Instructional Strategy Lessons for Educators Series (ISLES)

ELEM, MIDG, SPED July 2013

Kristen Cuthrell, Diane Kester, Jane MannerEast Carolina UniversityCollege of Education

►ISLESFaculty Guide ELEM, MIDG, SPED

UDL

ELLLiteracy

Techno

log

y

AIG

Introduction

ISLES is a series of online modules designed to teach pre-baccalaureate pre-service teachers 10 particular instructional strategies. The 10 instructional strategies discussed in the module series constitutes a starting place. The end result is a comprehensive, rich series of online modules designed to build pre-service teacher’s understanding and use of research-based instructional strategies.

•Total N of Students Enrolled in ISLES courses:

• 2010-11 252

• 2011-12 1165

• 2012-13 1877

Research

Qualitative and quantitate data have been collected to inform the implementation and refinement process.

•Data Collected:

• Pre/Post Instructional Strategies Test ISLES 1

• ISLES 3

2013 Refinements•Revision input gathered from ISLES faculty, TQP Instructional Coaches, and ISLES help desk

•Revisions and clarifying edits were made in each level. More explicit information in meeting the needs of all learners were embedded within the modules. Specifically,

• Developed Essential Understandings about English language learners

• Included focus on SMART Board technologies and sample units developed through partnership with PCS and GCS

• Included additional videos

• Updated ISLES Faculty Guide to reflect revisions. Included specific integration recommendations for ISLES concepts and use of sample units into coursework.

• Revised ISLES 3 for greater alignment with Task 2 of the edTPA.

• Instruction Commentary and rubrics were updated

• Additional technology tutorials and planning checklists for diverse learners were included

• TaskStream was updated to reflect changes

• Revised modules were packaged for Blackboard delivery

•Created an autonomous version of ISLES 3 for non ELEM, MIDG, SPED programs that would like to use the signature assignment formatively in preparation for edTPA.

• Created Instructing and Engaging Students in Learning Blackboard module and TaskStream submission bucket

Implications

•Results from the TQP research project will be used in program evaluation and change with implications for other teacher education programs.

• MAT

• Embedded ISLES 1 and 2 in summer coursework

• Embedding ISLES 3 in ELEM and MIDG MAT Senior 1 courses

•Collaborations:

• Carolina Institute of Public Policy (CIPP)

• Department of Biostatistics, East Carolina University

• TQP Instructional Coaches

Significance

•Implementation of these I.S.L.E.S. modules are needed so that pre-service teachers are trained and equipped with successful practices that effectively meet the needs of students. Examples of some of these practices will be and have been presented as well as the process of how these were determined and disseminated in the I.S.L.E.S. online module format.

• edTPA Conference, NC

• Chapter proposals

• Niagara University, Dr. Jackie Bryant

Next Steps•Continue work with CIPP and BioStats to develop comprehensive evaluation and research plan for:

• Appropriate use of ISLES strategies• Impact of ISLES modules• Effectiveness of ISLES modules• Implementation fidelity of ISLES modules

•Develop ISLES training for faculty (expand upon training provided to CTs and US)•Implement revised ISLES modules in upcoming academic year; collect information for refinements•Next set of revisions will include additional focus on AIG, IT, LIT, UDL•Work with edTPALS regarding adoption of new Instructing and Engaging Students in Learning module