NJAISNEW JERSEY ASSOCIATION OF INDEPENDENT SCHOOLS Teaching in the 21st Century

CONFERENCE 2010 October 25, 2010 • The Lawrenceville School Dear Colleagues, Schedule of the Day It is apparent that the Conference Committee gave careful consideration to making this a meaningful and timely day for all educators. “Teaching in the 21st Century” as a theme allows us October 25, 2010 all to pause and consider what we have always done, why we proceed in a certain way, and how we might do things differently. NJAIS educators are eager to move forward, and NJAIS member 8:00 – 2:45 Exhibitors- Irwin Dining Center schools have much to offer each other. 8:00 – 8:45 Continental Breakfast - Irwin Dining Center As I was visiting NJAIS campuses this summer, I saw many banners or bulletin boards that 8:45 – 10:15 Introductions and Linda L. Moore Keynote Speaker* – posted “Critical Thinking,” “Problem Solving,” “Collaboration,” “Agility,” “Adaptability,” “Initia- Lavino Field House tive,” “Entrepreneurialism,” “Curiosity,” and “Imagination,” many qualities that Tony Wagner Tony Wagner has identified as “survival skills.” I learned that some NJAIS independent schools have a Learning, Leading, and Teaching in the 21st Century Director of Sustainability and Energy Management. In classrooms, I saw student projects with currencies from around the globe, and world maps were prevalent. I realized that many NJAIS 10:30 – 11:30 Session A – Workshops teachers are not the “digital immigrants” instructing the “digital natives,” but are far more 11:45 – 12:45 Session B – Workshops advanced at taking the familiar and exploring new ways to engage learners. We are a decade into the 21st century, and New Jersey independent schools are intentionally educating students 10:30 -12:45 Featured Workshop [pre-registration required] for the future. Will Richardson This is Not a Unit: Eight 21st Century Shifts for Every There is more to be accomplished, however, as we teach in these rapidly changing times. Classroom, Every Curriculum During this Professional Development Conference 2010, participants have the opportunity to learn from colleagues who are willing to collaborate and focus on their innovations and use of a 12:45 – 1:45 Lunch – Irwin Dining Center variety of techniques, media, and teaching methods. We thank the presenters who have volun- teered to share their ideas for helping students prepare for our changing world. Faculty, staff, 1:45 – 2:45 Session C – Workshops and administrators will take home many ideas, some that can be implemented in a classroom or *The NJAIS Board of Trustees named the Keynote Speaker at the Biannual Conference in honor culture immediately, and others that will encourage thoughtful reflection on possible programs of Linda L. Moore who retired as Executive Director in June 2010. to be included in our schools at a later date. Conference 2010 also provides time for you to meet with exhibitors to learn of new products and NJAIS CONFERENCE ’10 COMMITTEE services, and opportunity for you to engage with colleagues from other schools. Sometimes it is in that informal exchange and fellowship with friends that the most exciting ideas take shape. CONFERENCE CHAI RS May this day of professional development inspire your teaching and keep you looking to the Olen Kalkus Princeton Academy of the Sacred Heart future with optimism and originality. Peter Rapelye Princeton Junior School Sincerely,

CONFERENCE COMMITTEE MEMBERS Toni Brescher Gill St. Bernard’s School Carole J. Everett Liz Duffy The Lawrenceville School NJAIS Executive Director Bill Freitas The Lawrenceville School Bill Hawkey The Pennington School Kevin Mattingly The Lawrenceville School Register On-Line For Tom Nammack Montclair Kimberley Academy PROFESSIONAL DEVELOPMENT CONFERENCE 2010 Marilyn Stewart The Red Oaks School Registrations will ONLY be accepted on-line. Go to the NJAIS website: Andrew Webster Wardlaw-Hartridge School www.njais.org, and click on “Conference ’10 Registration.” Schools should designate one contact to register their faculty and staff. NJAIS Registration Fee: NJAIS Members: $75 per person Carole J. Everett Executive Director Non-Members: $100 per person Irene G. Mortensen Professional Development Coordinator Please contact Leslie Valencia at 732-661-9000 or [email protected], with any questions. Leslie Valencia Office Administrator 1 LINDA L. MOORE KEYNOTE SPEAKER FEATURED WORKSHOP Pre-Registration required. Limited to the first 100 people.

8:45-10:15 a.m., Lavino Field House 10:30 a.m.-12:45 p.m. Tony Wagner, Ed.D Will Richardson Learning, Leading, and Teaching in the 21st Century This is Not a Unit: Eight 21st Century Shifts for Every Classroom, Every Curriculum In America today, there is a new Achievement Gap: it is the gap between the new skills that all students need in the 21st century versus what is tested and Whether it’s online safety or information literacy, all too often we treat the new taught even in our best independent schools. There is also a Learning Gap— challenges that online learning networks are creating as discrete parts rather between how the Net Generation is learning and collaborating out of school than larger, more general changes in how we do our learning business. For versus what they do all day in classrooms. In his presentation, Tony Wagner instance, online safety is not something we teach in the second half of seventh will help educators to understand these gaps and then explore the most effec- grade; it’s a part of every interaction online, and certainly it should be a part tive strategies for preparing all students for careers, college, and citizenship in of every curriculum in the school. Even with our youngest students, we have the new global knowledge society. to be able to model our interactions in our own learning networks and teach them safe, effective and ethical use. We’ll look at eight of these important Tony Wagner, Ed.D global shifts and see how teachers and schools are already starting to integrate Tony Wagner has served as Co-Director of the Change Leadership Group them into the classroom in seamless, ongoing ways. (CLG) at the Harvard Graduate School of Education since its inception in 2000. An initiative of the Bill & Melinda Gates Foundation, CLG is an “R & D” center Will Richardson that helps teams to be effective change leaders in schools and districts. He is Will Richardson is internationally known for his work to make sense of the also on the faculty of the Executive Leadership Program for Educators, a joint great challenges and new opportunities that global online learning networks initiative of Harvard’s Graduate School of Education, Business School, and bring to our schools, our classrooms, our students, and ourselves. A public Kennedy School of Government. Tony Wagner consults widely to public and school educator for 22 years, over the last four years he has delivered keynotes independent schools, districts, and foundations around the country and inter- and workshops to tens of thousands of educators across the United States, nationally and has been Senior Advisor to the Bill & Melinda Gates Foundation Canada, Australia, China, New Zealand, United Kingdom, Norway, and oth- for the past eight years. ers. His best-selling book, Blogs, Wikis, Podcasts and Other Powerful Tools Dr. Wagner has worked for more than 35 years in the field of school improve- for Classrooms was the 2008 Book of the Year for Corwin Press and has sold ment, and he is a frequent keynote speaker and widely published author on over 70,000 copies worldwide. A nine-year blogger at Weblogg-ed.com, Will education and society. Prior to assuming his current position at Harvard, Richardson is also the co-founder of Powerful Learning Practice ( plpnetwork. Tony was a high school teacher for twelve years; a school principal; a univer- com) and serves as a National Advisory Board member for the George Lucas sity professor in teacher education; co-founder and first executive director Education Foundation. of Educators for Social Responsibility; project director for the Public Agenda Foundation in New York; and President and CEO of the Institute for Responsive Education. He earned his Master’s of Arts in Teaching and Doctorate in Additional Program Information Education from Harvard University. Key: Lower: Grades K-4 Upper: Grades 9-12 Tony Wagner’s publications include numerous articles in both educational Middle: Grades 5-8 All: Pre-K–Grade 12 journals and national magazines and four books: The Global Achievement Thank you for registering on-line for “Teaching in the 21st Century.” Pre-registered Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our attendees will receive a nametag in the mail. On October 25, 2010, no check-in is nec- Children Need—And What We Can Do About It; Change Leadership: A essary. Please feel free to visit the Exhibition Area and enjoy the continental breakfast Practical Guide to Transforming Our Schools (with Robert Kegan and col- in the Irwin Dining Center prior to the Linda L. Moore Keynote Address. leagues of the Change Leadership Group); Making the Grade: Reinventing If you need assistance, please note that the NJAIS information desk will be located America’s Schools; and How Schools Change: Lessons From Three in the Irwin Dining Center. Communities Revisited. Tony Wagner will be signing books in the Exhibitor Special house-keeping note: Only water is permitted in the Lavino Field House. Area in Irwin Dining Center following his presentation.

