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Independent Inquiry into CLDE Content Teaching
with Chris Carson
This advanced workshop builds on the core ideas and practices introduced in the Responsive Classrooms, Integrating Language into Content Teaching, and Dimensions of Language Growth workshops. Designed for educators ready to deepen and apply their learning, it offers an opportunity to synthesize prior coursework and strengthen instructional impact. This workshop is recommended for participants who have completed at least one CLDE professional development course.
This independent study offers participants who have completed prior workshops a focused opportunity to deepen their learning through graduate-level readings aligned to their interests and instructional context. Through guided inquiry, participants connect previous coursework and emerging questions to research that is immediately relevant to their practice. The experience culminates in a practical, context‑specific action plan designed to advance multilingual student success.
Audience: K-12 educators and education leaders
| The Details | |
| Dates | Starts October 5 |
| Mode | In-person |
| Time | Wednesdays, 3 - 4 p.m. |
| Cost | $89 |
| Location | CU Denver |
| Graduate Credits Available | Participants who complete the series of workshops and this independent study are eligible for graduate credit that can be used toward a CLDE or CLD-BE endorsement program and/or MA in CLDE |
Purpose & Outcomes
- How do I plan, teach, monitor, and reflect on effective content area teaching for multilingual students?
- How do I continue to strengthen effective content teaching practices and asset-oriented dispositions in my classroom, building, and district?
Chris Carson
Facilitator
As a public school teacher , Chris Carson worked in diverse classroom settings in multiple states across all grade levels and subject areas. His current focus, as a senior instructor of culturally and linguistically diverse education at CU Denver,is on language learning and language use in classroom settings, especially as it relates to working with learners from historically marginalized groups.