Integrating Literacy through Applied Learning Workshops

The Maine Department of Education (DOE) Interdisciplinary Instruction Team in the Office of Teaching and Learning is pleased to announce a series of four (4) upcoming workshops on Integrating Literacy through Applied Learning. Registration is free of charge to all Maine educators. Contact hours are available, and all workshops are offered both in person (space is limited) and virtually. Participants will receive additional guidance through monthly Professional Learning Communities (PLCs) hosted by the Maine Department of Education to support the application of new learning in the classroom. All workshops and follow-up sessions will be recorded and posted for future viewing. Interested participants may register using the links in the descriptions.

These workshops provide teachers with both a theoretical understanding of emerging research on Whole Child and literacy instruction and practical strategies to apply in their classrooms. By recognizing literacy as a cross-disciplinary skill, the sessions help educators integrate foundational literacy elements (phonics, phonemic awareness, fluency, vocabulary, and comprehension) into their teaching. This holistic approach aims to enhance students’ literacy skills and boost their confidence in learning across all subjects.

October 7, 2024: “Integrating Literacy through the Dispositions” with Cris Tovani

Monday, 9 am – 4 pm, Camp Chamberlain, 23 Blue Star Ave., Augusta

Use this registration link to spend the day learning with Cris Tovani.

“Even the best reading strategy in the world won’t work if the students are disengaged.” Join educator and author Cris Tovani (Why Do I Have to Read This?) for an all-day workshop to explore ways to engage and excite reluctant readers and learners. Participants in this workshop will gain both insight and practical tools to describe what full engagement looks like, plan so that students are engaged in the work, provide reasons for students to read, write, and discuss, and model how to monitor and repair meaning when reading complex text to promote literacy.

November 8, 2024: “Integrating Literacy through Mapmaking” with David Sobel

Friday, 9 am – 3 pm, The Steele House, 639 Main St., Rockland

Use this registration link to spend the day learning with David Sobel.

“In the beginning, children’s maps represent their experiences of beauty, secrecy, adventure, and comfort. With these effective endeavors as a foundation, I then gradually start to focus on scale, location, direction, and geographic relationships.” Analogous to the foundational skills of reading and writing, mapmaking is a deeply human way for a child to order and make meaning from their world and strengthen literacy. Join acclaimed educator and author David Sobel (Mapmaking with Children) for this hands-on workshop exploring maps and cognitive processes.

December 12, 2024: “Integrating Literacy through Background Knowledge” with Josie Cameron

Thursday, 8 am – 12 noon, Wells Conference Center, 169 Hilltop Road, Orono, ME 04469

Use this registration link to spend the day learning with Josie Cameron.

“Students often tell me they have NO IDEA what to write about! When we dig into place-based writing, they’re surprised to find story ideas hidden right in front of their eyes!” Background knowledge, the information and wisdom acquired through our own lived experiences, has in the past been overlooked. However, as research reveals more about the ways in which students learn, it is gaining recognition as a fundamental element in students’ comprehension and ability to make meaning from text – foundational skills to literacy. Join Josie Cameron, Maine author and educator (Not All Heroes, Maybe a Mermaid) as we explore the importance of background knowledge, and how to harness it for learning!

January 15, 2025: “Integrating Literacy through Applied Science with Katie Coppens

Wednesday, 8 am – 12 noon, Curtis Memorial Library, 23 Pleasant St., Brunswick

Use this registration link to spend the day learning with Katie Coppens.

“Integrating science and literacy engages students while enhancing their scientific knowledge and improving their writing skills! Not only that, but it’s fun and a great way to see students’ interests through built in voice and choice!” Learn strategies on integrating science and literacy from Maine teacher and author Katie Coppens (The Acadia Files, What do Black Holes Eat for Dinner?, Geometry is Easy as Pie). Focus will be on strategies to integrate fiction and nonfiction reading and writing in science, thereby gaining proficiency in literacy, with an emphasis on differentiation. Models and rubrics will be provided. Everyone will leave with ideas for implementation in their own classroom.

If you have any questions about this workshop, please contact Kathy Bertini at Kathy.Bertini@maine.gov or Heather Martin at Heather.Martin@maine.gov

Participants are welcome to join for one, all four, or whatever fits their schedule!

Seeking Educators to Pilot MOOSE Modules and Educator Guides; Info Session 9/18/24

Do you want to explore and implement innovative instructional materials this fall? Are you interested in expanding your impact outside your classroom/school? Would you like support in incorporating Wabanaki Studies into your curriculum? The Maine Department of Education (DOE) is currently seeking educators to pilot MOOSE Modules and Educator Resources and would love to have your class participate!