2 3 A-3 Session A Workshops 10:30-11:30 a.m. ADVISING/COLLEGE COUNSELING MIDDLE & UPPER FEATURED WORKSHOP 10:30 A.M. -12:45 P.M. “That’s Not Fair! He only got in because he’s ….” TECHNOLOGY/21ST CENTURY SKILLS ALL College admissions decisions based on institutional priorities can provoke This is Not a Unit: Eight 21st Century Shifts for Every strong reactions within independent school communities when interests such as Classroom, Every Curriculum athletics, development, or diversity lead to what students, faculty, and/or parents Whether it’s online safety or information literacy, all too often we treat the new might perceive as an unfair admissions process. This session will address ways challenges that online learning networks are creating as discrete parts rather than to counsel the students, parents, and faculty in our institutions when these dif- larger, more general changes in how we do our learning business. For instance, ficult conversations arise. online safety is not something we teach in the second half of seventh grade; it’s a Holly Burks Becker & Jeffrey Durso-Finley part of every interaction online, and certainly it should be a part of every curricu- The Lawrenceville School lum in school. Even with our youngest students, we have to be able to model our interactions in our own learning networks and teach students safe, effective, and A-4 ethical use. We’ll look at eight of these important global shifts and see how teach- ADVISING/SCHOOL CULTURE PRE-K & LOWER ers are already starting to integrate them into the classroom in seamless, ongoing ways. (Pre-registration required and limited to the first 100 people.) TAKE FIVE! A Practical Guide to Teaching Respectful and Will Richardson Responsible Learners Powerful Learning Practice Preparing students for a global environment involves more than just textbooks. A-1 How do we prepare our students to be kind, caring, and productive citizens? 21ST CENTURY SKILLS LOWER, MIDDLE, & UPPER Based upon Steven Covey’s The Leader in Me, TAKE FIVE is a program devel- oped to create a common vocabulary and attitude amongst teachers and stu- 21st Century is So Five Minutes Ago! Stepping into 3-D dents. The five attributes of this program help inspire greatness in each child Virtual Worlds by encouraging responsibility, tolerance, and integrity in even our youngest Virtual worlds provide a unique and engaging platform for developing an array learners. of skills necessary for students to successfully navigate the world in which they Kellen Kent & Heather Wampole live. Come take a tour of three virtual worlds: Teen Second Life, Quest Atlantis, Chatham Day School and ReactionGrid. Learn how students at The Elisabeth Morrow School are using these unique spaces in the following ways: to develop social, visual, and media literacy skills; foster creative thinking; encourage problem solving; and A-5 provide opportunities to collaborate within and beyond school walls. ATHLETICS UPPER Marianne Malmstrom & Sarah Rolle Building and Sustaining A Successful Athletics Program The Elisabeth Morrow School A round table discussion will generate thoughts and ideas from independent school coaches and athletic administrators. Common athletic issues to consider A-2 include: building relations that will support and promote your athletic mission; 21ST CENTURY SKILLS/WRITING MIDDLE & UPPER pre-season meetings and consistent communications with athletes; mentoring Can Traditional Writing Conventions Augment 21st coaches; building staff camaraderie; balancing the desire to win while fostering Century Learning? sportsmanship and avoiding the “win-at-all-costs” mentality; engaging and com- Our students’ writing experiences are shifting. No longer composing for teach- municating with parents; helping student-athletes through the college process. ers, peers, and limited audiences, they are instead - even in Lower School - enjoy- David Pasquale ing the potential for instantaneous global connection to a boundless audience. Gill St. Bernard’s School Forms and formulas for composition are in flux, too. No longer will these be prescribed by teachers; instead they are changing rapidly along with emerging A-6 digital media: text, hypertext, graphics, video and audio, games, mashups, and DIVERSITY/STAFF DEVELOPMENT ALL virtual augmented realities. Overcoming Obstacles to Recruiting and Retaining Faculty of Color Nicole Nolan & Karen Vrotsos This workshop will explore the challenges, best practices, and strategies associ- The Wardlaw-Hartridge School 4 5 ated with minority faculty and staff recruitment. The result of a three-year study, A-9 this workshop examines why some schools are successful at diversity recruit- GLOBAL LANGUAGE AND CULTURE MIDDLE & UPPER ment and why others are not. Leveraging over 18 years of diversity recruit- Chinese Language and Culture Program: From Conception ment experience, this session is designed to empower individuals and institu- to Implementation tions with information and resources to maximize their recruitment efforts. The workshop will examine one school’s journey from conception to suc- Participants will leave with concrete, tangible tips and strategies, along with a cessful implementation of its Chinese language program for Grades 5-12. The comprehensive plan to address their individual obstacles and needs. workshop will examine our school-wide commitment to establish and maintain Warren Reid a successful program, and factors such as financial commitment and school nemnet Minority Recruitment & Consulting Group readiness. We will also discuss the development of a progressive curriculum for Middle School through Upper School, and the process of locating resources and collaborating with the local Chinese community. A review of the content A-7 and lessons through which students study Chinese history, people, and culture FINE ARTS MIDDLE & UPPER as essential elements of Chinese language instruction will be an important part Media Convergence: The Digital Aesthetic and Its of this session. Implications in Music Education Kathryn Park Cook & Li-Chun Wang What are the characteristics of music students who respond to the new digital Moorestown Friends School aesthetic? Is it possible for music educators to understand and account for consumerist musical experiences as they relate to convergence of new aesthetic A-10 experiences, and if so, how? The presentation and round table discussion will INTERDISCIPLINARY STUDIES/SUSTAINABILITY MIDDLE & UPPER aid music educators reexamining their personal music education philosophies Going Native for a Sustainable Future and adapting their classroom techniques to the changing mindset of their stu- Going Native for a Sustainable Future is a citizenship project for 8th grade stu- dents. By examining the theoretical boundaries that guide music teaching and dents at The Willow School. This workshop will present a model for designing learning, the session will identify the parameters of the digital aesthetic. Music interdisciplinary experiences through which students develop a land ethic and a educators will be encouraged to share their own experiences with digital media sense of place, identify community needs, and establish partnerships with con- in the classroom and to exchange their most recent best practices. stituents and local government in order to address an environmental challenge Tess Nielsen and generate a sustainable solution. Ranney School Liliana Lisbao & Shannon Downey The Willow School

