Anthony Cody's Career Highlights
- 18 years teaching science and math at Bret Harte Middle School in Oakland
- One of Oakland’s first National Board certified teachers
- Leader of the Curriculum In Focus middle school science project
- Two years as a Peer Assistance and Review coach
- Four years as a fulltime science coach and mentor
- Developed the TeamScience program, an innovative project that pairs experienced science teachers with novices for content-focused mentoring.
- Numerous publications and articles on teacher leadership, best practices and education policy
- Presentations at workshops at schools and conferences around the US and world.
Projects and Affiliations
Oakland’s TeamScience: http://science.ousd.k12.ca.us/teamscience.htm
Buck Institute for Eduction: www.bie.org
Accomplished California Teachers: http://nbrc.stanford.edu/act/
Workshops and Talks
Teachers in the Drivers Seat, an Introduction to Collaborative Processes
The most powerful professional development is often that which is led by teachers ourselves. This session will share several powerful models of teacher-centered growth. Participants will learn about Lesson Study, a process in which teachers design a lesson together, observe it being taught, and then reflect together on how well students learned, and what might be improved. We will also look at Critical Friends groups, where teachers collaborate to investigate questions in their practice. You will leave with some solid tools to help guide your professional collaboration.
Guided Inquiry: Allowing Students to take the Lead
The best science instruction is that which allows students to feel as if they are scientists themselves. This can happen if we allow students a chance to explore and generate their own questions. But exploration does not always lead to investigation – students need guidance and structure to be successful. This session models the process we wish students to follow. We will engage in a short hands-on investigation, generate questions, and share our results. This is a fun chance to get our hands dirty and rediscover the joy of science, while keeping an eye on the goal of conducting real investigations with reportable results.
Assessment in Science
As educators focus on student learning, assessment becomes critical. Research has shown that when we assess learning as we teach, we can provide timely and specific feedback to our students. This feedback has a powerful effect in improving learning, because it helps each learner take responsibility for mastering the concepts and skills they need. This session will explore a variety of assessment strategies for the science classroom, including self and peer assessment, quick assessments that can be done during instruction, and the use of rubrics on more ambitious projects. We will also look at how teams of teachers can collaborate around assessment to improve instruction at the school level.
Differentiated Instruction in Science
When we teach as if all our students are the same, some students are not stretched to learn as much as they can. This session shares the use of choice and a layered curriculum which allows us to challenge students to take on as much as they are capable of, moving beyond the basic curriculum to deeper levels. Teachers can also build on student interest by creating opportunities for choice. Examples of more complex assignments and challenges will be shared, as well as grading strategies that promote and reward students for taking on more than the minimum.
Telling stories through photography. Many students have digital cameras, but most only take casual snapshots. In this session I will share some photographic techniques that allow students to compose more artistic and memorable photographs, and an in-depth story-telling project I developed that gets students to use digital cameras to express themselves.
On Teacher Leadership
On Best Practices in Science and Beyond
Anthony Cody: firstname.lastname@example.org
Follow me on twitter @anthonycody