Day 4

9:30 - 9:50

Welcome and Reviewing Yesterday's Reflections 

• Here's a document we can use for Parking Lot questions, setting up Special Interest Groups (SIGs), and sharing resources.

• Read yesterday's reflections.

  • • Highlight in green anything that resonates with you.

    • Highlight in yellow anything you would like to hear more about.

9:50 - 10:10

Writing into the Day

• Reflect on what it feels like to teach "in these times."

• Craft a six-word story that speaks to what it means to teach in these times.

  • • How to write an unforgettable six-word story (Masterclass).

• Add your six-word story to this slide.

10:10 - 10:40

Reflecting on Primary and Secondary Sources

• Consider some example texts and discuss whether they're primary or secondary.

• We realized that we should:

  • Consider who created the document, when, and how close were they to a particularly event or topic that we are studying

  • Our research question helps shape whether we might view a source as primary or secondary

• Kid Citizen: What is a primary source? (a resource for younger students to introduce them to primary sources)

• Library of Congress Teacher Blog: What makes a primary source a primary source?

10:40 - 11:30

Teaching in an Age of Artificial Intelligence

• Explore the National Liberty Museum Exhibition: Democracy in the Age of A.I.

• Consider the effects that AI might have on our communities and society.

• As you explore the museum, craft a new six-word story. 

11:30 - 12:15

Journal Groups

12:015- 1:00

Lunch

1:00 - 1:45

Reflecting On Our Experiences with the Data Nation Exhibition and How We Might Use / Address AI in Our Classrooms

• Consider the effects that AI might have on our communities.

• Share your six-word story in this slide.

• How can we facilitate conversations with students about AI?

• In what ways might we use AI tools ourselves? How might we teach students to responsibly use AI tools?

• We encourage you to sign up for the NWP Teacher Studio and join the "Deeper Dive: Writers & Robots: Writing with AI."

1:45 - 2:30

Visiting the Independence National Historical Park Printing Office 

• The Franklin Court Printing Office is one of the oldest surviving buildings in Philadelphia. 

• How have literacies influences our communities, particularly news and printing, over time?

• One of the themes that came up in the tour was the ability of a printing press owner to have a lot of control over what gets printed. We also discussed questions about:

  • What does and does not get printed? Who is the audience? (e.g., a landed audience that can vote? a broader audience of consumers?)

  • How has the ability to publish messages changed as technologies have changed? In what was might expanding who can publish things (like through social media) relate to increasing challenges around sorting through those messages and determining what is true and trustworthy?

• What can we learn from past technologies as we reflect on news and media today?

• How might you use a field trip to the printing press with your own class?

2:30 - 3:00 

Closing and Afternoon Activities

1. What are some routines, ideas, and tools you're taking from this week?

2. Add one word to a shared slide to describe how you are feeling during day 4.

3. Reaction Sheet

4. Reading to Prepare for Day 5:

• Muhammad, G. E. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapter 2]

• Christensen, L. (2009). Introduction. In Teaching for joy and justice: Re-imagining the language arts classroom (pp. 1-13). Rethinking Schools.

• Cunningham, K. E., & Enriquez, G. (2022). Planning for Book Joy: Reconceptualizing Power in Literacy Instruction. Language Arts, 99(3), 192-194.

• Griffin, A. A., Crawford, A., Bentum, B., Reed, S., Winikur, G., Monea, B., Rosser, B., Thomas, E. E., & Stornaiuolo, A. (2023). Towards a jazz pedagogy: Learning with and from jazz greats and great educators. Excellence and Equity in Education, 1-14.