Embedded Files
B.1 | Culturally Sustaining Pedagogical Approaches
Lorena Germán
Room 202
A continuation of the keynote, in which Lorena will further explore practices of culturally sustaining pedagogy with participants.
Lorena is an immigrant from Dominican Republic and raised in the U.S. She attended public schooling from first grade through high school. She earned her Bachelor’s Degree in English Communication from Emmanuel College and her Master of Arts in English from Middlebury College’s Bread Loaf School of English. She is an advocate for the practice of a culturally sustaining pedagogical approach in education.
Lorena has been in the field of education, working in various settings, since 2001. Her extensive experience in myriad of settings ranging from extracurricular youth work to community spaces to the traditional classroom equips her to offer sound advice on strong teaching practices. Specifically, her classroom experience has been as an ELA teacher from grades 6th through 12th.
Lorena has held educational leadership positions at the department level, school-wide level, and in the larger district level from designing curriculum to strategizing for improvement. She is the Chair of the National Council of English Teacher’s Committee Against Racism and Bias in the Teaching of English and she’s a co-founder of #DisruptTexts. She’s also Director of Pedagogy at EduColor.
Lorena Germán
Room 202
A continuation of the keynote, in which Lorena will further explore practices of culturally sustaining pedagogy with participants.
Lorena is an immigrant from Dominican Republic and raised in the U.S. She attended public schooling from first grade through high school. She earned her Bachelor’s Degree in English Communication from Emmanuel College and her Master of Arts in English from Middlebury College’s Bread Loaf School of English. She is an advocate for the practice of a culturally sustaining pedagogical approach in education.
Lorena has been in the field of education, working in various settings, since 2001. Her extensive experience in myriad of settings ranging from extracurricular youth work to community spaces to the traditional classroom equips her to offer sound advice on strong teaching practices. Specifically, her classroom experience has been as an ELA teacher from grades 6th through 12th.
Lorena has held educational leadership positions at the department level, school-wide level, and in the larger district level from designing curriculum to strategizing for improvement. She is the Chair of the National Council of English Teacher’s Committee Against Racism and Bias in the Teaching of English and she’s a co-founder of #DisruptTexts. She’s also Director of Pedagogy at EduColor.
B.2 | Let’s Go on an Adventure: Using Story Games to Promote Deep Thinking (3-12)
Christopher Marino
Room 204
Rhiella and her adventuring group have been walking for hours through the forest. They come upon an ancient tablet with chiseled letters nearly worn off by the elements. Squinting, Rhiella reads aloud: "If you are brave enough to enter, please do. But if you are not well-versed in [insert curricular topic], it is a decision you may rue."Chris Marino will be walking you through different ways in which story games, also called role-playing games, can help you make your lessons more engaging, exciting and equitable. Yes, some story games come with rulebooks that are hundreds of pages, but Chris does not intend to scare anyone off with a tome-sized manual. Instead he will offer quick ways to add a dash of co-operative storytelling to your lessons in grades 3-12. No experience with role-playing games is needed; all he requires is a brave soul. (Or at the very least a soul that likes to hear and tell good stories.)
Chris Marino has been teaching since 2006 in ELA classrooms in St. Louis, Colombia and Indonesia. He discovered role-playing games in 2018 and has been weaving them into his lessons at Parkway Northeast Middle School ever since.
Christopher Marino
Room 204
Rhiella and her adventuring group have been walking for hours through the forest. They come upon an ancient tablet with chiseled letters nearly worn off by the elements. Squinting, Rhiella reads aloud: "If you are brave enough to enter, please do. But if you are not well-versed in [insert curricular topic], it is a decision you may rue."Chris Marino will be walking you through different ways in which story games, also called role-playing games, can help you make your lessons more engaging, exciting and equitable. Yes, some story games come with rulebooks that are hundreds of pages, but Chris does not intend to scare anyone off with a tome-sized manual. Instead he will offer quick ways to add a dash of co-operative storytelling to your lessons in grades 3-12. No experience with role-playing games is needed; all he requires is a brave soul. (Or at the very least a soul that likes to hear and tell good stories.)
