About the Workshop:
Many teachers are interested in learning new ways to motivate their students to learn. This workshop covers a student-centered instruction and assessment program that clarifies for students what they are to learn during a unit of instruction, how it will be measured through a performance task, and how that performance will be evaluated using task-specific rubric criteria that are teacher- and student-created. Student-Generated Rubrics is a proven, practical model for directly involving students in the assessment process by creating rubrics with their teachers before completing assignments. By increasing students' ownership in the process of evaluating their work, they become more motivated to produce quality work. Participants will receive a student-generated rubric model and tools to implement immediately in their classrooms.

Workshop Objectives:

• Learn new strategies to motivate students and improve work quality through student participation in writing rubrics.

• Understand how the foundation of the Student-Generated Rubrics instruction and assessment model can be built in primary grades and serve as the basis for further development in upper grades.

• Identify the focus questions from state and district standards to guide unit planning.

• Learn how to create a teacher-guided, student-generated rubric before work begins on the performance task.

• Understand the importance of using peer, self, and teacher assessment to revise and evaluate the performance task.

• Learn to promote student self-reflection on unit performance and goal setting.

• Learn to design a unit folder that includes focus questions, unit work, student assessment, rubric, self-reflections, and parent feedback for inclusion in the student portfolio.

About the Presenter:
Larry Ainsworth is the Executive Director of Professional Development at the Center for Performance Assessment in Englewood, Colorado. His primary motivation is to assist educators in helping all students succeed by "taking the mystery" out of the instruction, learning, and assessment process across all grades and content areas. He is the author or co-author of eight published books: "Unwrapping" the Standards, Power Standards, Common Formative Assessments, Student Generated Rubrics, Five Easy Steps to a Balanced Math Program (2000), and three new 2006 editions of Five Easy Steps to a Balanced Math Program, one each for the primary, upper elementary, and secondary grades. Larry has delivered keynote addresses nationwide, most notably for the U.S. and state departments of education, the National Council of Teachers of Mathematics, the National Association for Supervision and Curriculum Development, the National School Conference Institute, and the California Math Council. With 24 years of experience as an upper elementary and middle school classroom teacher in demographically diverse public and private schools, Larry brings wide range of experiences to each of his presentations. He has held numerous leadership roles within public school districts, including mentor teacher and K-12 math committee co chair, while also serving as a mathematics assessment consultant in several San Diego County school districts. Larry holds a Master of Science degree in educational administration.

A workshop for K-8 teachers and administrators
March 16, 2007, 8:30 AM - 3:00 PM
Presented by Gayle Gregory

First Lutheran School
1001 South Glenoaks Blvd
Burbank, CA 91502
818 848-3076

Registration Fee (includes continental breakfast & lunch): $16.00
Register Early - Space is limited!
Registration Deadline: January 30, 2007
View/Download more information and registration form.

About the Workshop:
With classrooms full of unique learners, teachers are challenged to enable all students to attain competencies. Teachers have long known that students need a supportive climate for learning and that knowing the learner is essential to providing appropriate learning experiences. Participants will examine current cognitive research related to how humans learn, as well as the theory of Multiple Intelligences. Instructional and assessment strategies that support how the brain learns and retains information will be explored. A framework and new models will be shared to provide a variety of learning and assessment strategies from which teachers can differentiate instruction and assessment to enable unique learners to reach standards.

Participants will have the opportunity to::

• Develop a shared understanding of differentiation.

• Examine current theories and brain research in relationship to conditions needed for diverse learners to attain standards.

• Become familiar with the elements needed for a differentiated classroom, including creating the climate, knowing the learner, assessing the learner, adjusting and compacting, instructional best practice and curriculum approaches.

• Explore and practice instructional and assessment tools and models needed in order to differentiate instruction.

About the Presenter:
Gayle Gregory consults internationally with teachers, administrators, and staff developers. She has extensive experience as a curriculum consultant and staff development coordinator. She has taught in elementary, middle and secondary schools, community colleges and universities. Most recently, Gayle was course director at York University for the Faculty of Education in the teacher education program.

Gayle is affiliated with many organizations, including the Association for Supervision and Curriculum Development (ASCD) and the National Staff Development Council (NSDC). A bestselling author, she has authored several books, including Differentiated Instructional Strategies, One Size Doesn't Fit All (2002), and Data Driven Differentiation in the Standards Based Classroom (2004). Soon to be released are: Differentiated Literacy Strategies, K-6, Differentiated Literacy Strategies, 7-12, and Differentiating with Style: Learning, Thinking and Multiple Intelligences.

For additional information about any of these programs, please contact Joyce Maksin at 916 228-2218 or jmaksin@scoe.net.