Professional Professional DevelopmentDevelopment

ActivityActivity

Group 4:Group 4:Dena Spickard Dena Spickard Anthony WilsonAnthony Wilson

Annie BakerAnnie BakerDomenic SaiaDomenic Saia

Heather LankfordHeather Lankford

The target audience for this project is going to be The target audience for this project is going to be middle school teachers in a rural area. middle school teachers in a rural area.

The teachers will teach the following subjects: The teachers will teach the following subjects: Math, Science, English, & Social Studies. Math, Science, English, & Social Studies.

There is a gap between the elementary and high There is a gap between the elementary and high school grades that needs to be filled. Many school grades that needs to be filled. Many

students go to high school unprepared to reach students go to high school unprepared to reach the curricular goals of high schools. Middle the curricular goals of high schools. Middle

school teachers within the school district will school teachers within the school district will collaborate according to subject. Upon collaborate according to subject. Upon

collaboration, these teachers will need to meet collaboration, these teachers will need to meet with elementary and high school teachers to with elementary and high school teachers to

fully grasp this gap.fully grasp this gap.

CollaborationCollaboration

Collaboration has become a twenty-first-century trend. The Collaboration has become a twenty-first-century trend. The need in society to think and work together on issues of critical need in society to think and work together on issues of critical concern has increased (Austin 2000a; Welch 1998) shifting the concern has increased (Austin 2000a; Welch 1998) shifting the emphasis from individual efforts to group work, from emphasis from individual efforts to group work, from independence to community.independence to community.

Peter F. Oliva, an expert in curriculum development, describes Peter F. Oliva, an expert in curriculum development, describes how curriculum change is a cooperative endeavor. Teachers how curriculum change is a cooperative endeavor. Teachers and curriculum specialists constitute the professional core of and curriculum specialists constitute the professional core of planners. (Oliva, 2009)planners. (Oliva, 2009)

Significant curriculum improvement comes about through Significant curriculum improvement comes about through group activity. (Oliva, 2009)group activity. (Oliva, 2009)

“The whole is greater than the sum of its parts.”

Austin, J. E. 2000a. Principles for partnership. Leader to Leader 18 (Fall). Accessed Mar. 31, 2004, www.pfdf.org/leaderbooks/L2l/fall2000/austin.html.

Welch, M. 1998. Collaboration: Staying on the bandwagon. Journal of Teacher Education 49, no. 1 (Jan./Feb.): 26–38. Accessed Apr. 24, 2004, http://web7.infotrac.galegroup.com.

Oliva, Peter F. 2009. Developing the Curriculum (7th edition) Boston, MA: Pearson Education, Inc. Page 33

What is Collaboration?What is Collaboration?

Collaboration is a trusting, working relationship Collaboration is a trusting, working relationship between two or more equal participants/groups between two or more equal participants/groups

involved in involved in shared thinking, shared planningshared thinking, shared planning and and shared creation of integrated curriculum/ shared creation of integrated curriculum/

instruction.instruction.

http://www.youtube.com/watch?v=NXZS1ktBPqA

Collaboration: Makes us Smarter??Collaboration: Makes us Smarter??

Introducing a new curriculum or refining an existing Introducing a new curriculum or refining an existing curriculum is complex and challenging.curriculum is complex and challenging.

Teacher teamwork makes these complex tasks more Teacher teamwork makes these complex tasks more manageable, stimulates new ideas, and promotes coherence manageable, stimulates new ideas, and promotes coherence in a school’s curriculum and instruction. (Inger, 1993)in a school’s curriculum and instruction. (Inger, 1993)

Schools benefit from teacher collaboration in several ways Schools benefit from teacher collaboration in several ways (Inger, 1993) : (Inger, 1993) :

Through formal and informal training sessions, study groups, and Through formal and informal training sessions, study groups, and conversations about teaching, teachers and administrators get the conversations about teaching, teachers and administrators get the opportunity to get smarter together. opportunity to get smarter together.

Schools become better prepared and organized to examine new ideas, Schools become better prepared and organized to examine new ideas, methods, and materials. methods, and materials.

The faculty becomes adaptable and self-reliant.The faculty becomes adaptable and self-reliant.

Inger, M. 1993. Teacher collaboration in secondary schools. Center Focus, no. 2 (Dec.) http://vocserve.berkeley.edu/centerfocus/CF2.html.