Maine’s Online Open-Source Education (MOOSE) platform provides free, interdisciplinary, project-based learning materials created by Maine teachers for Maine PreK-12 students. Feedback on the modules themselves and their usability is vitally important as we constantly improve existing modules and apply the feedback to new creations. In addition to the modules themselves, extensive Wabanaki Studies Educator Resources have been developed and are ready to be piloted for feedback. Educators may apply to pilot any combination of modules and/or educator guides in their classroom.

We are looking for Maine educators interested in using these materials in their classroom with five (5) or more students and providing feedback about the experience. You get to decide the module(s)/guide(s) you want to pilot based on what works best for you and your students. You can choose from over 350 modules, including modules in dedicated learning progressions, such as Wabanaki Studies, and 18 Wabanaki Studies educator guides. Stipends will be provided for up to two modules and/or guides ($500 each) that you have piloted and provided feedback on. All required elements must be completed by January 19, 2025.

If you are interested in applying but still have questions, representatives from Maine DOE will be holding a Q&A session via Zoom on Wednesday, September 18th from 3:30 – 4:30 pm. Registration for the Q&A session can be found here. The session will be recorded and sent to anyone who registers, even if they aren’t able to make it in person. Questions can be submitted ahead of time to be answered in the session. For more information or to submit questions, please contact MOOSE Project Manager Jennifer Page (jennifer.page@maine.gov) and/or Wabanaki Studies Specialist, Brianne Lolar (brianne.lolar@maine.gov).

If you are ready to apply applications can be found here. Applications for the fall session are due by Sunday, September 22nd, 2024.

Maine Solutionaries Project Fall Cohorts

The Maine Department of Education (DOE) Interdisciplinary Instruction Team is partnering with the Institute for Human Education to continue the Maine Solutionaries Project through the fall to educators interested in supporting students in applying their learning. This exciting project will provide an opportunity for educators in Maine to take a custom version of the Solutionary Micro-credential Program and participate in state-wide educator cohorts that focus on individual topics of interest. Not only will educators be able to participate at no cost, but they will also be eligible to earn a $1400.00 stipend upon completion of the program.

To participate in the first cohort, educators must attend a one-day in-person workshop at the Brunswick Hotel on Thursday, September 19th, followed by four one-hour group Zoom meetings plus a 1:1 Zoom meeting with the cohort facilitator or coach between Zoom meetings 3 and 4. In between the Zoom meetings, participating teachers will complete and submit work on the Learning Board. We understand that travel can be a concern, so we want to assure you that all travel expenses (mileage, lodging the night before if 2+ hours away, breakfast/lunch) are covered — those who complete the micro-credential by November 18th are eligible to earn a $1400.00 stipend.

To participate in the second cohort, educators must attend four in-person workshops in Brunswick Hotel on Thursday & Friday, October 24 & 25, and Thursday & Friday, Nov 7 & 8. There will be no Zoom meetings; all work will be done in person. Travel expenses are covered (mileage, lodging if 1+ hours away for 4 nights, and breakfast/lunch for both sessions). Participants must attend all four days — those who complete the micro-credential by November 18th get a $1400.00 stipend.

We understand how challenging it can be for educators to take time away from their classrooms to attend a four-day institute. However, this unique opportunity will equip you with a comprehensive plan to implement Maine Solutionaries within your classroom, enhancing both your teaching practices and your students’ learning experiences.

Spots are filling quickly, so visit the Maine Solutionaries Project website to learn more about this collaboration, view an informational webinar, or register for the project.

For more information, please get in touch with Kathy Bertini at Kathy.bertini@maine.gov or Erik Wade at erik.wade@maine.gov

Fall and Winter Professional Learning: Question Formulation Technique

The Maine Department of Education (DOE)  Interdisciplinary Instruction Team is hosting two asynchronous professional learning courses called Question, Reflect, Repeat: Introduction to the Question Formulation Technique.

The Question Formulation Technique is a powerful strategy to help students and adults ask their own questions, advocate for themselves, and participate in decision-making processes.

There will be two asynchronous sessions running from:

October 1 – November 1
January 6 – February 6

To learn more and register for this course, visit the Interdisciplinary Instruction Professional Learning page.

For questions, please contact Jaime Beal, Interdisciplinary Instruction Specialist at jaime.beal@maine.gov

New Resources Available to Support PK-12 Literacy and Neuroscience Integration

The Maine Department of Education’s (DOE) Interdisciplinary Instruction Team has created new resources for supporting PK-12 literacy instruction. The Integration of Literacy and Neuroscience suite of resources reflects current research-based practices through a combination of asynchronous professional learning modules, strategies, and additional resources to support student engagement and reading comprehension through the lens of neuroscience. These modules focus on multiple aspects of literacy, including:

Active self-regulation includes engagement and motivation, executive functioning skills, and strategy use in literacy, with the goal of developing engaged, motivated, independent readers.
Word Recognition includes literacy foundational skills such as phonological awareness, alphabetic principles, phonics, decoding, and sight words.
Language Comprehension focuses on Cultural and Other Content Knowledge, including work on the role of students’ prior and background knowledge in improving reading and Theory of Mind, which refers to a reader’s ability to empathize with characters or people in books.
Bridging processes are the tools that readers use to move between word recognition and language comprehension with increasing fluency. Bridging processes are how readers begin to weave together word recognition and language comprehension skills to become more fluent readers.

