2024 ICTE Fall Conference

Marci Rickords, Kaitlin Ritland, Quinn Dreasler, and Rachel Wagner, alums of Iowa Writing Project's Level I Institute 2023-2024, came away from class with a clear sense of the pedagogy and instructional practices it takes to create confident and capable student writers. Join these teacher-learners/teacher-leaders as they share what they know to be true about teaching writing: adult and peer response to student writing is crucial, student SEL is strengthened and supported through classroom writing, and reflective practices amplify student voice.

PRESENTATION MATERIALS (click on link here)

Tired of comprehension quizzes? Bored with summary passages? Want to find a new way to see students interact with a text? Learn about a variety reading strategies to spice up the engagement of reading in your classroom. Explore visual and speaking tasks with that require minimal teacher preparation to see your students' analysis and depth of understanding of a complex text.

To Analysis and Beyond

Parker Palmer said, “The place where paradoxes are held together is in the teacher’s heart, and our inability to hold them is less a failure of technique than a gap in our inner lives.” The last several school years have brought many paradoxes and challenges to the classroom–most from outside sources that feel out of our control. A lot of us feel stuck–and a bit defeated. However, to get unstuck, we may need to turn inward and figure out how to embrace the ambiguity present in a human, helping profession. In this session, I’ll share both conceptual understandings from my masters research on teacher burnout and concrete strategies for setting boundaries from my learned experience. You’ll walk away with knowledge, power, and routines to bring your whole, conflicted, valuable self to your students each day. 

An interactive glimpse of how "gamification" can supplement curriculum while engaging students. Can you level up? 

Participants will leave this session with a plethora of engaging strategies that focus on movement in the ELA classroom while maintaining a focus on content standards.