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Session 5: Saturday, February 8, 2003 from 9:00-10:30 a.m.* *Extended
sessions, marked with an asterisk, continue through both Session
5 and Session 6 (from 9:00 a.m.-12:15 p.m. ) Please note: This is a draft schedule as of January 5, 2003 and is subject to change before the event is held. We post this to give you a good idea what workshops will be at the event. Please consult the final schedule once you receive your program book at the summit itself. Most rooms will not be announced until summit participants receive their program book at the summit itself. Breaking
the Chains of Schooling and Discovering New Paths of Learning
Breaking the Chains of Schooling and Discovering New Paths of Learning This interactive workshop features key people from Paths of Learning Magazine who will facilitate a discussion of holistic ways of learning for attendees. The presenters use group activities and story-telling to involve the audience. Drawing on their experiences as holistic educators, homeschoolers, and university teachers, the presenters will enable attendees to grasp how adults and children can live and learn together in settings other than conventional classrooms. Cecile Andrews has her doctorate from Stanford University's School of Education and is the author of The Circle of Simplicity: Return to the Good Life (HarperCollins, 1997). Her work involves education for both personal and social change. Cecile has given workshops and classes for Stanford University, the Smithsonian Institute, The Kellogg Foundation, and many other universities and groups. Cecile's work has been featured by PBS, NPR, The New York Times, The Los Angeles Times, The Washington Post, and CBS' Eye on America, among others. Richard Prystowsky has been the editor of Paths of Learning magazine since its inception. He is also the author of a college-level writing text entitled Careful Reading, Thoughtful Writing (HarperCollins, 1996). A former college professor, he is currently the Dean of Academic and Transfer Programs at College of the Redwoods, in California. Don Trent Jacobs, Ph.D., Ed.D. (Four Arrows) is an Associate Professor in the Department of Teaching and Learning, College of Education, Northern Arizona University, and is a faculty member at Fielding Graduate Institute. Former dean of education at Oglala Lakota College and part Cherokee/Creek, Dr. Jacobs brings to his presentations an American Indian worldview. Don is the author of eleven first-of-a-kind books on subjects relating to critical thinking, rethinking schools, authentic character education, social studies education, peace making, adventure education and wellness education. His most recent book is Teaching Virtues: Building Character Across the Curriculum (An American Indian Perspective), (Scarecrow Education Press, 2001). Robin Martin will complete her doctorate from Iowa State University in May 2003, with a focus on teacher development for holistic education. She currently is helping to start the Holistic Education Elementary School of Portland, scheduled to begin in the fall of 2003. Formerly, she has also worked with a free school in Seattle as well as a school in rural California that was based on the principles of holistic education. In addition, Robin coordinates the Paths of Learning web site, www.PathsofLearning.net. Scott Forbes is the Director of the new Holistic Education Elementary School of Portland. His work involves guiding the new school as well as teacher development and research for holistic education. Scott received his doctorate from The University of Oxford, and some of his theoretical work is currently being published under the title, "Holistic Education - An Analysis of its Intellectual Precedents and Nature." Scott has worked in the field of Holistic Education for thirty years. For 20 of those years (10 as principal), he taught at the Brockwood Park Krishnamurti Educational Center in England. Civic Education and Student Empowerment Participants will discuss how civic education through student political action projects empowers students and creates responsible citizens. The focus of the session will be on how to design and implement student political action projects, a discussion of how experiential civic education differs from standard courses in "civics" and how civic education is essential for democracy. Also included in the workshop will be a discussion of democratic process in the classroom. Daniel Faulk was the environmental and utility consultant to the Speaker of the California State Assembly and he wrote of successful legislation on toxic waste and class-one dump sites for the chair of the Assembly Committee on Local Government. Dan currently teaches political science and political advocacy at HSU and College of the Redwoods. He has also taught political organizing at Petrolia High School and Mistwood Center for Education. Some of Dan's former elementary and high school students will also help facilitate this workshop. Effective Leadership in Times of Crisis and Reform This session will enable school superintendents to come together in a roundtable discussion of the critical issues facing our public schools: budget cuts, accountability, standards, and the latest piece of federal legislation impacting our schools: No Child Left Behind. While these issues are impacting our schools, superintendents must provide the leadership and support in school districts to maintain effective learning environments for children and supportive work environments for all school employees. Louis Bucher is the former Humboldt County Superintendent of Schools. Helping School-Age Children Manage Stress This workshop will introduce "authentic dialogue" as a tool that teachers can use with children who are