Access the PK-12 Literacy and Neuroscience Integration Resources here.

To learn more about this exciting resource, please contact Kathy Bertini at Kathy.Bertini@maine.gov.

Summer Asynchronous Book Study Opportunities

Starting this July, the Maine Department of Education (DOE) Interdisciplinary Instruction Team will offer two asynchronous book studies.

The first book is “Dispositions” by Arthur Costa and Bena Kallick. It discusses how educators can nurture and develop positive student dispositions. It emphasizes the importance of attitudes, habits of mind, and character traits that contribute to successful learning.

The second book is “Assessing Student Learning by Design” by Jay McTighe and Steve Ferrara. This book explores the methods for aligning assessment with learning and designing assessments that provide meaningful feedback to students. It covers key concepts such as formative and summative assessments, performance tasks, and using assessment data to inform instruction.

Both asynchronous book studies include a free copy of the book, which will be mailed to you, and discussions on integrating the concepts into instruction, reflection, and collaboration through the EnGiNE learning management system. You can sign up for one or both book studies, and since they are asynchronous, you can work on them at your own pace.

Any questions about these book studies can be sent to Erik Wade at erik.wade@maine.gov.

Support for Educators Teaching Shared History of Genocide & The Holocaust

Helping students understand the complex and painful truths of the history of genocide and the Holocaust is not always easy. The Maine Department of Education (DOE) and its partners have many resources available to Maine educators to support them personally and professionally in this work.

Follow the links below to learn more and get access to high-quality resources on teaching the history of genocide and the Holocaust:

The MOOSE Project previously partnered with the Holocaust and Human Rights Center (HHRC) of Maine to develop learning modules for grades PreK-12. These modules help students transition from learning about empathy and care in early grades, into learning about the events contributing to and characterizing genocides (including The Holocaust), and finally into the moral and ethical discussions that help students process their thoughts and emotions and become active architects of a world where these atrocities no longer occur. Check out the multi-day workshops the HHRC has scheduled this summer that can earn educators up to 12 CEUs upon completion.
Maine Shared History is a collaboration between the Maine State Archives, Maine State Library, and Maine State Museum to help educators use local historical articles, documents, and other artifacts with their students. Primary source sets and teaching materials related to Genocide and The Holocaust are provided across grades 3-12 in sections related to Freedom & Captivity and Maine’s Bicentennial.
The Maine Solutionaries Project, a collaboration between the Maine Department of Education’s Interdisciplinary Instruction team and the Institute for Humane Education (IHE), increases educator’s capacity to facilitate solution-oriented learning with their students. In addition to the cohorts that are being trained this summer, IHE has materials on their website to support educators, which includes around issues related to Human Rights.

Remember that you can always contact the Maine DOE for resources and support on your professional learning journey! For more information or questions, contact Jennifer Page at jennifer.page@maine.gov.

Maine DOE ConCEPT Pilot Spotlight: A Successful Intersection of Curiosity and Learning

(Pictured: Students from MSAD 54.)

The Maine Department of Education’s innovative ConCEPT Pilot program has yielded remarkable outcomes, as schools across the state have explored new ways to engage students through questioning protocols and scaffolding conceptual understandings into lessons.

Maine DOE ConCEPT Pilot Spotlight: A Successful Intersection of Curiosity and Learning — MSAD 54 Teachers

The ConCEPT pilot encouraged schools to view student growth as an ongoing process rather than just a final product. This recognition allowed educators to emphasize the importance of the journey itself, valuing the development of critical thinking, inquiry skills, and curiosity. One standout example of this success is MSAD 54, where Margaret Chase Smith School (MCSS) fifth-grade students’ inquiries about space culminated in a captivating interactive exhibition done by Skowhegan High School students.

At Skowhegan, the project began with a simple yet profound step: listening to the questions of fifth-grade students. These young learners’ curiosity about what lies beyond the horizon led to a series of inquiries that were meticulously explored and answered by high school students. The outcome of this project was a dynamic exhibition where Skowhegan High schoolers conducted mini-demonstrations addressing the MCSS fifth graders’ questions.

