Venue: InterContinental Hotel, Athens, Greece
Kim Zeidler-Watters
Director of the Partnership Institute for Math and Science Education Reform at Eastern Kentucky University.
Full Bio
KIM ZEIDLER-WATTERS, Ed.D, is the Director of the Partnership Institute for Mathematics and Science Education Reform (PIMSER) at Eastern Kentucky University. In this capacity, she partners with numerous agencies and through grant and income funded initiatives to provide educators with high-quality professional learning experiences. These experiences are designed to improve math and science curriculum, instruction, and assessment practices at the classroom, school and district levels.
Dr Zeidler-Watters and her PIMSER staff of Master Teacher Fellows who have been trained through a National Science Foundation Noyce Master Teacher Project, have supported the publications and work of international experts in the area of curriculum, instruction, and assessment, including Harvey Silver, Shirley Clarke, Richard Stiggins, and Jan Chappuis.
Dr Zeidler-Watters has more than 23 years of leadership experience in education. Her doctorate is in the areas of instruction and administration. For the past 10 years, she has served as an associate with the Assessment Training Institute, established by Dr Richard Stiggins, where she provides training and support to teachers and leaders from across the country.
Most recently, she is working on a book with Harvey Silver and Thoughtful Education to be released in spring 2018 that focuses on instructional tools to assist science teachers with support student learning.
Dr Zeidler-Watters research interests focus on transforming teacher practice, communities of practice, assessment literacy, teacher leadership, and professional learning.
4-hour Workshop #1: Sat, March 31
The Power of Formative Assessment
Numerous researchers have found that formative assessment makes a difference in student learning. In addition, the research has identified high-yield strategies, including clear learning intentions and self- and peer-assessment, that if done effectively in the classroom, can make a difference in student learning outcomes.
For these outcomes to improve, however, students need to know the intended learning before the end of a lesson. This is key if they are to self- and peer-assess their progress toward the learning target.
In this session, we will explore the high-yield strategies with a specific emphasis on the power of learning targets to support attainment of standards.
Outcomes: Participants will. . .
- learn a process for identifying the kinds targets that emerge from standards;
- explore the difference between objectives and targets;
- use learning targets to create an assessment plan;
- explore how targets can drive the learning process in the classroom, including the use of success criteria; and
- learn how targets can be used as a communication tool focused on learning among the teacher, students, and parents.
Participants will leave with strategies and tools that can be immediately shared and applied in their school and classroom.
*Please bring your laptop to this workshop.
Target Audience: Grade Range: K-12, including administrators, coaches, and classroom teachers.
Continuum Level: 3
NESA's Learning Continuum:
4-hour Workshop #2, Sun, April 1
Tools and Strategies that Support Learning and Improve Student Engagement
Dr Zeidler-Watters has had the pleasure of leading two National Science Foundation funded Master Teachers projects. What she learned through this work is that effective teachers have a repertoire of tools and strategies at their disposal to support students with the kind of thinking they are asked to do in the classroom.
A key foundational element for the classroom teacher is to establish an effective learning culture. Participants will receive ready to use ideas and strategies to implement immediately that have the potential to create high-quality classrooms focused on learning.
Together we will experience and share a variety of strategies focused on:
- an ideal learning culture
- productive talk or discourse in the classroom
- student reflection and practice, and
- student notetaking and summarizing.
*Please bring your laptop to this workshop.
Target Audience: Grade Range: K-12, including administrators, coaches, and classroom teachers.
Continuum Level: 3
NESA's Learning Continuum:
Handouts
Save paper and effort where possible!
For your convenience, and to support our efforts in being "green", all handouts/files posted here have been notated with an A, B, C or D indicating the following:
(A) hardcopies needed at workshop
(B) electronic version on laptop is sufficient (for viewing during the workshop)
(C) required reading PRIOR to the workshop
(D) file not needed for workshop itself, but simply material of additional interest/reference
4-hour Workshop #1: Sat, March 31
(B) Standard Deconstruction Template
(B) Keys to Quality Classroom Assessment
(B) Sample Goal-Based Day Plan Year 6
(B) Summary Frames
(D) PowerPoint Presentation (37MB)
4-hour Workshop #2: Sun, April 1
(B) Summary Frames
(D) PowerPoint Presentation (15MB)