8:00-11:00: DPMS PD: Keystone Classes (connected to our CSIP/BLT goals)

When:
August 13, 2019 all-day America/Denver Timezone
2019-08-13T00:00:00-06:00
2019-08-14T00:00:00-06:00

Draper Park Middle School
Faculty Professional Development August 13 and 15, 2019

Tuesday, August 13th

Everyone attends

8-9 am

Supporting ELL students
Library
Matthew Emerson

Choose 1

9-10 am

Canvas
Mac Lab 2112
Jessica Miller

Teacher Clarity, Part 1*
Library
Angi Holden

Feedback, Part 1* (Positive Specific Feedback)
Room 2728
Andrea Wells

Choose 1

10-11 am

Canvas (repeat of 9am class)
Mac Lab 2112
Jessica Miller

Reading & Analyzing Informational Text, Part 1*
Library
Randall Seltz

Writing to Learn, Part 1*
Room 2728
Kristana Price

Thursday, August 15th

Everyone attends

8-9 am

Supporting SpEd Students
Library
Mandi Kitchen & Anna Rodriguez

Choose 1

9-10 am

Technology in the Classroom
Mac Lab 2112
Jessica Miller

Teacher Clarity, Part 2*
Library
Angi Holden

Feedback, Part 2* (Feedback Sequences)
Room 2728
Andrea Wells

Choose 1

10-11 am

Technology in the Classroom (repeat of 9am class) Mac Lab 2112
Jessica Miller

Reading & Analyzing Informational Text, Part 2*
Library
Randall Seltz

Writing to Learn, Part 2*
Room 2728
Kristana Price

Class Descriptions:
Canvas Quizzes.Next and Nearpod
Technology in the Classroom Exit Tickets via Google Forms and Digital Graphic Organizers
Teacher Clarity Let’s be clear! Join us and learn how to make learning visible so your students can answer the following questions: What am I learning today? (Learning intention) Why am I learning this? (Relevance) How will I know that I learned it? (Success criteria)
Feedback Giving students feedback in the classroom during the learning process has been proven to increase learning and improve student outcomes. Specific positive feedback will increase desired behaviors. Feedback cycles can solidify, clarify, and extend student understanding of core concepts.
Reading & Analyzing Informational Text Information Text Strategies that are easy to use and will help your students determine essential information and increase comprehension.
Writing to Learn Students in every grade level and content area will benefit from these simple, low-stakes writing strategies that help them think critically, retain information, and access rigorous content. Also, writing-to-learn strategies typically involve minimal preparation or grading and bolster opportunities for high student engagement and immediate feedback.

Attending Keystone Classes
Keystone Classes are connected to our CSIP/BLT goals
All faculty will attend Supporting ELL Students on Tuesday, 8/13, from 8-9am.
All faculty will attend Supporting SpEd Students on Thursday, 8/15, from 8-9am.

Remaining Keystone Classes – Pick four classes out of the ten topics to attend.
On August 13th, you will attend two classes – one from 9-10 and the other from 10-11.
On August 15th, you will attend two classes – one from 9-10 and the other from 10-11.

Look at the options above, and pick topics that are interesting and applicable to you.
You can select any four (don’t have to be Part 1 & 2 in a “series”).

*HYPE credit will be available for the classes with an asterisk*, if you attend both the Tuesday and the Thursday section of that series and complete an exit assignment with a follow-up implementation expectation.

Series One: Canvas and Technology in the Classroom (Jessica Miller)
*Series Two: Teacher Clarity, Part 1 and 2 (Angi Holden)
*Series Three: Feedback, Part 1 and 2 (Andrea Wells)
*Series Four: Reading & Analyzing Informational Text, Part 1 and 2 (Randall Seltz)
*Series Five: Writing to Learn Strategies Part 1 and 2 (Kristana Price)

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