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minnesota writing project
center for writing
mwp.umn.edu
center for writing
mwp.umn.edu
2021–22 MWP Workshop Series
No workshops are currently scheduled for the 2021–2022 school year. Check back for updates, or request to be included in our mailing list by emailing mwp@umn.edu.
2020–21 MWP Workshop Series
The Minnesota Writing Project’s 2020–21 Workshop Series features five events for teachers from all content areas, grades, and levels of experience to think and learn together with expert educators. We will share a variety of perspectives from research and practicing teachers for your consideration, and offer a space to dialogue about the work involved in taking up various aspects of teaching. All workshops will be held online and are designed to be interactive. Please come ready to engage and try some things out! Each event comes with 2 CEUs.
When
Tuesdays from 5:30–7:30pm
Cost
Individual Sessions: $30
Combo of Any 3 Sessions: $75
All Sessions: $100
Graduate Student Rate: $10/Session
Group Rate: Groups of 5 attending any one session: $100
*Scholarships available if the cost is a barrier to participation
About the Workshops
Tuesday, September 29: Funds of Knowledge Inventory – Understanding Me to Understand Each Other
Facilitated by Dr. Joaquin Munoz | Augsburg University
In this workshop, we will utilize the Funds of Knowledge Inventory (Moll, Gonzalez and Amanti) to explore and write about aspects of our own enculturation as a means to understand the cultural similarities and differences in others. Using this tool, we will engage in dialogue and writing exercises to help answer these questions: Who am I? Who are you? How are we the same? How are we different? Engaging this exercise can assist educators in recognizing cultural differences and celebrating them.
Tuesday, October 6: White Supremacy in Reading Practices: Exploring Reading Whitely through a Reading Inventory
Facilitated by Dr. Sara Sterner | Humboldt State University
Since its inception, literature for young people has been dominated by white gatekeepers who regulate access and visibility. Due in no small part to this dominance, literature for young people has served as a platform that promotes whiteness and white cultural norms. In this session you will explore these dominant reading experiences through a guided process of self-reflection. The goal of this work is to open up and model conversations about texts and white supremacy and promote equity-based literature selection practices that disrupt white supremacy.
Tuesday, December 1: The Birchbark House v. The Little House on the Prairie
Facilitated by Dr. Joaquin Munoz | Augsburg University
This workshop will support educators in examining and critiquing text by engaging in a language, discourse, and visual analysis of these two texts, with an emphasis on exploring the portrayal of Indigenous Peoples. Drawing on the critical work of Dr. Debbie Reese, this session will help educators consider these two texts and assess which is the more appropriate one to support student learning. Time will be spent reading, writing, and talking about the analysis of both texts, as well as discussing other resources to support this critical analysis.
Tuesday, March 9: Creating and Supporting Meaningful Group Work
Facilitated by Gaoly Her, Math Teacher at Champlin Park High School, and Adam Koehler, ELA Teacher at Great River School
What is a group-worthy task? How do we scaffold interpersonal working relationships and successful communication between students? And what is the role of the teacher when shifting focus towards student-centered inquiry? We will explore group work in ways that are applicable to multiple subject areas. We will discuss both in-person and virtual modes of group work to support multiple learning contexts.
Tuesday, March 16: Antiracism and Loving Accountability in Student Spaces
Facilitated by Jeannine Erickson | 826 MSP and South High School Writing Room Coordinator
We will be taking time to analyze what third space culture is, showcase some examples from the writers room model, and consider how to ensure that we promote student ownership in the space and creativity without perpetuating policing culture of punishment and hierarchy.