A-8 A-11 FINE ARTS/21ST CENTURY SKILLS LOWER, MIDDLE, & UPPER LANGUAGE ARTS LOWER Lights, Camera, Action: Utilizing Student-Created and Creating Books with Children Directed Video Projects for In-Depth Learning and Teachers will learn a variety of ways to make class books and individual books that will enhance what the children are learning in their classroom. In this Exploration workshop, teachers will view samples of class-created books using a variety of This presentation will explore the use of creating video to practice skills, to materials, including the computer, as well as books based on favorite children’s enhance content in your curriculum, and to practice 21st century skills of col- literature. laboration, creativity, problem-solving, and leadership in the classroom. The workshop will offer a variety of ways to infuse the use of video in your class- Teri Kaiser room from the project-based learning model to more teacher-directed formats. Moorestown Friends School Specific products will highlight each stage of the process from writing scripts and understanding film terminology, to directing, filming, and video editing, all A-12 pointing to successful student outcomes for different purposes. LANGUAGE ARTS/LITERATURE MIDDLE & UPPER Lauren Bergland & Callie Shafto 21st Century Authors for a 21st Century Curriculum Far Hills Country Day School When we say that students are not “readers,” what do we mean? Although they are reading Twilight and Harry Potter, we lament that they aren’t reading “better”

6 7 literature. Is some student apathy toward assigned reading our own fault? What A-16 are we willing to let go of to bring in new voices from around the world? Join a SCHOOL AND COMMUNITY & CULTURE ALL panel of distinguished writers, teachers, and scholars from the Princeton com- Building Community in Small Schools (or Small is munity to explore emerging literature. Beautiful) Mia Manzulli & Lisa Eckstrom In the landscape of independent schools, most small schools can’t claim the Stuart Country Day School breadth of facilities and programs that large schools are able to offer. Small schools can, however, provide children and families a profound experience A-13 of community in which each member is seen and deeply known. In this think LITERATURE/LANGUAGE ARTS LOWER, MIDDLE, & UPPER tank, we will explore together the many ways small schools can nurture, sustain, Simply Shakespeare and articulate a sense of community. Working to demystify Shakespeare for teachers so they can feel comfortable Jane Fremon, Jessica Hurwitz, & Bernadette Noll incorporating Shakespeare into their classroom and curriculum, participants Princeton Friends School will actively engage in tested lessons that explore William Shakespeare the man, the Elizabethan and Jacobean periods, and Shakespeare’s cannon. A-17 This workshop will aid teachers in helping students understand and even SCIENCE MIDDLE enjoy Shakespeare. Attention will be paid to speaking and comprehending ISP - The Independent Science Project Shakespeare’s text and adapting Shakespeare’s plays for performance. The Independent Science Project (ISP) is carried out in school over approxi- Kerri Sullivan mately four weeks. Each student identifies a problem of interest, researches Princeton Junior School information, designs a controlled experiment to test a hypothesis related to the A-14 problem, trouble-shoots, analyzes data, draws conclusions, writes a detailed MATHEMATICS LOWER report, and presents the completed project to a panel of scientists. This curricu- lum unit supports both Pink’s call for the development of right brain aptitudes Reflections on A First Year of Implementing Singapore Math of design, empathy, play, story, symphony, and meaning, as well as Wagner’s This round table discussion will be led by a Kindergarten teacher and a arguments for developing the skills of critical thinking and problem-solving, col- Grade 3 teacher who have worked with the Singapore math program this year. laboration across networks, and leadership by influence, agility, and adaptabil- Participants will be able to ask questions about Gill St. Bernard’s experiences ity, initiative and entrepreneurship, effective oral and written communication, with the first full year of working with the program. Educators from other NJAIS assessing and analyzing information, and curiosity and imagination. schools who use this program are encouraged to join the round table. Kathleen Humora & Olen Kalkus Elise Smith & Sara Swartz Princeton Academy of the Sacred Heart Gill St. Bernard’s School A-15 A-18 MATHEMATICS/SCIENCE UPPER SOCIAL SCIENCE/DIVERSITY UPPER The Concurrent Teaching of Physics and Calculus: The Teaching Race, Understanding Identity Model Used By The Lawrenceville School Using the latest research in history, human evolution, DNA genomics, and social This presentation is intended for teachers who are interested in integrating the psychology, anthropologist Dr. Leah Domb and her American Studies colleague teaching of physics and calculus. With the advent of calculators capable of Dr. Wilburn Williams describe an interdisciplinary approach to the concept of executing the mechanics of calculus, one can focus on the meaning of calculus race that seeks to shed the light of reason on a hotly contested subject. Their within the context of continuous motion and then apply the core ideas immedi- workshop attempts to bridge the widening gap between the burgeoning natural ately to a variety of topics in physics. This session will demonstrate the flow of and social science literature on race and the misconceptions that dominate the curriculum used in the Physics with Calculus course at The Lawrenceville discourse in adolescent popular culture. Works prominently featured in the pre- School; the use of the TI-89 will be demonstrated, and a sampling of sections sentation include: Nicholas Wade’s Before the Dawn: Recovering the Lost History of the text will be shared. Participants will be able to apply this in a combined of Our Ancestors; George M. Fredrickson’s Racism: A Short History; Amartya physics and calculus pairing of courses or in a stand-alone physics class. Sen’s Identity and Violence; and Anthony Appiah’s Cosmopolitanism. Kurt Owen & Cindy Taylor Leah Domb & Wilburn Williams The Lawrenceville School The Lawrenceville School 8 9 A-19 A-22 STAFF DEVELOPMENT ALL TEACHER TOOLS/21ST CENTURY SKILLS ALL Supporting Curricular Change in a Professional Learning An Introduction to Google Docs: A 21st Century Resource Community for Teachers and Administrators As the Lawrenceville School works towards comprehensive curricular redesign, Are you looking for new ways to enable student collaboration in the classroom? several professional development practices have been designed to articulate a Do you sometimes lose documents because you work on more than one com- vision for the future, to build community, and to advance our teaching practices. puter? These questions and others will be addressed by this “hands-on-the- This presentation will introduce and compare features of four different profession- keyboard” workshop. Attendees will learn the concept behind Google Docs al development programs operating at Lawrenceville during this period of school and its basic functions. In addition, participants will begin developing their own change. These include: 1) a Master Teacher Program, in which experienced online materials for future use. teachers co-teach with different faculty members each term; 2) the Self-Study for Christopher Kimberly Professional Growth, an in-depth, formative process for faculty growth completed Moorestown Friends School in conjunction with a Mentor Teacher; 3) development of departmental learning outcomes and the administration and group grading of associated assessments; A-23 and 4) faculty-wide conversations on important teaching practices. TEACHER TOOLS/21ST CENTURY SKILLS PRE-K & LOWER Kelley Nicholson-Flynn Divergent Thinking in Lower School Classes The Lawrenceville School What is divergent thinking? Are we teaching our children to be divergent think- ers? Are we encouraging fluency, flexibility, originality, and elaboration in our A-20 students? Participants will learn about divergent thinking and then engage in sev- STAFF DEVELOPMENT ALL eral hands-on activities meant to encourage discussion and reflection. Leave the workshop excited to bring divergent-thinking strategies and activities back to your The Paradox of Praise: Rethinking 40 Years of Educational classroom as you prepare students for making a difference in the 21st century. and Parenting Practices Molly James In this presentation participants will see the application of current research and Kent Place School professional best practices to staff and parent development programs, with an emphasis on improving skills to foster student motivation and positive develop- A-24 ment. Carol Dweck, Stanford University researcher and author of Mindset, along with other prominent researchers, seriously challenges accepted practices of TEACHER TOOLS/TECHNOLOGY ALL parents and educators regarding praising children, and questions the outcomes Introduction to LEGO Robotics of the self-esteem movement. Research findings have been integrated into LEGO Robots are programmable robotics/construction toys, manufactured by a series of informational programs for educators and parents. The thought- the Lego Group. These systems are ideally suited for instruction at virtually provoking information provides a new perspective on how children are praised every grade level. During this workshop, teachers will have the opportunity to in our society. construct and program their own robot. Participants will learn how to incorpo- Kate Burke-Walsh & John Brandi rate this design technology into science and extracurricular activities. The Willow School Timothy Clarke Moorestown Friends School A-21 SUSTAINABILITY ALL A-25 Environmental/Sustainability TEACHER TOOLS/TECHNOLOGY LOWER, MIDDLE, & UPPER Participants will gather to discuss what environmental projects are working on Get Inspired! Using Electronic Graphic Organizers Across campuses, and what needs more support. This will be a follow-up to the discus- the Curriculum sion at NJAIS 2008. As our “digital natives” graduate, we might be able to fill our This workshop will demonstrate some of the many ways the Inspiration graphic schools with “sustainability natives.” organizer program can be effectively utilized in the classroom. Some highlights Kevin Merges of this presentation will include using graphic organizers for pre-writing, note- Rutgers Preparatory School taking, supporting class discussions, to demonstrate complex or abstract con-

