In this workshop, participants will be shown how to structure their classroom so that differentiation and individualized learning become the norm of daily reading instruction.
Teachers will understand that effectively choosing and using anchor texts to model thinking strategies, combined with students self-selecting high interest level text, results in higher student engagement, more self-directed learning, and a more personalized experience with both narrative and informational text.
Additionally, participants will understand how to support students’ growth in their ability to discuss their thinking as well as how to collect, manage, and report this growth.
Tricia Quinn
Tricia Quinn is currently working as a Middle School Instructional Coach and PSHE teacher at the Anglo-American School of Sofia.
Tricia Quinn is currently working as a Middle School Instructional Coach and PSHE teacher at the Anglo-American School of Sofia. Tricia has taught grades kindergarten through eighth grade and has worked as an Elementary and Secondary Literacy and Instructional Coach. Prior to moving to Sofia, she taught Humanities and Language Arts, as well as Reading/Writing Intervention classes at the Middle School level in Olympia, Washington.
Tricia earned her Master’s in Teaching from the University of Washington and her National Board Certification in Early Adolescent Literacy. Tricia started her teaching career at Bonn International School. After returning to the United States with her husband in 2002, she and her family moved back into International Teaching in 2014. She has since been at AAS Sofia.
Tricia believes that middle school students in particular are inspired and curious, but tend to lose their passion for reading and writing as their choice in material is overshadowed by increased demands on their academic time as they move through school. She believes that structuring a classroom to both honor and use student choice personalizes and transforms learning experiences and that teachers have a powerful and unique role in doing so.