This session has been completed.

Engaging and Empowering Adolescent Learners Through the Writing Process

Facilitator(s): Betty Howell
Date:December 08, 2017
Time:9:00 am – 3:30 pm
$125.00 (CAD)
(includes lunch, which is not prepared in a nut/gluten-free environment)
Location: Edmonton (Fantasyland Hotel)
17700 - 87 Avenue
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Course code: 18-LI-116

Target Audience

Grades 5-12 English Language Arts Teachers, Instructional Coaches, District Leaders, Administrators

About this learning opportunity

This workshop will explore how the implementation of the writer’s workshop approach will enable the teacher to meet the increasingly diverse needs of adolescents in the classroom.

Goals of the Session:

  • Identify key issues in Adolescent Literacy Learning
  • Explore the connection between engagement in literacy learning and writer’s workshop and the way in which it will address the diversity in today’s classroom
  • Outline a step-by-step process to initiating the workshop approach in the classroom.
  • Discuss the role of technology in writer’s workshop and identify strategies for utilizing digital tools in writer’s workshop.
  • Managing a workshop environment – student workflow, meeting assessment targets, curriculum connections.
  • Link to practical tools and strategies for engaging adolescents.

How will this be relevant to secondary teachers?

Meeting the increasing diversity of student achievement is a challenge for all teachers today. At the secondary level, teachers are addressing significant gaps between grade level expectations and the performance level of their students. In addition, social, emotional and engagement factors contribute to the challenges of working with adolescents in literacy learning. In this learning opportunity, we will address how the workshop approach can assist teachers in engaging adolescents and increasing their levels of academic achievement.

Writing challenges addressed in this session:

  • student engagement in the writing process
  • the gap between the level of student performance and curriculum goals
  • managing diversity – addressing the range in performance levels amongst the students in the classroom – meeting the needs of all students

This learning opportunity is being provided through funding from Alberta Education.

About the facilitator(s)

Betty Howell has previously worked as an administrator of a K-8 school and also provided leadership in staff development for literacy and assessment initiatives in the Brandon School Division. Prior to becoming a school administrator, she worked as a resource teacher for many years and throughout this time became focused on literacy development. She completed Reading Recovery certification in 1995 and continued to be involved in Reading Recovery until 2011. She also worked as a literacy teacher and together with a leadership team developed a Division-wide strategy to provide a continuum of literacy supports for struggling readers. In 2010 she completed her Master of Education in Curriculum with a focus on Language and Literacy Development. She has worked as a sessional instructor at Brandon University offering courses in English Language Arts Curriculum and Early Years Literacy Methods. Betty has provided many professional development seminars for teachers and administrators on topics including assessment, literacy development, guided reading, Fountas and Pinnell Benchmark Assessment System, Fountas and Pinnell Leveled Literacy Intervention, reading strategies for struggling readers and the administrators' role in literacy programming.

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