10 11 cepts, and for lesson planning. Attending teachers should leave with resources to the process and realities of creating, implementing, and sustaining momentum begin incorporating this useful technology across the curriculum. around a 21st century strategic vision of teaching and learning. We will discuss Stefanie Tryson & Juliane Bolt ideals, tools, strategies, and the model that Far Hills Country Day School has Craig School used to foster strategic learning that leads to making the 21st century shift. Jamie Field Baker & Jennifer Phillips A-26 Far Hills Country Day School TECHNOLOGY/21ST CENTURY SKILLS MIDDLE & UPPER Empowering Student Technology Leaders B-3 ACTIVITIES MIDDLE & UPPER Learn how your school can launch a student technology leadership program where technology and educational technology staff support the growth of stu- Extra-Curricular Activities in Independent Schools dent leaders who can promote the effective use of technology as a learning tool The discussion will focus on the role that extra-curricular activities play in the throughout the school community. Montclair Kimberley Academy’s program life of an independent school student. Participants will learn about the activi- provides students with essential skills for problem-solving and communicating, ties offered at Rutgers Preparatory School, focusing especially on the functions including opportunities to understand how they learn best and to support a of the Upper School Student Council. Organizations are important in forming generative learning environment where students and teachers share responsi- “world citizens” of tomorrow. The presenters will discuss what activities are bility for learning. Session participants will explore how to structure meetings, offered at other schools and how these apply to the philosophy of their school. facilitate student discussions, promote effective communication, train for help Ralph Avella & Nandini Dutta desk work, and provide real problems to solve. Rutgers Preparatory School Jenny Zagariello & Steve Frantz Montclair Kimberley Academy B-4 ADVISING/LITERATURE MIDDLE & UPPER “What Would You Do?” - Teaching Empathy Through Photos, Session B Workshops 11:45 a.m. -12:45 p.m. Poems, Short Stories, and Film Clips “What, now I have to teach ethics, too?” With teachers increasingly confronted FEATURED WORKSHOP CONTINUES WILL RICHARDSON with having to incorporate ethics into their regular curriculum, this workshop (See page 4 for details.) will review how the technique of “mini-lessons” can engage students to become more empathetic, compassionate, and responsible members of society. Taking B-1 a hands-on approach, this workshop enables participants to interact with each 21ST CENTURY SKILLS LOWER other using a variety of resources. Handouts will include follow-up activities Bringing Global Learning into the Lower School and a bibliography of relevant short stories. As we prepare students for their 21st century real-world journeys, we recognize Margaret G. Miles that global thinking, teaching, and learning all need to play a more prominent Saddle River Day School role in primary school discussions. At this workshop, participants will learn how Lower School teachers can bring global learning experiences into their B-5 classrooms. From using Skype with international pen pals, to using Web 2.0 DIVERSITY PRE-K & LOWER tools for reflection and discussion, and much more, the opportunities are end- Discovering and Celebrating our Differences less. Resources and practical take-aways will be shared. This workshop will help teachers to learn an effective lesson plan that helps Sergio Alati children to find out who they are in the most positive format. Students explore Kent Place School facts about heritage, race, and skin color. Through a journey of self-discovery, children explore identity formation, and why they need to respect others who B-2 do not share the same physical characteristics. This particular session uses 21ST CENTURY SKILLS/SCHOOL CULTURE ALL many modalities to achieve its goals. Becoming a 21st Century Teaching and Learning Environment Carolyn Gibson, Sona Mehta, Judy Previti, Dara Reinkraut, Heather Becoming a school of the 21st century requires a shift in school mindset and Steinman, & Homa Watts culture as well developing 21st century skills in ourselves. Join us to discuss Pingry School