experiencing stress. The presenter will define "authentic dialogue," identify its components, explain its purpose, and delineate its rules. The participants will then practice 'authentic dialogue" on the basis of case studies of children experiencing stress; they will also be encouraged to share their own view of the process. By attending this session, participants will understand that supporting children who are experiencing stress can be part of every interaction and does not require extra measures. They will also learn that the technique of "authentic dialogue" lends itself to helping children manage stress regardless of their developmental levels. Furthermore, they will gain some practice in using the technique. Aimee Langlois is a professor in the Department of Child Development at Humboldt State University where she teaches a course on children and stress. As a result, she has developed an interest in exploring and using techniques that teachers and other adults can use when interacting with students who are experiencing stress. How the Columbus Myth Teaches Children to be Racist-and Some Ideas of What We Can Do About It The "Discovery of America" may be most children's first curricular exposure to the encounter between different cultures and races. Through slides of children's biographies of Christopher Columbus, teacher Bill Bigelow will encourage participants to think about the deep biases that are imparted to children in literature and textbooks. He will share a number of classroom-tested methods to equip children to develop their abilities to read and think critically. Appropriate for teachers of all grade levels as well as teacher educators, future teachers, community activists, and parents. Bill Bigelow teaches high school in Portland, Oregon and is an editor of the acclaimed publication, Rethinking Columbus, which has sold over a quarter of a million copies. His latest book is Rethinking Globalization: Teaching for Justice in an Unjust World. Integrating Democratic Ideals and Thematic Instruction at the Middle Level We all imagine what democratic instruction looks like, but how do we get there? At this session, participants will explore ways to develop integrated units initiated by adolescent concerns and interests. The units are also built upon democratic ideals such as inquiry, discourse, equity, authenticity, leadership and service. Presenters will share thematic units that create authentic connections between standards-based course content and democratic classroom processes. Dr. Ann Schulte and Dr. Mimi Miller are Assistant Professors in the Department of Education at California State University, Chico. Both have experience as middle school teachers and are interested in developing credential courses appropriate specifically for the middle level. Learn the art of mask-making and mask performance for the classroom! This workshop will include lecture, demonstration, and participation in the art. Guaranteed to be practical and fun! Anna Marrs is a seventh grade social studies teacher at Pacific Union School in Arcata. Bruce Marrs is a Dell'Arte teacher and mask maker. Planning and Facilitating Purposeful Meetings Whether one is a community organizer, schoolteacher, businessperson, or professor working in higher education, almost all of us attend countless meetings on a regular basis. Why do so many of these meetings leave us feeling frustrated and drained? What can we do-as meeting leaders and participants-to create meetings that feel purposeful, energizing, and humane? This workshop will provide helpful information to participants about ways to organize effective meetings and will leave plenty of time for questions and ideas from participants. Eric Rofes is a long-time community organizer, founding member of the North Coast Community Organizing Center, and an Assistant Professor of Education at Humboldt State University. He is eager to participate in purposeful meetings that are run effectively and more-than-eager to avoid all the others. Sketches from Our Lives: Immigrant Students from Eureka and Fortuna Eureka and Fortuna high school students from various countries will present skits about compelling issues they have faced as immigrant students. After each skit the presenters will engage the audience in a short question-and-answer session. This session is intended for people interested in intercultural issues. Simona Keat works for the Humboldt County Office of Education. Magdalena Lozoya is a Secondary Education Credential Candidate at Humboldt State University. Keri Gelenian is Assistant Professor of Education at Humboldt State University and teaches in the Secondary Education and Masters in Education programs. Storytelling for Today's Classroom Today's students live in the age of the information superhighway and yet, now more than ever, they need stories to help them deal with the vagaries of life's journeys. This workshop will share tips on ways to advance speaking and listening skills, to enhance self-esteem, and to promote emotional development through storytelling. Dan O'Gara
is a professional storyteller who works with all age groups at schools,
conferences, and festivals in the United States and Ireland. A former
teacher in Colombia, Sumatra, and on California's North Coast, Dan
organizes the "Storytelling Festival by the Sea" at Patrick's