Collaboration: Shared ThinkingCollaboration: Shared Thinking

When individuals come together to share their expertise When individuals come together to share their expertise and ideas in order to construct a fresh and innovative way and ideas in order to construct a fresh and innovative way of doing something, they are demonstrating of doing something, they are demonstrating characteristics of fully developed collaboration. (Montiel-characteristics of fully developed collaboration. (Montiel-Overall, 2005)Overall, 2005)

Shared thinking or joint participation in thinking together Shared thinking or joint participation in thinking together about how to solve a mutually agreed upon “problem” is about how to solve a mutually agreed upon “problem” is what is meant by shared problem-solving. (Montiel-what is meant by shared problem-solving. (Montiel-Overall, 2005)Overall, 2005)

The coming together to think about an issue and to plan The coming together to think about an issue and to plan together as co-planners and co-implementors is jointly together as co-planners and co-implementors is jointly carrying the plan to fruition. (Montiel-Overall, 2005)carrying the plan to fruition. (Montiel-Overall, 2005)

Montiel-Overall, P. 2005. Toward a Theory of Collaboration for Teachers and Librarians. AASL (Feb.) http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume82005/theory.cfm

What does collaboration look like?What does collaboration look like?

Attributes of collaboration are:Attributes of collaboration are:

friendlinessfriendliness congenialitycongeniality collegialitycollegiality reciprocityreciprocity respectrespect propensity to share (shared vision, shared propensity to share (shared vision, shared

thinking, shared problem solving, shared thinking, shared problem solving, shared creation of integrated instruction)creation of integrated instruction)

trusttrust flexibilityflexibility communicationcommunication

The Process of Bridging the GapsThe Process of Bridging the Gaps

Somewhere Middle School will be Somewhere Middle School will be working in collaborative groups to working in collaborative groups to determine gaps in the curriculum.determine gaps in the curriculum.

SMS will start by meeting as a Middle SMS will start by meeting as a Middle School to consider gaps. Collaborative School to consider gaps. Collaborative meetings will be held in subject specific meetings will be held in subject specific areas: Math, Science, Reading, and areas: Math, Science, Reading, and Social Studies.Social Studies.

After meeting as a Middle School, After meeting as a Middle School, collaboration will continue with collaboration will continue with Elementary Schools and the High School Elementary Schools and the High School in the district.in the district.

Where does bridging the gap begin?Where does bridging the gap begin?

“ “ For the most part, curriculum goals For the most part, curriculum goals and objectives develop at any level and objectives develop at any level

cut across disciplines…. It is cut across disciplines…. It is possible for grades and departments possible for grades and departments

to develop curriculum goals and to develop curriculum goals and objectives that do not apply objectives that do not apply

generally throughout the school.” generally throughout the school.” (Oliva, 2009)(Oliva, 2009)

The Middle School CurriculumThe Middle School Curriculum

““The core curriculum is in philosophy The core curriculum is in philosophy and intent the secondary school and intent the secondary school

counterpart of the activity counterpart of the activity curriculum of the elementary curriculum of the elementary

school.” (Oliva, 2009)school.” (Oliva, 2009)

Focus on “blending” core Focus on “blending” core curriculum curriculum

Let’s compare the standardsLet’s compare the standards

Third grade Science Third grade Science SOLSOL

3.5 The student will 3.5 The student will investigate and investigate and understand understand relationships among relationships among organisms in aquatic organisms in aquatic and terrestrial food and terrestrial food chains. Key concepts chains. Key concepts includeinclude

a) producer, a) producer, consumer, decomposer;consumer, decomposer;

Biology SOL: Grade 10Biology SOL: Grade 10 BIO.9BIO.9 The student The student

will investigate and will investigate and understand dynamic understand dynamic equilibrium within equilibrium within populations, populations, communities, and communities, and ecosystems. Key ecosystems. Key concepts include:concepts include:

a) nutrient cycling a) nutrient cycling with energy flow with energy flow through ecosystems;through ecosystems;

At your table, discuss a few problems that the At your table, discuss a few problems that the elementary and high school teacher may have elementary and high school teacher may have

in teaching this standard…in teaching this standard…

Third Grade Third Grade Teacher Teacher

Concept learningConcept learning Vague standard Vague standard

High School High School TeacherTeacher

Degree of detail Degree of detail for concept for concept

Previous Previous misconceptions misconceptions

Middle School Life Science SOLMiddle School Life Science SOL

LS.9 The student will investigate LS.9 The student will investigate and understand interactions among and understand interactions among populations in a biological community. populations in a biological community.

