Scheduled Workshops

This workshop provides an overview of collaborative methods and structures for instruction and assessment. Utilizing WIDA tools, participants will explore and discuss language development meaning making through language use, the Four C’s of Collaboration, and collaborative structures that support shared responsibility of multilingual learners. Teams will leave the workshop with access to tools and resources necessary for implementing collaborative structures at their site around the needs of their multilingual learners.

As teachers, we want to empower multilingual writers, not only to produce successful academic writing, but, more importantly, to communicate effectively to a variety of audiences. We want students to know how to leverage writing as a powerful tool to understand the world, express themselves effectively, learn from one another, and argue for the things they believe in. This vision requires intentional, language-focused instruction and is strengthened when it occurs through authentic writing tasks in the content areas.

This two-day workshop is designed to enhance participants' lesson planning processes. During the workshop, participants will examine seven essential elements that attend to the needs of English language learners. In particular, participants will focus on creating contexts for meaningful language use within settings that integrate content learning and academic language development. Participants will utilize tools and resources from the WIDA Standards Framework to assist them in designing instruction that promotes content learning and language development.

English language learners need instruction that is differentiated to meet the needs unique to learning an additional language and grade appropriate content. Participants will approach the idea of differentiation of language from an asset-based perspective, recognizing that language learners bring many contributions to the school community. Participants will collaborate to customize instruction for ELLs utilizing the WIDA ELD framework. While planning, participants will have time to reflect on how to create productive struggle in a safe learning environment.

This two-day workshop is designed to enhance participants' lesson planning processes. During the workshop, participants will examine seven essential elements that attend to the needs of English language learners. In particular, participants will focus on creating contexts for meaningful language use within settings that integrate content learning and academic language development. Participants will utilize tools and resources from the WIDA Standards Framework to assist them in designing instruction that promotes content learning and language development.

This workshop is designed for general classroom teachers and English language specialists who share instructional responsibility for language learners. No experience in using the WIDA Standards Framework is needed for this workshop.

English language learners need instruction that is differentiated to meet the needs unique to learning an additional language and grade appropriate content. Participants will approach the idea of differentiation of language from an asset-based perspective, recognizing that language learners bring many contributions to the school community. Participants will collaborate to customize instruction for ELLs utilizing the WIDA ELD framework. While planning, participants will have time to reflect on how to create productive struggle in a safe learning environment.

This workshop provides an overview of collaborative methods and structures for instruction and assessment. Utilizing WIDA tools, participants will explore and discuss language development meaning making through language use, the Four C’s of Collaboration, and collaborative structures that support shared responsibility of multilingual learners. Teams will leave the workshop with access to tools and resources necessary for implementing collaborative structures at their site around the needs of their multilingual learners.

This workshop explores formative assessment practices that focus students’ and teachers’ attention on English language development within the context of subject-area classrooms. The purpose is to prepare participants to incorporate new formative language assessment practices into their educational contexts.

English language learners need instruction that is differentiated to meet the needs unique to learning an additional language and grade appropriate content. Participants will approach the idea of differentiation of language from an asset-based perspective, recognizing that language learners bring many contributions to the school community. Participants will collaborate to customize instruction for ELLs utilizing the WIDA ELD framework. While planning, participants will have time to reflect on how to create productive struggle in a safe learning environment.

This workshop provides an overview of collaborative methods and structures for instruction and assessment. Utilizing WIDA tools, participants will explore and discuss language development meaning making through language use, the Four C’s of Collaboration, and collaborative structures that support shared responsibility of multilingual learners. Teams will leave the workshop with access to tools and resources necessary for implementing collaborative structures at their site around the needs of their multilingual learners.

English language learners need instruction that is differentiated to meet the needs unique to learning an additional language and grade appropriate content. Participants will approach the idea of differentiation of language from an asset-based perspective, recognizing that language learners bring many contributions to the school community. Participants will collaborate to customize instruction for ELLs utilizing the WIDA ELD framework. While planning, participants will have time to reflect on how to create productive struggle in a safe learning environment.

This workshop explores formative assessment practices that focus students’ and teachers’ attention on English language development within the context of subject-area classrooms. The purpose is to prepare participants to incorporate new formative language assessment practices into their educational contexts.