Now What: The Art of the End doubled as a closing ceremony for our fourth annual Summer Institute, but also a way to get the entire day's sessions in 15 minutes or less.

1. Now What: The art of the end

2. 2
Why Reflect?
• Makes learning more effective and
long-lasting
• Gives students more confidence
• Helps students “own” their
learning
“Reflection and action... If one is sacrificed -
even in part - the other immediately
suffers.”
Paolo Freire
Ideas for Reflection
• Share one thing you learned
• Respond in one word
• What are you going to do next?
• What was your favorite part?
“We do not learn from experience; we learn
from reflecting on experience.”
John Dewey

3. Session 1
What's Trending: Making Your Organization a Trending Topic
with April McFadden
Integrating Social Emotional Learning into Your Curriculum
with Caryn Curry
Vocabulary Integration Strategies
with Dayla Simon

4. What's Trending:
Making Your
Organization a Trending
Topic
with April McFadden
4

5. 5
The Big Idea
• Don’t be the uncool dad. Use
“trending” only if not forced.
• Treat your online followers as
important as your physical
followers
• Keep it clean, concise and crisp
“How am I sharing things in a way that
people will follow and share?”
April McFadden
Ideas for Implementation
• Use Twitter analytics to see what
your audience is interested in.
• Puzzle piece posts (reveal part of
the picture every day)
• Photos of children – how
“shareable” do you want it to be?
• Short description of org and be
consistent on all platforms

6. PICTURE OF THE
CORRESPONDING PRESENTATION
[Delete this box and replace with photo]
PICTURE OF THE
CORRESPONDING PRESENTATION
[Delete this box and replace with photo]

7. Integrating Social
Emotional Learning into
Your Curriculum
with Caryn Curry
7
PICTURE OF THE CORRESPONDING SPEAKER
[Delete this box and replace with photo]

8. 8
The Big Idea
• We continue to learn throughout
the lifespan.
• We need to understand our social
emotional state before we can help
students.
“As adults, our own social emotional
competency directly impacts our students.”
Caryn Curry
Ideas for Implementation
• Incorporate mistakes/failure into
lesson
• Be an advocate for SEL with
teachers, administration
• Create an environment conducive
to SEL: shared agreement, invite
participation, move furniture to
create the space.
“No significant learning occurs without a
significant relationship.”
James Comer

9. PICTURE OF THE
CORRESPONDING PRESENTATION
[Delete this box and replace with photo]
5 SEL Competencies
• Self-Management
• Self-Awareness
• Social Awareness
• Relationship skills
• Responsible decision making

10. Vocabulary Integration
Strategies
with Dayla Simon
10
PICTURE OF THE CORRESPONDING SPEAKER
[Delete this box and replace with photo]

11. 11
The Big Idea
• Vocabulary needs to be useful –
what will it look like in the “real
world?”
• Follow Dayla on Pinterest – “CIS of
Chicago Vocabulary Integration
Strategies”
• Vocabulary should be interactive
“Make words flavorful.”
Dayla Simon
Ideas for Implementation
• Alpha boxes
• Give students the opportunity to
create their own definitions
• Introduce no more than 5-10 new
words
“Keep your vocabulary arsenal stocked.”
Dayla Simon

12. PICTURE OF THE
CORRESPONDING PRESENTATION
[Delete this box and replace with photo]
Alpha Boxes
• Can be used to take notes on new
ideas
• Students can insert words in letter
boxes that are relevant to the topic
• Alpha relay game
“Students start to own their words.”
Dayla Simon

13. Session 2
Putting the Test to Rest: Assessment without Pre- and Post-Tests
with Brittany Elliott
Building Observation Tools to Support Your Classroom Facilitators
with Brittany Merritt
Effective Presentation Skills
with Paul Fagen

14. Putting the Test
to Rest: Assessment
without Pre- and
Post- Tests
with Brittany Elliott
14
PICTURE OF THE CORRESPONDING SPEAKER
[Delete this box and replace with photo]

15. 15
The Big Idea
• Assessment can teach you about
what students are learning.
“There are multiple ways to assess student
learning.”
Brittany Elliott
Ideas for Implementation
• Comprehension four square (topic,
evidence, quote, picture)
• KWL chart (Know, Want to know,
Learned)
• Ticket to leave: what did you
learning 15 words
• Create a rubric to show student
growth over time.

