New Ideas in Teaching
This is a series of workshop presentations by different teachers from the Massachusetts public schools. Participants will learn about new teaching strategies and methodologies, and will have the opportunity to ask these practitioners questions about their classroom procedures as well as their schools. Presenters include English language and literature teachers from area high schools.
A Student-Centered Approach to Literature Instruction – July 1st, 2015
Ashley DeRuosi and Antonio Cinelli
Ashley DeRuosi – Middle School Literacy Coach, Revere Public Schools, Revere, MA
Antonio Cinelli – Grade 9 English Teacher, Revere Public Schools, Revere, MA
Ashley Cinelli has been teaching for the past six years. She began teaching high school level English Language Arts. After getting her Master’s degree, she became a reading specialist. In this position, she got to work with English Language Learners, students with special needs, as well as general education students. She is currently a Literacy Coach for the students and staff of Garfield Middle School in Revere. Outside of the classroom, Ms. Cinelli is a council co-chair for the Revere Educator Leadership Board and works as a item reviewer for PARCC.
Antonio Cinelli has been teaching ninth graders at Revere High School about English Language Arts for seven years. In an effort to create a more engaging and student-centered learning environment, he has spent the past three years implementing flipped strategies in his classrooms and teaching flipped pedagogy to his peers. He has combined these approaches with a continued focus on the Common Core State Standards to increase not only rigor but also student voice in his classes.
Workshop Description
Our seminar will focus on three areas of student-centered instruction in literature and literacy: differentiating literature through anchor and supporting satellite texts, promoting school-wide literacy instruction, and using technology to personalize instruction. We hope to share some of our knowledge and experience, as well as give opportunity for collaboration and discussion.
Critical Reading for EFL Learners – July 8th, 2015
Christina Michaud
Senior Lecturer and ESL Coordinator, Writing Program, Boston University College of Arts & Sciences
Christina Michaud has been teaching writing, literature, and argument to ESL students at Boston University for twelve years, and previously taught literacy, ESL writing, and integrated skills ESL classes at other two- and four-year colleges and private language schools in and around Boston. She has an Ed.M. in TESOL and is pursuing her doctorate in Language, Literacy, and Cultural Studies.
Workshop Description
This seminar addresses ways to teach L2 learners to be active, critical readers of literary texts. We will demonstrate how to teach better reading and vocabulary acquisition strategies, facilitate effective discussions of readings, and guide learners toward more in-depth analysis of the text.
Pronunciation and its Relationship to Reading Skills – July 15th, 2015
Marnie Reed
Associate Professor, Program in Applied Linguistics,
Graduate TESOL Program, Boston University School of Education
Marnie Reed has been teaching courses in linguistics and second language acquisition at Boston University since 1993. Her interest in the speech production and perception challenges of non-native speakers has motivated her research and publications, as well as creation of a course in applied phonology aimed at preparing pre-service teachers to address the intelligibility needs of their English language learners.
Workshop Description
This workshop integrates essential components of pronunciation with critical skills in silent or oral reading. It addresses both speaking and listening and incorporates both segmental and suprasegmental (prosodic) components of pronunciation. Particular attention will be given to the aural equivalents of punctuation, from the more obvious chunking into thought groups and pausing at clause boundaries to the more subtle implicational intonation marked by italics on the written page. We will demonstrate and share pronunciation aids that middle and high school students may find engaging, such as slinkies, classic and Chinese yo-yos, and kazoos.
Teaching the American Novel – July 22nd, 2015
Julie Stonehill
Instructor, Newton South High School
Julie Stonehill has been teaching high school English at Newton South High School since 1994. While she currently teaches grades 9 and 12, during her tenure she has taught across the grade levels and curriculum. She holds a Bachelor’s Degree in English and Religion from Ithaca College and a Master of Arts in Teaching (English) from The Boston University School of Education.
Workshop Description
Using hands-on approaches to learning, this workshop will focus on studying the American novel in the English language/literature classroom. The central objective will be to explore and examine different ways to engage students of all levels in order to develop their skills as readers, writers, speakers, and thinkers. Film, personal narrative, analytical essays, and cultural explorations will be the gateways that the instructor and participants will use to uncover the most effective ways to teach, engage, and encourage student learning. Using specific titles, participants will have an opportunity to develop and practice techniques for teaching the American novel. Film will also be considered as a method for introducing culture and developing language. Attention will be given to methods for classroom management, teaching reluctant learners, and reaching across the curriculum to meet the needs of all learners. The format of the workshop will include small group collaboration, interactive lessons, and discussion.
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