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Connecticut Commission on Culture & Tourism
Higher Order Thinking Schools
2007 Summer Institute
The Art of Partnerships
July 9 ~ 12 Morning Tracks 9:00 ~ 12:00
Morning tracks are weeklong, in-depth, intensive learning opportunities that foster personal growth and provide hands-on teaching strategies based on the Higher Order Thinking Approach. Please identify your 1st, 2nd and 3rd Morning Track choice by indicator (T1. – T7. ) on the registration form. We will make every attempt to accommodate your first preference. Each school team should have at least one member in each discipline area.
T1. Arts-Infused Approach to Early Literacy
Facilitator: Sharon Berndt
Take part in an arts-rich experience that has motivated readers in the John Lyman School and other elementary schools across the country. Music, movement, visual arts and reading instruction are so tightly woven that children and teachers see this intervention as a self-esteem booster and motivator for all children, especially those we have formerly labeled as "at-risk." This approach is a true collaboration. Come and learn to make your interactions with children a celebration of arts and learning.
T2. Assessing Higher Order Thinking
Facilitators: Rich Wells & Scott Shuler
Participants in this track will design Higher Order Thinking (HOT) units of arts-infused instruction or refine existing units based on an understanding of standards-based curriculum and assessment, in part by applying two powerful models: the Three Artistic Processes (Creating, Performing, and Responding) and the updated version of Bloom’s Taxonomy (which recognizes Creating as the highest level of thinking).
T3. Connecticut Tapestries –The Industrial Revolution
Facilitator: Christopher Eaves
This arts-integrated approach to curriculum immerses educators in the creative process and challenges preconceptions about teaching and learning. Participants will develop strategies for incorporating character building and improvisational techniques into their teaching. Through a variety of theatre-based activities with Connecticut history as a dramatic theme participants will learn interpersonal methods for strengthening students' higher order thinking skills and explore how the Industrial Revolution re-shaped the economic and social fabric of Connecticut. Using social perspective of historical events, participants will learn how to facilitate character-based ensemble experiences as forums for comprehension, application, analysis, and synthesis of academic content with students.
T4. Emerging Voices: Prose and Poetry, On and Off the Page!
Facilitators: Leslie Johnson and Elizabeth Thomas
The art of creative writing offers a rich variety of opportunities for both personal discovery and public presentation. Alternating between prose and poetry, participants will experience practical and creative techniques to encourage individual expression and community building in their own classrooms or arts organizations. Leslie Johnson, an award winning teacher and fiction writer, will share exercises in descriptive prose and narrative writing designed to stimulate the writing process and enhance vital skills to boost CMT performance. Elizabeth Thomas, a published poet/performer and arts educator, will present ideas to enliven poetry in the classroom and beyond. Together, these Teaching Artists will share their expertise in composing and performing original poetry and prose.
T5. Is this TAC on Track? (For Teaching Artists Only)
Facilitator: Dan Hansen
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This track is designed for teaching artists and will focus on using a workshop model to develop and refine Teacher-Artist Collaborations (TAC) by aligning each design with state standards, assessment of those standards and infusing best practice teaching strategies throughout the residency plan. We will also blend the practices promoted through the TRIBES TLC process to ensure high levels of thinking, interaction, and inclusion! Teaching artists will share and coach each other through a process that will instill rigor, relevance and respectful relationships in their residency proposals.
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T6. Moving Matters! Inter-arts collaborations, movement, autobiographical storytelling and expressive writing
Facilitators: Judy Dworin & Kathy Gersten
How do we experience time in our lives? How do we see it being experienced in the world around us? Choosing the theme of time as a focus, the Moving Matters! track will explore the language of movement, song writing, and narrative and how they can be integrated together and in the curriculum. We will examine the hows and whys of setting up such collaborative multi-arts residency projects as well as directly experiencing the joy of what they are about. Participants will engage in hands on learning that addresses community building, community partnerships, individual and group process, problem solving skills and the CT Standards for the Arts.
T7. Tribes: The Tribes TLC® Staff Development Process
Facilitator: Nancy Lindjhem
(This track requires a special schedule. Participants in this track must attend all sessions.)
The purpose of this 24-hour training is to prepare educators to develop a caring school and classroom environment, and to engage students through active learning that promotes student development, motivation and academic achievement. The HOT Approach uses the Tribes process of community building and social engagement as the foundation for transforming the school community environment to one in which teaching methods are effective in reaching and teaching students for today’s world. Using multiple intelligences, brain compatible learning and cooperative methods, school and classroom climate and teacher awareness we will begin to reflect the message of life-long learning, personal development and social responsibility as the keys to academic excellence.
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