Key concepts includeKey concepts includeb)b) the relationships among producers, the relationships among producers,

consumers, and decomposers in food consumers, and decomposers in food webs;webs;

See any similarities?See any similarities?

Think… Pair… Share…Think… Pair… Share…

1- 1- ThinkThink about how this science about how this science teacher can bridge a fundamental teacher can bridge a fundamental concept.concept.

2- In 2- In PairPairs talk to your neighbor s talk to your neighbor about how you might combat this about how you might combat this problem. problem.

3- 3- ShareShare

Collaboration 2.0Collaboration 2.0 Web 2.0 are technological tools to aid Web 2.0 are technological tools to aid

individuals and groups communicate individuals and groups communicate and collaborate more effectively. and collaborate more effectively.

Some of the web 2.0 technologies Some of the web 2.0 technologies that we will be discussing and that we will be discussing and utilizing to aid in utilizing to aid in bridging the gapsbridging the gaps in our curriculum are:in our curriculum are:

blogsblogs wikiswikis breeze connect groupsbreeze connect groups google groupsgoogle groups facebook communityfacebook community

Participate in our collaborative wiki Participate in our collaborative wiki site:site:

http://bridgingthegapseducation.wikispaces.com/

Tools to Aid in Collaboration

Tools to Aid in CollaborationTools to Aid in Collaboration

Participate in our collaborative blog:Participate in our collaborative blog:http://www.bridgingthegapseducation.blogspot.com/

Tools to Aid in CollaborationTools to Aid in Collaboration Participate in our collaborative online meeting:Participate in our collaborative online meeting:

https://breeze.radford.edu/sp6154?launcher=false

Participate in our collaborative google online Participate in our collaborative google online interactions:interactions:

Tools to Aid in Collaboration

http://groups.google.com/group/bridgingthegapseducation?hl=en

Participate in our collaborative facebook Participate in our collaborative facebook community:community:

Tools to Aid in CollaborationTools to Aid in Collaboration

http://www.facebook.com/pages/Bridging-the-Gaps-in-Education/101114436598058?v=app_2309869772#!/pages/Bridging-the-Gaps-in-Education/101114436598058?v=wall

Differentiating LessonsDifferentiating Lessons

1. Differentiating the 1. Differentiating the content/topiccontent/topic

2. Differentiating the 2. Differentiating the process/activitiesprocess/activities

3. Differentiating the product 3. Differentiating the product

4. Differentiating by 4. Differentiating by manipulating the environment manipulating the environment or through accommodating or through accommodating individual learning stylesindividual learning styles

Word StudyWord Study

Used for phonics, vocabulary, and spelling Used for phonics, vocabulary, and spelling instruction.instruction.

Provides a practical way to study words with Provides a practical way to study words with students. Based on the research on invented students. Based on the research on invented and developmental spelling.and developmental spelling.

The framework of the text is keyed to the five The framework of the text is keyed to the five stages of spelling.stages of spelling.

Focuses on literacy developmentFocuses on literacy development

Instruction for all studentsInstruction for all students

Filled with examples every teacher can use to meet Filled with examples every teacher can use to meet the diverse learning needs of students. the diverse learning needs of students.

A resource for teachers that translates powerful and A resource for teachers that translates powerful and complex research and ideas into actual strategy and complex research and ideas into actual strategy and examples that are easily about to use.examples that are easily about to use.

Ensures that educators are more Ensures that educators are more knowledgeable about best practices knowledgeable about best practices and are better equipped the address and are better equipped the address the needs of our students.the needs of our students.

Differentiating LessonsDifferentiating Lessons

Ways to work intelligence into your Ways to work intelligence into your lessons:lessons:

LanguageLanguage

Enjoy saying, hearing, and seeing words. Like. Enjoy saying, hearing, and seeing words. Like. telling stories. Motivated by books, records, telling stories. Motivated by books, records,

dramas, opportunities for writingdramas, opportunities for writing Look at different Look at different

kinds of dictionarieskinds of dictionaries Keep a journalKeep a journal Read from books Read from books

written by or for new written by or for new readersreaders

Use a tape recorder Use a tape recorder or tape stories and or tape stories and write them downwrite them down

Trade tall tales, Trade tall tales, attend story-telling attend story-telling eventsevents

Explore and develop Explore and develop the love of words, i.e. the love of words, i.e. meanings of words, meanings of words, origin of words and origin of words and idioms, names idioms, names

Read plays and poetry Read plays and poetry out loudout loud

Write a story for a book Write a story for a book or newsletteror newsletter

Read together, i.e. Read together, i.e. choral readingchoral reading

Read out loud to each Read out loud to each otherother

Read a section, then Read a section, then explain what you’ve readexplain what you’ve read

Read a piece with Read a piece with different emotional tones different emotional tones or viewpoints –one or viewpoints –one angry, one happy. Etc. angry, one happy. Etc.