Point State Park in Humboldt County each September. The ABC's and 123's of Writing Children's Books In this session, we will share our story of co-writing and publishing a children's book (Tub Toys, published by Tricycle Press, the children's division of Ten Speed Press). We will discuss resources for the children's book writer, some of the basic, unspoken rules of the business, and the importance of research before submitting a manuscript. We will also discuss the fun parts: working with an editor, seeing a book to print, ideas for self-publicity, and reading your own book to KIDS!!! This will be a session that emphasizes fun, and you will come away with a lot of helpful information. Timothy Warner is currently a student in HSU's Elementary Education Credential Program. Tub Toys is his first published book, but he's got his fingers crossed and his pen scribbling on a few more. Terry Miller Shannon writes books, stories and articles for a living. In addition to Tub Toys, she has published two non-fiction books with Scholastic and has another children's book forthcoming from Hyperion. The Move to Develop Successful Charter Schools in Native Communities: Highly Controversial, Yet an Opportunity for Real School Reform Charter schools are highly controversial and part of the current national debate about school reform. Yet charter school laws help to establish creative and innovative school options and have resulted in the creation of Native American charter schools in at least 10 states--including California. Little information is known about innovative schools that are specifically designed to serve Native students in rural or urban areas. Tribal officials, parents, and educators are developing programs to serve their unique circumstances, needs and the aspirations of Native children. They are creating schools with teachers and administrators who understand and appreciate Native cultures and lifestyles. Charters offer an opportunity for Indian communities to restore educational governance and decision-making to local levels. Charter schools are being developed for American Indian children in New Mexico; this is the focus of a CD-ROM documentary, called From Mission to State Charter School: Indian Education in the 21st Century; Developing Successful Charter Schools in Native Communities. The Pueblo of Jemez, a Towa speaking community in New Mexico, developed an elementary/middle school called San Diego Riverside Charter Schools where educators are using the cultural and linguistic components of the community to develop culturally supportive curricula and working to exceed state benchmarks and national standards. Scheduled to open in the Fall of 2003, the Walatowa Charter High School has a mission of providing a rigorous college prep curriculum with an emphasis on math, science, health, and technology; fostering leadership development; preserving language and culture; and strengthening physical wellness. Traditional and cultural values will be the basis of building a solid foundation focused on respect, self-discipline, and high academic skills. Dr. Mary Jiron Belgarde, a San Juan and Isleta Pueblo Indian from New Mexico, is a graduate of Stanford University and a Native Professor at the University of New Mexico. She teaches courses in American Indian and multi-cultural education, and research applications in education at the University of New Mexico in Albuquerque. She was the Principal Investigator of a research grant from the U. S. Department of Education to create an interactive CD-ROM documentary entitled, From Mission School to State Charter School: Indian Education in the 21st Century. The research project demonstrates how exemplary programs are being developed for American Indian children through charter school funds. She writes about American Indian education and schooling. She also serves on the school board for the San Diego Riverside Charter School. Kevin Shendo is from the Pueblo of Jemez, a village of 3,000 residents located in North Central New Mexico. Shendo has earned respect and admiration for his strong commitment to education and dedication to Indigenous people. He prides himself on being a role model and leader for Native youth. Currently, Kevin works for the Pueblo of Jemez as the Education Director. He oversees the Early Childhood Programs (Head Start and Child Care), the Jemez Community Library, the Higher Education Center and the recently approved Walatowa Charter High School. In his spare time he continues his work with the Pueblo of Jemez Native American Youth Empowerment (NAYE) organization, which he co-founded in 1993. The Unofficial Literacy of Adolescent Girls and what it can Teach Us Girls in early adolescence are at a particularly vulnerable time, creating or recreating their identities as they form their perceptions of themselves and their social world, including expectations for the future. Literacy plays a key role in regulating adolescent girls' subcultures. In this workshop, we will examine what we can learn by looking closely at the notes girls write to each other and the teen 'zines they read. Through samples of curriculum created by and for girls, we will also explore alternatives to the media images that are influencing them. Ruth Shagoury Hubbard is the Mary Stuart Rogers Professor of Education and the Coordinator of the Language and Literacy Program at Lewis and Clark College in Portland, Oregon. She earned her Ph.D. in Reading and Writing Instruction at the University of New Hampshire and has served as the co-editor and co-founder of Teacher Research: The Journal of Classroom Inquiry. She is on the editorial boards of Networks: International Journal of Teacher Research and the National Council of Teachers of English's Language Arts Journal. Youth and the Outdoor Experience: Benefits for the Whole Community All young people have a right to experience the outdoors. Through its Inner City Outings and grants through its Youth in Wilderness program, the Sierra Club has provided thousands of California's disadvantaged and at-risk youth with an outdoor experience. Because of insufficient resources at the state level, many more historically underserved populations never receive an opportunity to experience