12 13 B-6 American simulations, we will show that when students are engaged and inter- DIVERSITY ALL ested in the material they are learning, they are motivated and likely to practice Mosaic: Examining Diversity Differently deeper critical-thinking skills. We will explore ways that simulations can be used to teach a variety of topics and discuss how living in the activity enriches Have you ever felt - for whatever reason - on the fringe? With this question, understanding. Princeton Friends invites interested parents and staff members in the school community to come together and explore and celebrate our commonalities and Jaime Howenstein, Regina Scala, & Whitney Pisani differences. Mosaic - as this group is called - meets monthly, providing a forum Stevens Cooperative School for participants to share personal stories, view and discuss provocative films, and B-10 work together toward common aims. Come hear about Mosaic, take part in a brief “photo-language” activity, and share ideas across schools about diversity initiatives. HISTORY/RESEARCH UPPER Shu Shu Costa & Linda Sturdivant After the AP: Providing Authentic Learning Experiences Princeton Friends School through Historical Research Providing an individual research experience for all students as a supplement to B-7 existing history curricula is essential. The presenters will share the philosophi- FINE ARTS LOWER, MIDDLE, & UPPER cal and practical components of a research program that culminates with every A Work in Process: Devising Process Drama for the Classroom junior researching and writing a significant paper: The Junior Thesis. This experi- Introducing teachers to innovative, research-based methods of using drama- ence better equips students for doing the work of history than any exit test could in-education pedagogies in the classroom, participants will learn the basics provide. Potential concerns from school constituencies will be addressed. of process drama through hands-on activities and discuss the many ways Gillian Branigan & Louise Maxwell integrated drama can be used in the curriculum. Process drama is an effective Montclair Kimberley Academy educational tool allowing the leader to reach a diverse learning community and successfully prepare participants for the future. B-11 LANGUAGE ARTS PRE-K & LOWER Kerri Sullivan Princeton Junior School Bridging Oral Languages and Literacy in Kindergarten and Beyond B-8 Much research attests to the importance of teaching the precursors of literacy FINE ARTS/ SOCIAL STUDIES MIDDLE to young children. Yet, how to do this without formal instruction has often been Different Faces & Distant Places a challenge for many early childhood and elementary school educators. This The sixth grade academic curriculum at Wardlaw-Hartridge explores a variety workshop will discuss creative and fun ways we can teach children to analyze of cultures and traditions. This opportunity to reinforce classroom learning spoken words and learn the important skills necessary for language and read- through creativity and imagination has allowed the presenter to organize the ing development. Video clips of teachers in action as well as hands-on activi- art curriculum so that students create projects in the tradition of a number of ties for phoneme awareness and vocabulary development will demonstrate the the places they are studying. The Grade 6 curriculum will be shared with other evidence-based practices that really work. art teachers. The methods and spirit in which the art forms from these various Allison Egert & Beth Ann Brennan groups of people are made are used as the springboard from brainstorming Elisabeth Morrow School project ideas, exploring new ways of seeing and expression, and demonstrating various ways design problems can be solved. B-12 Tanda L. Tucker LANGUAGE ARTS/TECHNOLOGY MIDDLE & UPPER Wardlaw-Hartridge School Moodling our Way to the Future: Using an Online Classroom to Engage Students in Literature B-9 This presentation will offer an in-depth look at how the open-source content FINE ARTS/SOCIAL STUDIES LOWER management system Moodle can be used to facilitate meaningful student Simulation as Experiential Learning in Social Studies engagement in a literature unit. An English teacher and an academic technol- This workshop will introduce the concept of using simulations to teach social ogy coordinator collaborated to create an online classroom where students studies curricula. Through specific examples of Immigrant and Colonial blogged, used discussion forums, submitted assignments, took quizzes, and

14 15 assessed project resources. Attendees can expect to come away with a clear B-16 sense of Moodle’s offerings: for teachers, a rich array of tools to deepen student READING/LANGUAGE ARTS ALL learning; and for students, a safe and meaningful way to interact online. Comprehension Strategy Instruction: Teaching Students to Diana Day & Kathryn Park Cook Become Reading “Detextives” Moorestown Friends School Ensuring ALL students are equipped with essential comprehension strategies is paramount. This session will focus on how to teach these strategies so stu- B-13 dents know how to approach and comprehend text across content areas, and MATHEMATICS UPPER simultaneously, ensure improvement in students’ vocabulary, fluency, and oral Teaching Girls Mathematics: Techniques to Increase their language. This session also focuses on employing 21st century technology, Confidence and Success including interactive technology, audio-assisted cooperative learning, and use Please join us for a discussion of girls’ learning styles in mathematics and how of CD-ROMs in furthering comprehension instruction. we can best encourage and support their leadership and understanding within Mary Cerullo our classrooms. Both presenters have been teaching in an all-girls’ school for National Education Consultant the past five years. We wish to share our experiences and insights, as well as to hear and learn from all participants. B-17 Christy Gillespie & Denise Mulry SCIENCE/SUSTAINABILITY PRE-K & LOWER Kent Place School Getting Your Hands Dirty: Introducing Young Children to B-14 Their Natural World MATHEMATICS UPPER The objective of this session is to share ideas, strategies, tools, and research for introducing young children to their natural world in a way that emphasizes Re-Imagining Calculus Courses and Assessments: The care, respect, exploration, and a desire to protect our natural places. The focus Buoy Project will be on children in early childhood/pre-K settings; however, many strategies The presenters will share and discuss a calculus project and alternative assess- could potentially be adapted across grade levels. Discussion will include natu- ment. The presentation illustrates both the creation and execution of “The Buoy ral elements into the classroom, learning outside, use of the sensory table, live Project,” a 6-8 week collaborative engineering assignment undertaken by non- animals within the classroom, and the Outdoor Classroom. AP calculus students at The Lawrenceville School. The presentation includes some thoughts on backward design, formal student reports, video clips of their Melissa Young presentations, and some questions for reflection. Participants may find the pre- Princeton Junior School sentation helpful for developing non-traditional culminating assessments and re-imagining calculus teaching. B-18 SOCIAL STUDIES MIDDLE & UPPER Hardy Gieske Lawrenceville School China Engages the World: Looking Back from the World Expo This presentation uses the 2010 World Expo in Shanghai as a launching point B-15 to view China’s engagement with the global community since the Opium Wars, MATHEMATICS PRE-K, LOWER, & MIDDLE focusing especially on classroom integration in order to better prepare students for a more globally integrated professional culture of the 21st century. Participants Lower School Math: Teach Discrete-ly will learn not only a brief introduction to China’s history over the last 150 years Participants will explore a variety of math problems for Pre-K to Grade 6 stu- from a global perspective, but also how existing themes in social studies curricula dents. Cuisenaire Rods, Unifix cubes, and other classroom manipulatives can present opportunities for teaching about China that may be overlooked in many be used to develop problem-solving skills and critical thinking. Participants classrooms. To help us in this effort, current teachers will be available to reflect will discuss techniques to strengthen student discourse and how to encourage on their own experiences and best methods when teaching about China. This students to reflect and converse mathematically. Discrete math topics are seen session will lead into a detailed presentation on specific resources and diverse in everyday life; presenters will discuss how to show students where to find these lesson plans that can be directly integrated into existing curricula. types of problems. Miles Kerr-Jarrett, Caitlin Hopping, & Kevin Lawrence Kevin Merges China Institute in America Rutgers Preparatory School 16 17 B-19 B-22 STAFF DEVELOPMENT ALL SUSTAINABILITY/21ST CENTURY SKILLS MIDDLE & UPPER Playing with a Full Deck: Collaborative Leadership Styles Preparing Students for a Sustainable Future When playing cards, knowing one’s strengths and weaknesses, as well as being The major issues students will face in their lifetimes - in national and interna- able to read the other players accurately, results in winning strategies. This tional relations, economics, business, war and peace, property ownership, edu- workshop will give educators, coaches, and administrators an opportunity cation, political leadership, and more - will be closely tied to the natural envi- to identify the leadership mode that most naturally suits them. Participants ronment. Moreover, the thinking skills they will need will differ from those of will also identify other styles with which they work comfortably and develop past generations. We will examine, through an environmental lens, some ways constructive confrontation strategies to negotiate challenging combinations. we can help our students to prepare for the future, and ways we are addressing Finally, we will cover ways to stack the deck with all four leadership suits for these issues at Gill St. Bernard’s School. maximum collaborative outcomes. Peter Schmidt & Robert Orr Debra Larson & Nancy Thomas Gill St. Bernard’s School Lawrenceville School

