Our popular Write to Learn conference will be back in person in September 2022!
We are so excited to bring teachers together again to learn from each other–in real time!
Keynote speaker: Dr. Diedre R. Farmby, career educator and independent consultant on social-emotional learning and cultural proficiency and equity, will lead an interactive session on social-emotional learning and its ties to literacy.
9:00 a.m. – 3:00 p.m. Saturday, September 17, 2022, in the Halpin-Harrison building
on the Shenandoah University Campus in Winchester, Virginia. Halpin-Harrison is #23 on the campus map.
The registration fee includes two breakout sessions, lunch, and the Keynote workshop.
Professional Development Recertification Points
will be provided for attendees
Breakout Sessions 9:15 – 10:30 a.m.
Assist students in creating rubrics for student ownership in the writing process. Focus is on mentor texts and SOL writing strands.
K-University, all content
Multi-Genre Writing: Live on the Page
Writing in multiple genres offers an opportunity to deeply explore a subject from multiple perspectives. This outlet appeals to students attempting to write about difficult topics.
Elementary-University, all content
Your Words Matter: Creating a Community of Writers
To create confident student writers, teachers must assist students in establishing identities not only as writers but also as important people with unique voices. Practices are shared to encourage students to dig deep, respectfully share with peers, and create a community of active writers, readers, and critical friends.
Reconnect through Reading, Writing, and Discussion
Research hasn’t caught up yet with documenting what teachers already see: Covid infections and the lockdown damaged student ability to read, write, and converse. Strategies create academic discussions that can culminate in argument writing.
Elementary to University
Strength-Based Learning: Harnessing Student Agency
Focused on revealing, developing, and enhancing student strengths so students can create their own educational success. Empowering students to direct their own learning may be the single greatest gift we can give. These strategies work with all students.
K-University, All Content
One-Pagers for Assessment and Reflection
One-pagers are applicable to all disciplines as a writing-to-learn activity. Students design one-pagers by blending verbal text with visual information about content.
Grades 5-12, All Content
Second Session 10:45-12:00
Please See Color
Culturally and historically responsive teaching techniques can impact the classroom learning community. Strategies and resources demonstrated for incorporating culturally and historically responsive techniques.
Grades K-8, All Content
Scaffolded Academic Writing and Discourse for all Students
After returning from virtual learning, students were reluctant to engage in classroom discussion and needed more support in writing. This presentation provides scaffolded activities and resources that increase student comfort in academic discourse.
Grades 6-University, All Content
Is Your Smartphone Making you Stupid?
Researchers and academics often refer to academic writing as a “conversation” through reading and understanding various voices before taking a position. With materials taken from College, Career, and Community Writers Program (C3WP), we will work through the conversation on smartphones to see where we stand on the issue.
Grades 6-University, All Content
Human Rights in the Classroom
Teachers will get a preview of the intensive, week-long TOLI summer seminar held in Sterling, VA that explores the complexities of the Holocaust and Virginia’s history of racial injustice.
Grades 6-12. Content: ELA/English, History, Foreign Language
Don’t Chicken out about Writing
Help your students not chicken out about writing, but embrace it. Processes for supporting students to brainstorm, map, and outline ideas for an essay using primary documents. Through two simple techniques–bucketing and chicken foot–students will be able to create evidence-supported arguments.
Grades 8-12, All Content
The Hero’s Journey: Writing Fiction with an end in Mind
Assistance for students who want to write fiction but can’t start or say “I’m Done!” before including important story elements. A model for storytelling.
Grades 4-8, ELA/History/Social Studies
Shenandoah Valley Writing Project**
Division of Extended and Distance Learning