Ellie Quinn, a junior at Skowhegan High School, shared her thoughts on the initiative: “This type of learning addresses students’ curiosities and increases both high school and elementary students’ engagement.” Quinn’s sentiment highlights a key success factor of the pilot: fostering a learning environment where students’ natural curiosity drives their educational journey.

Another Skowhegan junior, Aiden McKinna, reflected on the depth of understanding gained through the project. “I picked black holes to learn about as a result of students’ questions. By learning about black holes and presenting it to students, I have a deeper understanding of the material.” McKinna’s experience underscores the dual benefit of the program, enhancing both the knowledge of high school students and the engagement of elementary students.

Kaitlin Dixon, a fifth-grade educator whose students participated in the project, emphasized the authenticity of the learning experience: “By having my fifth graders generate and prioritize the inquiry questions, when the final product came about, students had an authentic interest in learning the answers to their questions.”

This approach ensured that the learning process was driven by genuine curiosity, leading to higher levels of engagement and a more meaningful educational experience.

Bailey Green, MSAD 54 high school science teacher, expressed: “I enjoyed the ConCEPT program because it allowed me the opportunity and flexibility to access my students’ learning in ways that fit their learning modalities. It also encouraged my students to be creative and think critically in their learning!”

The high levels of engagement observed among both the elementary students and the high schoolers who served as their expert guides are evidence of the ConCEPT’s pilot success.

To learn more about ConCEPT and other professional learning opportunities available to Maine educators, visit the Interdisciplinary Instruction page.

Maine DOE ConCEPT Pilot Spotlight: A Transformative Professional Learning Journey

This year has been transformative for Leslie Denton, the seventh-grade English Language Arts (ELA) teacher at Mt. View Middle School in Thorndike. Leslie’s professional learning journey, marked by a commitment to the principles of Universal Design for Learning (UDL), was significantly influenced by her attendance at a ConCEPT Professional Development conference hosted by the Maine Department of Education. The conference, featuring renowned educator Katie Novak, equipped Leslie with valuable skills and strategies that she diligently implemented.

“My professional learning journey this year has centered on embracing and implementing UDL principles to create a more inclusive, engaging, and effective learning environment for my seventh-grade ELA students,” she shared.

The journey has brought several significant takeaways, notably the communication of clear learning targets. By breaking down these targets into student-friendly terms and clearly defining expectations, students gain a concrete understanding of each lesson’s objectives. This clarity fosters student focus and motivation, allowing for improved self-assessment and reflection. Additionally, incorporating goal setting into teaching practices has encouraged students to take ownership of their learning.

“I have begun to integrate regular self-assessment and peer feedback sessions, fostering a growth mindset and a culture of continuous improvement,” Leslie noted.

By diversifying assessments and allowing students to choose their preferred method of demonstrating understanding, Leslie has successfully catered to the diverse needs of their students, creating a more inclusive learning environment.

Managing the time commitment involved careful scheduling and maintaining motivation through clear, achievable goals. Leslie set aside regular, manageable blocks of time dedicated to professional development, ensuring consistency without becoming overwhelmed. By maintaining a well-organized schedule, she was able to balance lesson planning, grading, and other responsibilities efficiently. This approach allowed for professional growth without sacrificing the quality of day-to-day teaching. Additionally, setting clear goals for both professional development and classroom instruction provided a sense of purpose and direction. Celebrating small victories and reflecting on progress helped sustain momentum and reinforced the value of ongoing learning and growth.

This journey underscores the importance of continuous professional development in staying current with best practices and evolving student needs. “It is imperative as teachers that we continue to learn and grow in this profession. By embracing continuous learning, we not only enhance our own teaching effectiveness but also ensure that we are providing the best possible education for our students.”

ConCEPT is a professional learning opportunity designed by the Interdisciplinary Instruction team. To learn more about the professional learning opportunities available to Maine educators, visit the Interdisciplinary Instruction page.

Asynchronous Course: Introduction to the Question Formulation Technique

The Maine Department of Education (DOE)  Interdisciplinary Instruction Team is hosting two summer courses called Question, Reflect, Repeat: Introduction to the Question Formulation Technique. 

The Question Formulation Technique is a powerful strategy to help students and adults ask their own questions, advocate for themselves, and participate in decision-making processes.

There will be two asynchronous summer sessions running from:

July 1 – August 9
August 1 – September 6

To learn more and register for this course, visit the Interdisciplinary Instruction Professional Learning page.

For questions, please contact Jaime Beal, Interdisciplinary Instruction Specialist at jaime.beal@maine.gov

This opportunity is a collaboration between the Maine Online Open-Source Education (MOOSE) project and the Interdisciplinary Instruction Team. The MOOSE project is funded entirely (100%) through Federal money under the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) and American Rescue Plan (ARP) totaling $4,598,000 for the current 2023-2024 funding cycle.