Participants must have attended the Tiffanee Brown sessions April 28, 29, and 30th OR previously attended Tiffanee’s introduction session. All participants are strongly encourage – expected to have access to a copy of the book and should have some familiarity with Tiffanee’s work to get the most out of the session.
It’s time to start lesson planning! At the heart of this workshop is helping literacy teachers take our current practices one step further. It's about rethinking and refining what we already do. So often, we teach a lesson focused on what students will be able to "do" but we never pause to think about what students will understand and be able to transfer as a result of the instruction. Practicing skills in one context does not necessarily lead to transfer, especially when the new context is unfamiliar or more complex. This online workshop is a facilitated lesson planning experience with a combination of new learning and step-by-step lesson planning support. You will leave the session with a lesson plan started for your own classroom, and many other ideas for designing lessons that develop a deep understanding of literacy processes, cultivate student thinking, promote choice, and ultimately support learning transfer.
This session is for educators who have previously attended a Concept-Based Literacy workshop, or for educators that have thoroughly read Concept-Based Literacy Lessons: Designing Learning to Ignite Understanding and Transfer (Lanning and Brown, 2019). If you would like to attend with colleagues, our plan is to facilitate breakout rooms to allow for collaboration with your individual school groups during the lesson planning work time portions of the sessions.
It is highly recommended that you have a copy of Concept-Based Literacy Lessons: Designing Learning to Ignite Understanding and Transfer (Lanning and Brown, 2019) for reference during this workshop. This will allow you to access all of the sample lesson plans, sample unit plans, and the other resources throughout the workshop.