Roxanna Elden is the author of ADEQUATE YEARLY PROGRESS and SEE ME AFTER CLASS: ADVICE FOR TEACHERS BY TEACHERS.  She combines eleven years of experience as a public school teacher with a decade of speaking to audiences around the country about education issues.  She has been featured on NPR, as well as in the New York Times, The Washington Post and many other media sources.  You can learn more about her work at:  www.roxannaelden.com

This hands-on workshop will demonstrate how subtle shifts in lessons can increase student engagement and student understanding.  Subtle Shifts in Science Instruction focuses on developing learners' science practices by making gradual changes that shift responsibility for using these skills from the teacher to the learner.  By taking these small steps, teachers can help their students develop the skills necessary for inquiry in a manner that is manageable for both the teacher and the student.

Participants will:

The brain is an efficient and powerful learning machine, but it is also quirky, sometimes working in a counter-intuitive fashion. Researchers have now discovered many strategies and practices that increase initial learning and long term retention of concepts and knowledge. Unfortunately, many of these simple strategies are not commonly applied in classrooms.

This day will provide an overview of how an inquiry model of instruction should frame an integrated approach to teaching history-social science that includes history, geography, economics, civics, and the humanities in the   elementary grades by addressing the question “How does inquiry factor into the new HSS Framework?” The workshop will emphasize the importance of:

· Inquiry based instruction

· Analyzing primary sources

· Utilizing perspectives to address questions

· Drawing conclusions based on evidence

This four day professional workshop has been designed for you to:
•review significant components of the ERWC modules for high school
•recognize your significant role in vertical alignment to increase college and career readiness
•increase your familiarity with grades 9-12 modules and texts
•get an increased sense of the pacing, pedagogy, and instructional practices that enhance effective module implementation
•deepen your conceptual knowledge of reading comprehension strategies, close reading, text complexity, and rhetorical writing

Writing, reading and thinking are indelibly linked, and they are best taught in conjunction with each other. Writing must be embedded in content because writing is a learning activity as much or more than a discrete subject. If we want students to be great writers, we have to intentionally teach the application of writing in the context of reading and thinking.

Sometimes, however, that intentionality can turn into tedious exercises or mindless formula. But when taught well, writing is a joy.

As part of Youth Arts Month, join the Stanislaus COE in Making Arts Learning Visible!
The purpose of the PK-12th Grade Art Showcase is to display the creative abilities of students in Pre-Kindergarten – 12th grades during Youth Arts Month (March).  Student artwork can be made in-class, at-school, at a community event, in an extra-curricular setting, or at home. Teachers are encouraged (but not required) to send student artist statements along with artwork. Student artists statements will be displayed as space allows.

This four day professional workshop has been designed for you to:
•review significant components of the ERWC modules for high school
•recognize your significant role in vertical alignment to increase college and career readiness
•increase your familiarity with grades 9-12 modules and texts
•get an increased sense of the pacing, pedagogy, and instructional practices that enhance effective module implementation
•deepen your conceptual knowledge of reading comprehension strategies, close reading, text complexity, and rhetorical writing

This workshop will address the question “How does the HSS Framework integrate and support literacy?”  In order to understand the past and the discipline of history and the related social sciences, students must be able to read, understand what they are reading and be able to communicate through speaking and writing using academic language.  We will introduce participants to the instructional shifts in reading and writing that the new Framework recommends.  It will  include: