Pre-Institute Posts: June 1 - July 14, 2019 (7 posts minimum)
Post at least seven entries on the TPS Teachers Network in preparation for the Institute.
Post 1: Connecting with Primary Sources at Orientation
Introduce yourself and the primary source you connected with at orientation. Feel free to post this in our private groups as well as in another group that you join on the network.
Post 2: Reflecting on Orientation
Reflecting on the first time we convened together, what stood out? What questions do you have? Any other implications for teaching and learning that you felt were important?
Post 3: Introduction to Library of Congress (2-3 paragraphs)
Review and write a reflection on Library of Congress introductory videos to get a sense of how to search for and teach with primary sources.
- Inquiry and Primary Sources Overview
- Teaching with Primary Sources Make a Real Change
- PS 153 and New York Draft Riots Unit
- Exploring the Library of Congress website
- LOC.gov for Teachers
- Planning a Search [Optional]
Post 4: Library of Congress Primary Source Sets and Teacher Blog (2-3 paragraphs)
Explore the Library of Congress's primary source sets and teacher blog.
- Identify 1-3 primary sources that connect to a topic, lesson, or unit that you currently teach or might like to teach. We encourage you to pay attention to the range of formats and genres represented.
- Provide links to the primary sources in your post. If they're part of a collection or set, be sure to mention that, too.
- Please explain your rationale for selecting these items and describe how you imagine they might become part of your curriculum.
- Also, what questions do you have about using these items in your classroom?
Post 5: Beliefs About Teaching and Learning (one-page double spaced)
Draft a brief (roughly one-page) piece that describe some of your beliefs about teaching and learning. Use this post as a way to further introduce yourself to other institute participants. You may choose to share a vignette or describe a meaningful experience that helps illustrate your philosophy about teaching and learning. Feel free to use parts of your application essay.
Posts 6 and 7: Two Responses (1-2 paragraphs)
Respond with a minimum of two paragraphs to someone else’s post.
Additional Open Mic (optional)
Post a piece of writing in a genre and style of your choice!
Summer Institute Posts: July 15 - 26 (4 posts minimum)
Post to TPS Teachers Network at least twice per week during the institute.
2. Printed Publication Piece
Submit a polished draft of your Theory of Teaching and Learning by Monday, July 22, at 4:00pm by email to philadelphiawp [at] gmail.com.
As has been Institute tradition, this piece will be photocopied and bound with the pieces written by other institute participants. A copy of this publication will be kept in the Philadelphia Writing Project office along with similar pieces from the past 30+ years. Each participant in this year's Institute will also receive a copy.
Compile and complete a portfolio that illustrates their inquiries into practice. This year, for the first time, the portfolios will include example lessons and reflections on teaching with materials from the Library of Congress. In addition, you may choose to integrate resources from the College, Career, and Community Writers Program (C3WP); Philly School Media Network; Poetry Inside Out; Pulitzer Center for Crisis Reporting; Racial Empowerment Collaborative; and West Philadelphia Collaborative History Center.
Part 1: Artifacts and Annotated Table of Contents
Curate artifacts and create an annotated table of contents as the first part of your Institute portfolio. At the Celebration of Writing and Literacy on Saturday, October 12, submit these documents along with 1-page summary/outline of your reflective essay.
- Lesson(s) plans and/or narratives that draw upon sources and strategies from the Library of Congress (incorporating at least 1 primary source)
- Select a representative sample of:
- Digitized primary sources from the Library of Congress
- Readings
- Canvas posts
- Institute notes, writings (e.g. vignettes, opinions), and journal entries
- Reaction sheets
- Any other artifacts deemed relevant
- Proposal to present at the Celebration of Writing and Literacy as well as presentation materials
- Resources from the Pulitzer Center for Crisis Reporting and the West Philadelphia Collaborative History Center
In preparation for our November follow-up meeting submit a reflective essay (6-8 pages).
- Due November
- Includes reflections on teaching lesson(s) using sources and strategies from the Library of Congress (including at least 1 primary source), as well as the College, Career, and Community Writers Program (C3WP); Philly School Media Network; Poetry Inside Out; Pulitzer Center for Crisis Reporting; Racial Empowerment Collaborative; and West Philadelphia Collaborative History Centerr
4. Celebration of Writing and Literacy
- Before the event, read and post a 1-2 paragraph response to a piece from Nicole Mirra's Educating for Empathy: Literacy Learning and Civic Engagement on the TPS Teachers Network. You might think about primary sources that are connected to the book and bring ideas to share with the group.
- Turn in your collection of artifacts, annotated table of contents, and a 1-page summary/outline of your reflective essay during a session in at the Celebration of Writing and Literacy (morning session required)
- Optional and encouraged: Submit a proposal to facilitate a workshop by August 30
5. Additional opportunities to share your work include:
- Sharing examples of practice via the National Writing Project’s online radio program and webinar platform via The Current
- Being supported in submitting proposals to present at local educator conferences: EduCon, PFT Health and Welfare Fund conference, TAG Philly Education for Liberation conference, Penn Ethnography Forum, etc.
- Facilitating a workshop Middle States Council for the Social Studies (MSCSS) conference.