nature. The Sierra Club has embarked upon a campaign to create a funding mechanism to give local communities the means to help youth increase their environmental literacy and scholastic performance while gaining vital life tools. Please join us to find out about the important benefits we all gain by helping all of our youth experience nature. Martin LeBlanc is the California Youth in Wilderness Representative for the Sierra Club. He is experienced as an outdoor education leader and a outreach administrator. Previously Martin worked with the Texas Parks and Wildlife Department. Carl Zichella is the Western Regional Director for the Sierra Club. He was Midwest Regional Director and also spent ten years living here on the North Coast as an environmental advocate. EXTENDED SESSIONS: *Reaching Beyond the STAR: Teaching from the Soul In this workshop we will creatively explore and support ways in which instructors and children can be nurtured and invited to bring their hearts and minds to school. We will use writing, artwork, discussion, and story telling to inspire and revive the honoring of ourselves and each individual we teach. Tools, resources, and a bibliography will be provided. Nina Ravitz incorporates her experience with Nature Day Camp, mothering, international human rights, massage therapy, and reevaluation co-counseling into her current position teaching 2nd through 5th grade in a California charter school. She received a BA from Chico State University and a multiple subject teaching credential from Dominican College. Joanna Wigginton has discovered that whatever vocation she explored (from geologist to midwife) she always ended up as a teacher. A BS from Tufts University and an MA from the University of New Mexico led her form the Navajo Reading Study and work in a Children's Center to the creation of a school and her current position as head teacher in a California charter school. It adds up to twenty-something years of teaching. *Schools and the Revitalization of Rural Communities on the North Coast Over the past four years The North Coast Rural Challenge Network (Mendocino, Point Arena, Laytonville, and Anderson Valley Districts) has developed a nationally recognized model of project-based learning. With a deep commitment to history, community and culture, and the environment, students and teachers in these school districts have created over 125 projects. Guided by the philosophy of Ecoliteracy, each of these projects supports sustainable environments and economies in the four rural communities. In the first session, the director and coordinator present an overview of the philosophy and history of the network and you will have an opportunity to talk with students about four current projects. In the second session, the director and coordinators will take you through the process of planning projects linked to environmental and economic sustainability. Ken Matheson is the Director of the North Coast Rural Challenge Network. Mitch Mendosa is a North Coast Rural Challenge Network Coordinator and teacher, Anderson Valley Unified Schools. Deena Zarlin is a North Coast Rural Challenge Network Coordinator and teacher,, Mendocino Unified District. Kim Swenson is a North Coast Rural Challenge Network Coordinator and teacher, Point Arena Unified District. Lou Pilgrim is a North Coast Rural Challenge Network Coordinator and teacher, Laytonville Unified District Students from each district will also be presenters. Teaching Hidden Lessons on Gender and Sexual Orientation What are some of the ways that we might unintentionally teach both positive and negative messages about gender and sexual orientation? This interactive, hands-on workshop unearths the various hidden lessons coming through both what we teach and how we teach. Participants will analyze video clips, experience sample science lessons, and then design and analyze lessons that they can use in their own classrooms to challenge heterosexism, genderism, and other "isms." Kevin Kumashiro, Ph.D., has worked as a teacher and teacher educator in schools and colleges in the United States and abroad, and has facilitated workshops and served as a consultant for schools, school districts, and state and federal agencies. His first book, Troubling Intersections of Race and Sexuality, was praised as "a milestone" in the field of multicultural education, and his new book, Troubling Education: Queer Activism and Anti-oppressive Pedagogy, has been called "the next benchmark" of this field. He is the founder of The Center for Anti-Oppressive Education, located in the Bay Area of California, which develops resources for members of educational communities to challenge different forms of oppression in schools and society. He received his Ph.D. from the University of Wisconsin, Madison. This extended session is Saturday, 8:00am-10:30am (Pre-Registration Requested) *California
Building a Presence for Science Workshop: Science and Literacy This workshop for teachers will begin with a brief overview of the California Building a Presence for Science (CABAP) Program sponsored by the California Science Teachers Association. Next, participants will engage in a hands-on activity and small group discussion aimed to make connections between science and literacy, and to model the 5 E Lesson Design (engage, explore, explain, elaborate, evaluate). All participants will receive lesson unit materials from the session. Pre-registration is requested as enrollment is limited. For registration send name, school, grade level, and contact info to jww12@humboldt.edu or call 707-826-5551. Jeffrey W. White, Ph.D. is Assistant Professor of Biological Sciences and Co-director of the Redwood Science Project, Humboldt State University. |
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