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Upcoming events categorized as: Workshop

Feb
21–23

Fluency Dawg-Gone Fast: Three Day Introduction to Mandarin

Join in this fast-paced introduction to Mandarin—the most-spoken language in the world. Led by Terry Waltz, expert in Mandarin and Total Physical Response Storytelling, the course introduces participants to a new language teaching methodology aimed at promoting fluency fast.

Feb
27

Dumplings at the Garden: An Evening of Food and Literature by which 'To Live'

Celebrate Chinese cuisine, as inspired by Yu Hua's famous novel "To Live," by learning how to make Chinese dumplings at the State Botanical Garden.

Mar
1–2

Torrance Tests of Creative Thinking (Figural) Training

Learn scoring techniques for the Torrance Tests of Creative Thinking (Figural) from expert trainers at the UGA College of Education's Torrance Center.

Mar
3–4

2018 Duke TIP@UGA Scholar Weekend

Scholar Weekends at UGA is a program for gifted 8th-11th graders.

Mar
3

Torrance Tests of Creative Thinking (Verbal) Training

Learn techniques for scoring the Torrance Tests of Creative Thinking (Verbal) from expert trainers at the UGA College of Education's Torrance Center.

Mar
24

2018 Duke TIP@UGA Academic Adventures

Academic Adventures at UGA is a program for gifted 5th and 6th graders.

Mar
24

Zines for Everyone! Multi-Genre Writing Products with Low Stakes and High Motivation

In this engaging and hands-on workshop, you will move through the process of creating a zine, a multi-genre miniature magazine with a central theme or topic published by hand.

Apr
14

What's Your STORRI? Teachers Using Narrative to Unpack Wobble Moments in their Practice

In this workshop, you will explore wobble moments, examine examples of narratives depicting such moments, and gain multiple perspectives on your classroom.

May
5

From Personal to Social: Politics, Multi-Layered Narratives, and Social Justice in the Secondary Literacy Classroom

This workshop will explore teaching writing as a political act. How do we address issues of social justice—race, class, gender, sexuality, religion—through literacy practices in secondary classrooms?