B-20 B-23 STAFF DEVELOPMENT LOWER, MIDDLE, & UPPER TEACHER TOOLS LOWER & MIDDLE Mentoring New Teachers: A Case Study of the Development Project-Based Learning (PBL) with First Graders and Implementation of a Mentoring Program for New This is an instructional workshop designed for those individuals who would like Teachers to learn more about Project-Based Learning (PBL). Participants will learn how How do you orient teachers who are new to the profession or new to an inde- to create engaging and stimulating experiences where students are active par- pendent school? How do you provide on-going personal attention that is sup- ticipants in their own learning. Presenters will demonstrate samples of student portive, non-judgmental, and collegial? Explore the mutually supportive aspects work, videos, and pictures of products created by students for a project-based of a mentoring program, the rich curriculum that fosters the use of self in the unit of study on maps. development of the mentor/mentee relationship, and the role of the director in Krissy Coombs, Danielle Kinney, Anne Seifert, Maryellen Jagusak, & Cortney Toth offering counsel to mentors. Far Hills Country Day School Wendy Winograd & Carol Coe Rutgers Preparatory School B-24 TEACHER TOOLS/21ST CENTURY SKILLS ALL B-21 STUDENT LEADERSHIP UPPER Mindsets for Successful Teaching and Learning: How to Build a Cycle of Academic Achievement by Nurturing The Senior Leadership Program: Empowering Seniors to Motivation and Resilience in Our Students Teach and Mentor Freshmen How can teachers identify, respect, and reinforce each student’s unique The Senior Leadership Program provides an opportunity for seniors to help “islands of competence” and learning style? How can educators more shape the tone of an Upper School year by serving as role models. The present- effectively meet the needs of all students? This session presents a port- ers, four faculty members with combined experience of 51 years devoted to the folio of good practices that represent the current crossroad of neuropsy- development and refinement of the senior leadership program at the Princeton chological and educational research on how to engage students of differ- Day School, will share their guidelines and insight to help individuals in other ent learning styles while building their motivation and self-confidence. independent schools determine whether a similar leadership program might Presenters will share research that identifies concrete methods teachers fill an existing void. The basics of designing an academic course focused on in the 21st century can apply such as implementing successful strategies senior leadership will be discussed. A variety of examples and samples will be to build motivation. presented as well. Cecilia Marquez, Alesia Klein, & Paris McLean Jill Thomas, Donna Zarzecki, Tom Quigley, & Peter Higgins Princeton Day School Princeton Day School

18 19 B-25 C-2 TECHNOLOGY PRE-K & LOWER DIVERSITY/21ST CENTURY SKILLS UPPER Technology in the Lower School Technology Classroom Grade-Level Seminars: Making Time to Teach Important This workshop will focus on the student work of Pre-K through Grade 5 students Life Skills in technology classes. Examples of software programs in use will be shared as Participants will be introduced to Purnell’s grade-level seminar program that well as ties to classroom curriculum. Some of the following questions will be integrates into the regular school-day curriculum teaching students in Grades examined: When should Lower School students being keyboarding? How can 9-12 about issues of diversity, health and wellness, team building, coping the learning be scaffolded each year for review and advancement? How can stu- and resiliency, the college process, and transitions in and out of high school. dents use cameras and other technology effectively? What skills do 21st century Receive the scope and sequence of each grade level’s curriculum, learn how students need to know as they advance from Lower School? to navigate scheduling challenges inherent in building a seminar program, and Kathy Meier discuss implementation possibilities at your school. Wardlaw-Hartridge School Brooke Malik & Melissa Poole Purnell School B-26 WRITING/LANGUAGE ARTS LOWER & MIDDLE Learning the Writing Process in a Caring Community C-3 Based on approaches of leading researchers and experts who focus on writing DIVERSITY/SCHOOL CULTURE UPPER instruction, including Donald Murray, Donald Graves, Ralph Fletcher, Nancie Teaching About Identity: Drawing Upon the Insights of Atwell, and Lucy Calkins, this session addresses elements that are necessary Amin Maalouf in Our Global Age for successful writing instruction in the context of building a caring classroom Who are you? What aspect of yourself do you most affirm as “self”? What community. “Best practices” as identified by these experts will be explored, explains human violence done in the name of identity? Integrating Amin including: modeling the qualities and processes of effective writing, using Maalouf’s work, learn how these powerful insights are vital in our global age. conferences to provide students feedback about their writing, and helping stu- This course will be of particular interest for teachers focusing on social justice, dents understand evaluative criteria as they work to improve their own writing ethics, and Middle Eastern studies. through revision. Amy Glenn Susan Young Lawrenceville School Developmental Studies Center

C-4 Session C Workshops 1:45 - 2:45 p.m. DIVERSITY/SOCIAL SCIENCE ALL C-1 Cultural Conversations: Speaking the Unspoken DIVERSITY ALL The objective of this workshop is to allow participants to explore their cultural competence and comfort level in discussing the topics of race, class, gender, Supporting LGBTQ Students in Independent Schools sexual orientation, ethnicity, and religion with other adults and students in This is a round table discussion about creating a safe and inclusive environment their community. Participants will evaluate their personal experiences with for lesbian, gay, bisexual, transgender, and questioning students in independent cultural conversations, methods of communication (spoken and unspoken), schools. The workshop will offer an opportunity for teachers, administrators, and how to increase their comfort level in discussing these subjects. The and staff to discuss the issues LGBTQ students face every day in their school impact of a course curriculum for students and training for parents will be environment. Participants will have a chance to exchange innovative ideas and presented, with suggestions on how to support your school in engaging in the good practices, as well as assess their own school’s efforts in addressing the unspoken cultural conversations. needs of their LGBTQ students. Tiffany Taylor Smith & Amy Mai Tierney Alex Lasevich & Sharanya Naik Gill St. Bernard’s School Princeton Day School

