Boost student achievement with rigor, relevance and literacy strategies for academic success. Designed for high school teachers of all disciplines, the session will demonstrate that teachers don't have to sacrifice content or become a reading teacher. Teachers will find out how to support their subject area while building student literacy skills in mastering vocabulary, comprehension and analysis. Custom workshops available - from a few hours to a few days.
by Peter Pappas Contact me for information on bringing my workshop to your school.
Read / Think / Write / Publish The power of publishing enables students to think like writers, to apply their learning strategies and to organize and express their learning. NEW SITE!
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Model School Conference 2006
“Hi Mr. Pappas … I was completely moved, motivated and excited about your Rigor, Relevance and Reading class … I cannot wait for school to begin again so I can put your ideas and strategies into practice! I wanted to thank you for reenergizing me and giving me solid strategies that I can take back to the classroom!!!”
Model School Conference 2005
"Peter, I enjoyed your presentations at Nashville. I especially liked how you made me think, rather than told me what to think. ...Keep up the good work."
Peter's recent workshops in Comprehension Strategies in the Content Areas
Keynote: Texas State Social Studies Supervisors Conference, Austin TX
Newberg Public Schools
Central School District 13J, Independence OR
Grayson County KY
Gaining on the Gap Conference,
Las Cruses Public School
Lemon Bay High School
Pope High School
L'Anse Creuse Public Schools
Learning Through Literacy
Wilson County Schools
Chaminade College Preparatory School Los Angeles, CA
School City of Hobart
Parkland High School
Winnfield Senior High School
Killingly Public Schools
Casa Grande Union High
Brownsburg Community School
Corporation, Brownsburg IN
Model School Conference
Burlington High School
Office of Children
resources and publications
Homefront America in WW II
Teaching With Documents a guide to document-based instruction. Winner of Philadelphia Inquirer's "10 Best Educational Sites" Recommended by DistrictAdministration Magazine's Dr. Hotlist
Designs for Rigor and Relevance - master rigor and relevance in your social studies classroom - lessons, activities, assessments and standards.
I'm proud to have been part of the creation of two small learning communities - the Ninth Grade Academy and the Summer Prep School. Small Learning Communities that Work In each case we first, assembled a team of educators to forge a common vision of teaching and learning. Then schools were organized to accomplish this vision.
Timeline series: I'm proud to serve as a consultant to Timeline a series of graphic novels that combine exciting fiction, fascinating historical facts and lavish illustrations. Reading levels 4-8. Interest levels 4-12.
Sample workshop videos from 2006
Superintendent’s Summer Institute
comment on Peter's Workshops
"Thank you, you made me think! I have some ideas I'm ready to try next week."
"The workshop far exceeded my expectations - I finally have REAL activities and strategies to use in the classroom - not just theories."
“Informative and inspirational.”
“With the reminder of these strategies, I’m seeing how I can be a better teacher.”
"It's great to get new ideas that are directly related to practice and can be used right away."
“Great examples and wonderful tools. Applicable to all disciplines.”
“After today’s presentation, I’m thinking about changes that I want to make in my teaching strategies.”
"Helped me to think about Bloom's taxonomy in a real way -- what is that I want to student to learn? How can I involve them in their learning?"
“A beautiful presentation – matching rigor and relevance with reading strategies – smart, calm ideas to take home.”
“Peter is an eloquent presenter. His PowerPoint had education substance to take back to a real school environment. Audience participation kept interest and attention.”
“Excellent combination of theory and hands-on, practical advice. PowerPoint use was extremely effective and engaging.”
"It extended my thinking and reminded me not to settle for lower-level thinking."
"Educators must figure out how to ensure that every student gets beyond the basic literacy skills of the early elementary grades, to the more challenging and more rewarding literacy of the middle and secondary school years.
Inevitably, this will require, for many of those
students, teaching them new literacy skills: how to read purposefully, select
materials that are of interest, learn from those materials, figure out the
meanings of unfamiliar words, integrate new information with information
previously known, resolve conflicting content in different texts, differentiate
fact from opinion, and recognize the perspective of the writer—in short, they
must be taught how to comprehend."
Biancarosa, G., and Snow, C. E. (2004.) Reading Next—A Vision for Action and Research in Middle and High School Literacy: A Report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
"Overall, the data paint a sobering portrait of the literacy levels of U.S. adolescents. It is clear that simply mandating standards and assessments is not going to guarantee success. Unless we, as a nation, are prepared to focus attention and resources on this issue, our schools are likely to continue producing students who lack skills and are ill-prepared to deal with the demands of post-secondary education and the workplace.
Policymakers, schools, and teachers need to
step up and accept the “orphaned responsibility” of teaching students to read
to learn. The costs of inattention are very high, in both personal and economic
Achieving State and National Literacy Goals, a Long Uphill Road: A Report to Carnegie Corporation of New York by Jennifer Sloan McCombs, Sheila Nataraj Kirby, Heather Barney, Hilary Darilek, Scarlett J. Magee. TR-180-EDU, 2004
"Students come to school equipped to learn on many levels, using multiple pathways and drawing on multiple intelligences, but today’s curricula do not meet their needs, and too often school is the least engaging part of a student’s day. Schools do their students a disservice when they fail to teach literacy in the expressive new language that their students have already begun to use before they even arrive. ...
21st century literacy is the set of abilities and skills where aural, visual and digital literacy overlap. These include the ability to understand the power of images and sounds, to recognize and use that power, to manipulate and transform digital media, to distribute them pervasively, and to easily adapt them to new forms."
"A Global Imperative: The Report of the 21st Century Literacy Summit" The New Media Consortium, 2499 S Capital of Texas Highway, Building A, Suite 202, Austin, TX 78746twww.nmc.org ISBN 0-9765087-1-0
According to the NGA report, “Reading to Achieve: A Governor’s Guide to Adolescent Literacy,” just three of 10 U.S. 8th graders are proficient readers and almost 40 percent of high school graduates lack the reading and writing skills that employers seek. Too often, the report charges, emphasis on literacy ends at the 3rd grade, and heavy investments in early literacy skills “are tempered by the weak literacy instruction students encounter in middle and high schools.” By 4th grade, many youngsters still struggle with writing for various reasons, including poor vocabulary, insufficient background knowledge, inadequate reading strategies, and a lack of motivation to read, the NGA report adds.
"Reading to Achieve: A Governor's Guide to Adolescent Literacy" Copyright ©2005 National Governors Association Center for Best Practices. All rights reserved. ISBN 1-55877-400-9
878 KB pdf report
"Reading is a basic human right. ...Yet, despite the fundamental importance of reading to personal fulfillment and two decades of rising academic standards and student achievement, the education system still needs to address one of our nation’s most serious problems: that approximately 70 percent of adolescents struggle to read....The simple and sad fact is that very large numbers of students entering secondary school cannot comprehend factual information from their subject matter texts and struggle to form general understandings, develop interpretations, and make text connections."
"Reading at Risk: The State Response to the Crisis in Adolescent Literacy", Copyright ©2005 National Association of State Boards of Education All rights reserved. ISBN 1-58434-064-9.
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