16. PICTURE OF THE
CORRESPONDING PRESENTATION
[Delete this box and replace with photo]
RACES Strategy
• R:: Reword/restate the question
• A:: Answer the question
• C:: Cite/Clarify evidence (prove it)
• E:: Explain (providing details)
• S:: Sum it up (provide a closure)
Brittany Elliott

17. Building Observation
Tools to Support Your
Classroom Facilitators
with Brittany Merritt
17
PICTURE OF THE CORRESPONDING SPEAKER
[Delete this box and replace with photo]

18. 18
The Big Idea
• Define what a strong facilitator
looks like for your organization
(rubric).
• Connect staff training to your
rubric
• Use experiences as teachable
moments.
“One of the greatest gifts you have as a
facilitator is transparency.”
Brittany Merritt
Ideas for Implementation
• Provide mock-teaching
opportunities
• Give feedback immediately after
observation
• WE WANT: a general rubric for
facilitator observation and
feedback.
• Get teaching artists to understand
that it's a learning environment for
them as well
“Are school staff and program facilitators
speaking the same language?”
Brittany Merritt

19. PICTURE OF THE
CORRESPONDING PRESENTATION
[Delete this box and replace with photo]
PICTURE OF THE
CORRESPONDING PRESENTATION
[Delete this box and replace with photo]

20. Effective
Presentation Skills
with Paul Fagen
20
PICTURE OF THE CORRESPONDING SPEAKER
[Delete this box and replace with photo]

21. 21
The Big Idea
• Cultural humility important
• Give information in 3’s (no more
than that!)
“Who’s in the room WITH you?”*
Paul Fagen
*Meaning- what past experiences are you bringing in? what
“ghosts” of your presentation past are you bringing?
Ideas for Implementation
• Read “Other People’s Children” by
Lisa Delpit to learning about
different communication
• Get a feedback buddy
• Playworks’ “Playguide” on Google

22. Session 3
Creating a Differentiated Classroom
with Chelsea Duffy
Meaningful Music Integration
with Eric Heidbreder & Lindsay Fredrickson
An Introduction to Using Games for Engaging Education
with Brian Van Slyke

23. Creating a Differentiated
Classroom
with Chelsea Duffy
23
PICTURE OF THE CORRESPONDING SPEAKER
[Delete this box and replace with photo]

24. 24
The Big Idea
• Differentiation is tailoring:
– What is taught
– How it is taught
– What products students create
• Use narratives to put things in
perspective.
• Key takeaway goes here....
“Think access.”
Chelsea Duffy
Ideas for Implementation
• Let the kids choose. There is more
buy-in.
• Routines/procedures to help
control the classroom.
• Kids like to know what will happen
next, so routines manage
expectations and prevent
confusion/chaos.
“Let them know that you're moving along
and you're on time. Students appreciate
that.”
Chelsea Duffy

25. 25

27. Meaningful Music
Integration
with Eric Heidbreder & Lindsay Fredrickson
27
PICTURE OF THE CORRESPONDING SPEAKER
[Delete this box and replace with photo]

28. 28
The Big Idea
• Music integration :
– helps students connect
curricular topics to arts
through creative, engaging,
student centered plans.
– encourages creativity &
problem solving
– rewards individualism
– provides a break in your
routine
“You don’t need an instrument to make
music.”
Eric Heidbreder
Ideas for Implementation
• Implementation ranges from very
simple to more in depth
some simple ways include:
inspiration for student
writing
transitional music
returning theme/ritual
• Integrate music in the spaces that
you notice the most difficulty or
least amount of attention paid.
"Let's be intergenerational and intentional
about staying up to date on music students
are listening to."
Eric Heidbreder

30. An Introduction to Using
Games for Engaging
Education
with Brian Van Slyke
30
PICTURE OF THE CORRESPONDING SPEAKER
[Delete this box and replace with photo]

31. 31
The Big Idea
• Through educational games, you
can engage students in teaching
SEL skills, content, and other
deliverables in a fun and
interesting way
• How do you think most people
view the relationship between play
and learning?
“Cooperative games are not about winning
or losing; they are about the process itself.”
Brian Van Slyke
Ideas for Implementation
• Games can be used to either
introduce or reinforce a topic.
• Example: Coopoloy: we all win or
lose together, make collective
decisions
“Cooperative games can build empathy.”
Brian Van Slyke

32. 32

34. Wrapping Up

35. Thank You!