20 21 C-5 Participants will be challenged to consider how we teach history, in particular, FINE ARTS LOWER, MIDDLE, & UPPER and the humanities, in general. A description of a model curriculum for ninth Successful Treble Choir Repertoire for Today’s Classrooms graders and samples of provocative, effective assignments and readings will be shared. One of the greatest keys to a choir’s success is good repertoire. This session will present repertoire that will invigorate you and your ensembles, including John Ripton both forgotten favorites, and new pieces that are sure to be a hit with your treble Gill St. Bernard’s School singers. The selections presented are the “tried and true,” and have been suc- cessfully used in today’s classrooms. Some of the music will be performed by C-9 Moorestown Friends School choir members. LANGUAGE ARTS LOWER & MIDDLE Melissa Malvar-Keylock 3, 2, 1, BLAST OFF: Launching Writing Workshop with Beginning Moorestown Friends School Writers This workshop will demystify launching and sustaining Writing Workshop. The C-6 presentation will include ideas and resources for emerging writers that follow FINE ARTS MIDDLE & UPPER their individual development needs. Pingry’s approach to writing instruction is ETTY/Play & Craft Talk founded on helping all children (readers and non-readers) to identify themselves The play, ETTY, is a portrayal of one woman’s struggles to sustain humanity in as authors. The process for setting the foundation and launching the workshop the face of the Nazis’ unspeakable brutality. Susan Stein, actress, educator, and will be discussed, as well as routines of the daily workshop, key features of the teacher of English, writing, and theatre for the past 17 years, has created the play environment, and suggestions for specific mini-lessons. using Etty’s words taken from her diaries and letters. Joined only by a suitcase, Dara Reinkraut Etty looks into the eyes of the audience and speaks. Pingry School Susan Stein Princeton Day School C-10 LANGUAGE ARTS/MATHEMATICS/PHYSICAL EDUCATION PRE-K, C-7 LOWER & MIDDLE GLOBAL LANGUAGE ALL Lets Get Moving! Learning Another Language Through Games Get your students moving. The emphasis will be on improving fitness, sparking In this workshop, several examples of how a teacher can effectively use creativity, and integrating movement activities to teach math, language arts, and games to enhance students’ learning of a foreign language will be presented. physical education. We will use everyday equipment for the activities presented Incorporating as many skills (listening, reading, writing, and speaking) as pos- and will cover skills and games for Pre-K through Grade 4. sible in the time allowed, the attendees will also have time to practice the games. A guide to some favorite games that help students learn and use the language in Ginny Smith & Liz Gabriel a memorable way will be a take-away. Elisabeth Morrow School Kimberly Kalkus C-11 Lawrenceville School MATHEMATICS PRE-K & LOWER Math Stations and Beyond! C-8 HISTORY/LANGUAGE ARTS UPPER Participants will interact with fellow educators to explore math stations as an alternate approach to teaching and learning math concepts and skills in the Progressive Education in the 21st Century - A Practical classroom. Elements that enable activities to be mathematically powerful, Guide to Establishing Dynamic Analytical Frameworks for allow access to students with different learning styles, and increases interest Students to Become Conscious of Themselves and Others for students with varying abilities will be presented. The management and in History organizational strategies of successful station work and the importance of class This session will introduce some essential and provocative ideas about human reflection will also be discussed. nature. A schematic of curricular components and study units needed to devel- Maureen Kroeger op critical thinking through a framework of historical inquiry will be presented. Kent Place School

22 23 C-12 C-16 MATHEMATICS MIDDLE & UPPER SCIENCE UPPER An Introduction to GeoGebra Guided Inquiry Projects in the Sciences This workshop is an introduction to GeoGebra, a dynamic algebra and geometry Presenters Randell Schmidt and Ginny Kowalski were recently awarded the software system that allows teachers and students to visualize mathematical NJLA’s Research and University Librarians 2010 Research Award for their concepts in an interactive and dynamic way. Participants will have the opportu- book entitled Lessons for a Scientific Literature Review: Guiding the Inquiry. nity to learn about this magnificent piece of software and will be able to produce They have co-taught this project with science teacher Mike Stil. This think high quality materials to enhance their classroom instruction in mathematics. tank will provide a forum for science teachers, librarians, administrators, Keith Voss & Miguel Bayona and other interested educators to discuss experiences, possibilities, and Lawrenceville School questions about how to institute guided inquiry projects in the sciences. Randell Schmidt & Ginny Kowalski C-13 Gill St. Bernard’s School MATHEMATICS MIDDLE & UPPER Real-World Mini-Demos for the Mathematics Classroom While we all recognize the benefit of the use of real-world applications in our C-17 math classrooms, we are often reluctant to include them because they seem to SCIENCE/SUSTAINABILITY ALL take more class time than we have available. In this presentation, participants will observe a large number of quick-and-effective demonstrations that can be Sustainable Eating used to anchor specific topics in the math curriculum to the real-world. The objective of this presentation is to demonstrate a method of preparing sustainable cooked food that is amenable to the limitations of classroom space. Tim Corica Participants will prepare a meal in a high pressure cooker, evaluate its nutri- Peddie School tional characteristics, and consume the food. Cooking and eating are concrete C-14 starting points for education in nutrition, food science, physiology, biochemis- READING/LANGUAGE ARTS MIDDLE & UPPER try, and consumer chemistry. Close Reading: Strategies for Engaging Diverse Text Barbara Kreider & Judy van Tijn How can we become more careful and discerning readers of texts? The objec- Moorestown Friends School tive of this workshop is to provide teachers with various tools that can immedi- ately be used to enable students to read, analyze, and interpret works of various media including literature, art, and cultural artifacts. Topics will include modes of reading, strategies of reading, and scaffolding schematic, as well as textual, C-18 contextual, and subtextual analyses. STAFF DEVELOPMENT MIDDLE & UPPER David Donovan Lawrenceville’s Master Teacher Program: A Collaborative Delbarton School Model of Professional Development The Master Teacher Program is designed to promote continuous professional C-15 improvement through co-teaching and the cultivation of instructional best SCHOOL CULTURE LOWER & MIDDLE practices at Lawrenceville and beyond. In this panel discussion, Jim Serach Rethinking Homework (science) and Daren Starnes (mathematics) will share their experiences as For at least the past 100 years, a debate has raged over homework. During her two- Master Teachers, including some challenges faced and achievements realized. week mini-sabbatical at the Klingenstein Center in January 2010, Princeton Friends A discussion of program logistics, implementation details, and goals for future Head of School, Jane Fremon, reviewed the current literature on homework and expansion will follow. came away with serious reservations about widely-held assumptions and practices. Daren Starnes & Jim Serach In this think tank, Fremon will share her findings and then invite participants to Lawrenceville School engage in conversation about their own experiences around homework. C-19 Jane Fremon Princeton Friends School 24 25 SUSTAINABILITY PRE-K & LOWER TEACHER TOOLS/ 21ST CENTURY SKILLS LOWER, MIDDLE, & UPPER Creating an Organic Garden-Respecting Our Environment 21st Century Teaching: The DRA and Handheld Technology The presenter will begin with a discussion of the benefits of creating as Professional Development Tools a garden with children and the value of utilizing the outdoors as a Learn how the DRA Tango Edition can be used as a professional development teaching tool with young children. Examples of children’s work will tool. Because the Tango Edition processes student data for teachers, it immedi- be shared, a video will be shown, and resources for teachers will be ately provides a list of recommended teaching points for every student tested. distributed. Teachers will learn how to create and use nature journals This function not only enables teachers to begin targeting student needs right in their classrooms. away, but it also transfers precise professional vocabulary that results in more effective communication with students, colleagues, and parents. Elizabeth Lemire Dwight-Englewood School Bridget Looney Ranney School

