Check the calendar for more information on all of these events.
eSeries and Webinar Events
All eSeries begin at 7 PM Eastern time
Spring Dates TBA
Wednesday, September 22, 2021
Addressing Equity: Book Discussion
Book Selection: Zaretta Hammond’s Culturally Responsive Teaching and the Brain
We will meet on the third Wednesday of the month on 9/22/21, 10/20/21, 11/17/21 from 8:00-9:00 pm ET. Please join your POGIL colleagues in conversations about what it means to be a culturally responsive teacher and how we can apply this to our lives and classrooms. We hope that this book discussion group will help us achieve two goals of our PNM working group: to determine ways in which we can aspire to promote and model antiracism both as educators and as POGIL practitioners, and to develop a body of educators who are thoughtful, reflective, and think deeply about diversity, inclusion, and equity. These goals are reflected in The POGIL Project’s objective to have all work reflect antiracist and equity-producing practices. Attendees of recent PNM and NCAPP events were invited to join the Book Discussion Group, but if you are interested and there is still space, we welcome you to join too! Please contact Laura Parmentier at email@example.com for the registration code.
Book Discussion Group Facilitators: Kelly Butler, Stephanie Erickson, and Laura Parmentier
Wednesday, October 13, 2021
eSeries: Developing Questions to Facilitate and Provide Evidence of Student Process Skills
Webinar: Poverty, Parents and Pressure: How grading and assessment decisions can make things better…or worse
Myron Dueck, Author and Educational Consultant
Poverty is a reality for countless students and their families, and too often our grading and assessment policies and practices in the classroom further exacerbate the challenges they face. Many students take on an array of activities and responsibilities from clubs and sports to humanitarian efforts, only to struggle under an immense strain to perform at a top level. Considering the diversity of our communities of learners, we are forced to consider how grading and assessment routines might be changed to improve the educational outlook for students who live in challenging situations. Explore how changes to traditional grading and assessment structures can help students overcome the hurdles imposed by poverty, the pressure of activities and academics, and other complexities.
Key outcomes include:
Review and examine research around the effects of poverty and stress on student achievement.
Consider the negative effects of traditional forms of grading and assessment on students living in difficult situations.
Examine replacement routines to homework, assessment and grading decisions that improve student disposition, especially those considered to be ‘at-risk’.
Tina Hanson-Lewis, California State University Chico
In this web-based session, facilitators Teresa Bixby and Tina Hanson-Lewis will guide a discussion on implementing equitable grading practices. Bixby (Lewis University) and Hanson-Lewis (California State University, Chico) will help you:
Recognize effective feedback strategies for formative assessment,
Explore the foundations of equitable grading practices for summative assessment, and
Discuss their applications in a POGIL classroom.
Registration for this event is limited to 36 people.
eSeries: Intentional Team Formation: Belonging & Inclusion to Aid the Transition Back to F2F Learning
Ashley Mahoney, Bethel University
Kristy Mardis, Chicago State University
In this web-based session, facilitators Ashley Mahoney and Kristy Mardis will guide a discussion on belonging and how a sense of belonging impacts success for underserved student populations. Mahoney (Bethel University) and Mardis (Chicago State University) will help you identify barriers to belonging in your classroom; consider belonging in group formation; develop 2-3 actions to increase and support a sense of belonging in the POGIL classroom as we transition back to face-to-face learning.
eSeries: Incorporating Real-World Context into POGIL Activities