Adult Educator Professional Development Institute Series

ADULT EDUCATOR PROFESSIONAL DEVELOPMENT INSTITUTE SERIES

Reading and Writing

Institute: Critical Thinking,

Using Evidence, and

Contextualizing Instruction

INSTITUTE AGENDA
INSTITUTE DAY 1
TIME / TOPIC AND BRIEF DESCRIPTION / ACTIVITY
8:00 – 8:30 AM / Institute Check In for Day 1
8:30 – 9:00 AM / Trainer and Institute Participant Meet and Greet /

Pre-institute assignment verification for late submissions

9:00 – 9:30 AM / Introductions and Mystery Box
This introduction activity promotes critical thinking and sets the stage for the entire workshop. /

Critical Thinking

9:30 – 10:15 AM / Homework Debrief and Idea Harvest
Participants will review the homework and begin to harvest ideas gathered from the reading. This is designed to prepare participants for the rest of the institute’s work. /

Group Discussion
Harvest

10:15 – 10:30 AM / Mid-Morning Break
INSTITUTE DAY 1 (CONTINUED)
TIME / TOPIC AND BRIEF DESCRIPTION / ACTIVITY
10:30 – 11:00 PM / Observation vs. Inference
Explicit instruction on observation vs. inference followed by a small group activity to reinforce this using the source text. /

Modeling
Small Group Work
Making Predictions

11:00 – 12:00 PM / Critical Thinking in Reading
Overview of critical thinking in reading including definitions, strategies, methods, and hands-on activities. The AM session ends with the question that frames our lesson for the two days of training. /

Explicit Instruction
Group Discussion
Video
Lesson Framing

12:00 – 1:00 PM / Lunch Provided
1:00 –1:30 PM / Critical Reading
Critical reading strategies are discussed and close reading techniques are reviewed. /

Critical Reading vs. Critical Thinking
Close Reading

1:30 – 3:45 PM / “I DO”: Close Reading Lesson Modeling
This portion of the training pulls together the homework and the activities done in the AM. Source materials are used to model a close reading group strategy that builds off of independent reading. /

Critical Reading and Close Reading
Small Group Work
Large Group Discussion
Independent Analysis

Afternoon break will occur at some point during the “I DO” Close Reading activity.
3:45 – 4:00 PM / Homework Explanation, Day 1 Reflections /

Group Discussion

I N S T I T U T E N O T E S

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INSTITUTE DAY 2
TIME / TOPIC AND BRIEF DESCRIPTION / ACTIVITY
8:00 – 8:30 AM / Institute Check In for Day 2
8:30 – 9:00 AM / Trainer and Institute Participates Meet and Greet
9:00 – 9:20 AM / Questions from Day 1 and Lesson Sharing
Participants will share their lesson and homework with each other. /

Group Sharing and Discussion

9:20 – 10:30 AM / “I DO” Evaluating Evidence
Continuing with the source text, participants will begin to evaluate evidence from the text based on their stance. This is a small group activity that will be modeled to demonstrate how you can begin to evaluate evidence with students in the classroom. /

Video (CER)
Direct Instruction
Small Group: Evaluating Evidence

10:30 – 10:45 AM / Mid-Morning Break
10:45 – 12:00 PM / “I DO” Critically Thinking About Evidence and Writing
This final portion of the lesson modeling allows participants to critically reflect on the prompt question, their evidence, and engage in critical thinking around the topic. It concludes with preparation for writing using evidence and applying critical thinking. /

Fish Bowl
Pre-Writing Strategies and Prompts
Small Group Discussion
Large Group Debrief

12:00 – 1:00 PM / Lunch Provided

I N S T I T U T E N O T E S

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INSTITUTE DAY 2 (CONTINUED)
TIME / TOPIC AND BRIEF DESCRIPTION / ACTIVITY
1:00 – 2:30 PM / “WE DO”Lesson Preparation
To scaffold the participants into applying the concepts learned during the lesson modeling and explicit instruction, this activity allows them to work in small groups to design a lesson that embraces the key concepts taught during the institute. /

Small Group Research
Lesson Planning

2:30 – 2:45 PM / Mid-Afternoon Break
2:45 – 3:45 PM / “WE DO” Lesson Presentations
Groups will present their lessons and explain how they embrace the themes of the training. Observers will engage in critical thinking by providing feedback that is constructive and thought provoking. /

Small Group Lesson Presentations
Large Group constructive feedback

3:45 – 4:00 PM / Homework Overview, Evaluations, Final Reflections
The homework requires participants to embrace the “You Do” part of the training model. This requires them to use their evidence based lesson, making modifications to include workshop criteria and reflect on the implementation. /

Pass out resources
Evaluation

I N S T I T U T E N O T E S

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Professional Development Offered Through Georgia’sOffice of Adult Education

Kimberly Glenn, Institute Trainer() and EDSI Director (