C-23 C-20 TEACHER TOOLS/21ST CENTURY SKILLS UPPER TEACHER TOOLS Practicing What We Preach: One School’s Strategies, POGIL (Process Oriented Guided Inquiry Learning) Curriculum, and Assessments to Bridge the Secondary Workshop School to College Gap POGIL is a classroom technique that seeks to simultaneously teach con- Academic institutions preach information literacy as a priority, but don’t tent and key process skills such as the ability to think analytically and always follow through in practice. The Bunn Library at the Lawrenceville work effectively as part of a collaborative team. Although POGIL was School has implemented a multi-faceted approach to build transferable recur- originally developed for the instruction of chemistry, the success of this sive skills to prepare its students for the demand of college research. The pro- method of instruction has lead to its use in other disciplines. Participants gram includes increasingly sophisticated instruction built into existing depart- in this workshop will actively perform a POGIL activity and discuss its use ments assignments; over their four years, periodic diagnostic survey-based in the classroom. assessments; collaboration with faculty on performance-based assessments; and strategic collection and web presence to support and encourage student Tom Horsley skills development. This workshop will present the structure and outcome of Pennington School the program, share findings of the survey-based assessments, and offer lessons learned in the process. Lorie Harding & Kevin Connell Lawrenceville School C-21 TEACHER TOOLS PRE-K, LOWER, & MIDDLE C-24 Active Learning TECHNOLOGY MIDDLE & UPPER In this workshop participants will play the role of a student and actu- Research Projects - Using Technology from Start to Finish ally experience learning something new rather than being told facts This workshop will highlight how to use assistive technology when doing about it. After discussing the advantages and disadvantages of this research projects. The session will highlight features on Google for brainstorm- personal, internalized, learning approach, participants will identify ing kid-friendly search engines, Word tools to evaluate sources, and programs to new possibilities to learn by doing. The group will brainstorm ideas organize the research such as Inspirations and Noodletools. These user-friendly on how to apply the techniques with other subjects for classroom techniques will help both teachers and students plan and complete a well orga- application. nized research paper. Mollie Rose Jennifer Guthrie, Janet Markel, & Lynn Imperatore Waldorf School of Princeton Craig School C-22 C-25

26 27 TECHNOLOGY MIDDLE & UPPER Distance Learning: Applying Technology to Educate List of Exhibitors Outside the Classroom New distance-learning technologies can enhance regular institutional Amsco School Publications, Inc. programs and serve as a key element in pandemic planning, enabling Chester Technical Services, Inc. teachers to teach and students to learn outside of the school building. In this workshop, participants will discuss the concerns of pandemic plan- The China Institute ning and learn about web-based technologies that facilitate learning out- side of the classroom. We encourage each participant to bring a laptop Clark Companies to the workshop. ClassBook.com Jeff Vinikoor & Marquis Scott Newark Academy Deborah Raesly Associates – National Geographic/Hampton Brown Development Studies – Lynda Zins Dixon Books C-26 Educators Publishing Services TECHNOLOGY/21ST CENTURY SKILLS MIDDLE & UPPER Blogging: Merging Past and Present EMC/Paradigm Publishing This workshop examines the use of blogs to engage students to create portfo- Flik Independent Schools by Chartwells lios. These terms are not merely educational jargon; they are the elements of excellent teaching and learning. New challenges demand a creative approach. Flynn & O’Hara Uniforms We have designed a project that incorporates these best practices to inspire the 21st-century learner. This is an opportunity for teachers and administrators Kannon Communications who want to design or revise alternative assessments that tap into the energy of Middle School students; digital natives, who want to experience writing that is NK Architects relevant, engaging, and meaningful. Pacific Learning/Baum & Beaulieu/ Scobre/Evan Moor Hope Svendsen, Georgia Zaiser, Lauren Bergland, & Christine Davis Far Hills Country Day School Pearson Curriculum Pok-O-MacCredy Outdoor Education Redco Engineering & Construction Corp. C-27 WORLD CULTURE ALL Rosen Classroom c/o Deborah Raesly Associates Developing Global Citizens Through a World Travel Day Sage Dining Services This workshop will demonstrate how to plan a school-wide World Travel Day, and how to integrate project-based learning, technology, and multicultural SilverPoint, Inc. themes in order to provide students a hands-on experience learning about dif- ferent cultures, increasing global awareness, and strengthening generational Star Tellers Planetarium exchange. The presenters hope that this presentation will inspire others to attempt a similar type of international experience in their own schools. The Whalen Berez Group, LLC Carol Rolband & Monica Lluch Whipple Hill Communications Far Hills Country Day School World Challenge Expeditions

As of 8/13/10

28 Directions to the Lawrenceville School Campus

US Rt. 206

Princeton

US Rt. 1

The Lawrenceville School

I-195 / I-295

Trenton I-195 US Rt. 1 NJ Turnpike / I-95

Directions: From the north via the New Jersey Turnpike: Take the New Jersey Turnpike to Exit 9 (New Brunswick). Merge onto NJ 18 North and immediately merge right onto US 1 South (towards Princeton). Stay on Route 1 South for approximately 21 miles to the junction with Interstate 95. Stay on I-95 South (towards Philadelphia) for approximately 2 miles and exit at Exit 7B, US Route 206 North. Follow Route 206 North through one traffic light (LUKOIL station on left) and continue on until the next light (Craven Lane). At this light turn right into the campus. Drive through the right hand entrance of the Class of 1891 gate. From the south via the New Jersey Turnpike: Take the New Jersey Turnpike north to Exit 7A. Take Interstate 195 West approximately 6 miles to Interstate 295 North (toward Princeton). At the junction with US Route 1, 295 North becomes Interstate 95 South. Refer to directions above from 95 South.

There is often heavy traffic in the Lawrenceville/Princeton area during the morning rush hour. Please plan your time accordingly. Buses should enter the second Lawrenceville entrance on the Lewisville Road. A parking lot is available behind the Lavino Field House.

Lawrenceville School 2500 Main Street, Route 206 North, Lawrenceville, NJ 08648 609-896-0400

Registration Form NJAIS Conference 2010 The Lawrenceville School Lawrenceville, NJ Monday, October 25, 2010

NAME ______

______

EMAIL ______

LUNCH CHOICE: [ ] Regular [ ] Vegetarian [ ] Kosher

WORKSHOP CHOICES:

SESSION A: ______

SESSION B: ______

SESSION C: ______

* Please note that all registration for the Professional Development Conference 2010 is to be accomplished online for NJAIS member schools. Please return this form to your Head’s Assistant or the person at your school coordinating online registration. For non-member schools, please contact NJAIS at 732-661-9000 or [email protected] NJAIS Conference 2010 Group Registration Form At The Lawrenceville School, Lawrenceville, NJ – October 25, 2010 – 8:00 am ‐2:45 pm * All registrations must be done online for NJAIS member schools. For non‐member schools, please contact the NJAIS office at 732‐661‐9000 or [email protected] * Please note this form is for your own records.

Lunch Choices WORKSHOP CHOICES SESSION SESSION SESSION NAME EMAIL ADDRESS Reg. Veg. Kosher A B C 10:30- 11:45 am- 1:45- 11:30 am 12:45 pm 2:45 pm