with 10 minutes of presentation and 10 minutes of discussion.
We invite you to share your school or school district's plan for scaling the practices, routines, and tools of Disciplinary Literacy (DL) pk-12. Taking any practice to scale requires careful planning, execution, and monitoring. We want to learn from the ways districts or schools are intentional in planning, executing, and monitoring DL practices, routines, and tools. Because of the format of the poster sessions, it may be more fruitful to examine a single content area in a specific grade configuration or a specific aspect of the scale up, such as planning or execution or monitoring. The questions to be answered are how do we ensure that deep content and sound pedagogy is available to every student? How did we plan for it? How did we implement it? How do we know a desirable quality level is in place? How many students have availability to it? How do we know?
Please respond to this invitation by contacting Rosita Apodaca at firstname.lastname@example.org. The idea is to share practices, problems, and have an opportunity to learn from one another. Keep it small and invite feedback. We all will learn.
Electronic submission of a one-page abstract is required, and all abstracts must adhere to formatting guidelines. Abstracts will be distributed to the participants. All accepted abstracts will be published on the IFL website www.instituteforlearning.org.
Please limit your abstract to one page and 350 words. Clearly state the purpose of the presentation and link it to the focus being addressed—taking DL to scale. Provide a clear description of the practice/program and its context (e.g., goals, where it takes place, who is involved, etc.), note the steps taken in planning for scale up, implementing the scale up or monitoring the scale up. Provide the ways that progress is being measured, and the lessons learned from the way you selected to sale up.
Obviously, the story to be told should be interesting and your plan to scale up should be sound. However, the ideas need not be uncontroversial. Work that encompasses or might assist the participants in their work, or has broad application and/or implications, is the type most likely to be of interest in a poster session and is likely to receive considerable feedback.
A common criticism of poster sessions is that the presenter attempts to tell the entire trajectory of the aspect being presented. Present only enough information or data to support the effectiveness of the scale up. However, modesty is not a particular virtue; you should make its effectiveness, significance and originality of the practice very clear because viewers may not immediately capture its importance. Posters should represent a focused piece of the scale up. Rather than trying to depict every component of the scale up, choose one element and highlight it.
A poster does not have to generate a lot of work. Imagine giving a 5-10-minute report to a peer. What would you say? Write down what you would say, and organize the key points in the following way:
Once the PPT is prepared, place it on a key drive and bring it to the conference. The IFL will provide a laptop, screen, sound, and microphone.
Below is a guide in preparing your abstract that will serve as a handout that the IFL will print. Additional handouts and other pertinent session information are always welcome, but please bring 50 copies. If you have any questions, please contact Rosita Apodaca at: email@example.com or firstname.lastname@example.org. All abstracts must be submitted by: November 22, 2010.