Chris Marino has been teaching since 2006 in ELA classrooms in St. Louis, Colombia and Indonesia. He discovered role-playing games in 2018 and has been weaving them into his lessons at Parkway Northeast Middle School ever since.
B.3 | “But I’m Not an English Teacher!”: How to Defeat Skepticism and Promote Cross-Curricular Writing as an ELA Teacher Leader (6-12)
Anna Barton & Lindsay Jovanovich
Room 402
In this session, we will briefly share our journey as teacher leaders in developing a school-wide cross-curricular approach to writing, including the “why” behind this work. We will then guide participants through practice writing CERCA (claims, evidence, reasoning, counterclaims, audience) format responses, and participants will receive a set of resources that can be adapted for writing assignments and speaking/listening activities in the content areas. Ultimately, we hope English Teacher Leaders walk away with some tools and ideas to help other teachers incorporate reading, writing, listening, and speaking in their non-ELA courses.
Anna Barton wears a lot of hats in the Bayless School District, where she works as a High School English teacher, 6-12 ELA Curriculum Chair, and Instructional Coach.
Anna Barton & Lindsay Jovanovich
Room 402
In this session, we will briefly share our journey as teacher leaders in developing a school-wide cross-curricular approach to writing, including the “why” behind this work. We will then guide participants through practice writing CERCA (claims, evidence, reasoning, counterclaims, audience) format responses, and participants will receive a set of resources that can be adapted for writing assignments and speaking/listening activities in the content areas. Ultimately, we hope English Teacher Leaders walk away with some tools and ideas to help other teachers incorporate reading, writing, listening, and speaking in their non-ELA courses.
Anna Barton wears a lot of hats in the Bayless School District, where she works as a High School English teacher, 6-12 ELA Curriculum Chair, and Instructional Coach.
Lindsay Jovanovich is the 6-12 Library Media Specialist for Bayless Schools. Together, Anna and Lindsay have coordinated the development and implementation of a shared cross-curricular writing model across all classes at Bayless Junior High and High School.
B.4 | Changing the Composition of Composition (9-12)
Kemba Metropoulos
Room 403
If you are looking for a way to make your writing instruction more enjoyable for your students (and for you), this is the session for you. Using techniques from my experience in the Summer Institute, you can build community in your classroom AND get your students to rethink how they approach writing. I will share handouts as well as sample lessons and structures to help students help each other to become stronger writers.
Kemba is
Kemba Metropoulos
Room 403
If you are looking for a way to make your writing instruction more enjoyable for your students (and for you), this is the session for you. Using techniques from my experience in the Summer Institute, you can build community in your classroom AND get your students to rethink how they approach writing. I will share handouts as well as sample lessons and structures to help students help each other to become stronger writers.
Kemba is
B.5 | Making Personalized Learning Work (3-12)
Emily Hutti
Room 404
Do you want to find a way to make students more accountable for their own learning? Personalized learning is an alternative to a “one-size-fits-all” approach to teaching where assignments, learning experiences, and instructional practices are designed to fit the needs of individual students. Come see how I gradually implemented personalized learning in my 8th grade ELA classroom, including how I planned with, supported, and assessed students, as well as how you can make this approach work in your classroom too.
Emily is an 8th grade English Language Arts teacher and Student Council Sponsor at Wentzville South Middle School. She has taught English and social studies at the middle and high school level. She is passionate about student-centered instruction and fostering a learning environment in which all of her students can grow.
Emily Hutti
Room 404
Do you want to find a way to make students more accountable for their own learning? Personalized learning is an alternative to a “one-size-fits-all” approach to teaching where assignments, learning experiences, and instructional practices are designed to fit the needs of individual students. Come see how I gradually implemented personalized learning in my 8th grade ELA classroom, including how I planned with, supported, and assessed students, as well as how you can make this approach work in your classroom too.
Emily is an 8th grade English Language Arts teacher and Student Council Sponsor at Wentzville South Middle School. She has taught English and social studies at the middle and high school level. She is passionate about student-centered instruction and fostering a learning environment in which all of her students can grow.
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