SpatialSpatialRemember things visually, including exact sizes and Remember things visually, including exact sizes and shapes. They like posters, charts, and graphics. They shapes. They like posters, charts, and graphics. They

enjoy drawing. enjoy drawing.

Write a language experience Write a language experience story and illustrate itstory and illustrate it

Study and create maps, Study and create maps, diagrams, and graphsdiagrams, and graphs

Color code words so each Color code words so each syllable is a different colorsyllable is a different color

Take a survey. Put the Take a survey. Put the information in a chartinformation in a chart

Cut out words from a Cut out words from a magazine and use them in a magazine and use them in a letterletter

Use the say-copy-look Use the say-copy-look method of spellingmethod of spelling

Use colorful newspapers Use colorful newspapers like USA Todaylike USA Today

Write a work on the Write a work on the chalkboard with a wet chalkboard with a wet finger. Visualize the word finger. Visualize the word as it disappears. See if as it disappears. See if you can spell it afterward.you can spell it afterward.

Write words verticallyWrite words vertically Use pictures to stimulate Use pictures to stimulate

reading or writingreading or writing Visualize spelling wordsVisualize spelling words Use crossword puzzlesUse crossword puzzles

Logic/MathLogic/MathEnjoy exploring how things are related. Like to Enjoy exploring how things are related. Like to understand how things work. Like mathematical understand how things work. Like mathematical

concepts. Enjoys puzzles and manipulative concepts. Enjoys puzzles and manipulative games. Good at critical thinking. games. Good at critical thinking.

Arrange cartoons and other Arrange cartoons and other pictures in a logical sequencepictures in a logical sequence

Sort, categorize and Sort, categorize and characterize word listscharacterize word lists

Explore the origin of wordsExplore the origin of words Play games that require Play games that require

critical thinkingcritical thinking Work with scrambled Work with scrambled

sentencessentences Make outlines of what you Make outlines of what you

are going to write or of the are going to write or of the material you’ve already readmaterial you’ve already read

Look at the advertisements Look at the advertisements critically. What are they critically. What are they using to get you to buy their using to get you to buy their product? product?

While reading a story, stop While reading a story, stop before you’ve finished and before you’ve finished and predict what will happen predict what will happen nextnext

After finishing a story, After finishing a story, mind map some of the main mind map some of the main ideas and detailsideas and details

Write the directions for Write the directions for completing a simple job completing a simple job like starting a car or tying like starting a car or tying a shoea shoe

Write a headline for a story Write a headline for a story you’ve just completedyou’ve just completed

Look for patterns in words. Look for patterns in words. What’s the relationship? What’s the relationship?

Body MovementBody Movement

Like to move, dance, wiggle, walk, and swim. Good Like to move, dance, wiggle, walk, and swim. Good at sports. Have good fine motor skills. Like to take at sports. Have good fine motor skills. Like to take

things apart and put them back together again. things apart and put them back together again.

Go through your Go through your wallet and put out 3 wallet and put out 3 things to talk aboutthings to talk about

Make pipe cleaner Make pipe cleaner lettersletters

Write on a mirror Write on a mirror with lipstick or with lipstick or soapsoap

Take a walk and Take a walk and read all the words read all the words you find during the you find during the walk walk

Use magnetic Use magnetic letters, letter blocks letters, letter blocks or letters on index or letters on index cards to spell wordscards to spell words

Take a walk while Take a walk while discussing a story discussing a story or gathering ideas or gathering ideas for a storyfor a story

Change the place Change the place where you write where you write and use different and use different tools to write tools to write

MusicalMusical

Like the rhythm and sound of language. Like the rhythm and sound of language. Like poems, songs and jingles. Enjoy Like poems, songs and jingles. Enjoy

humming or singing with music .humming or singing with music .

Use a familiar tune, Use a familiar tune, song, or rap beat to song, or rap beat to teach spelling rules, or teach spelling rules, or to remember words in a to remember words in a series for a testseries for a test

Clap out or walk out the Clap out or walk out the sounds of syllablessounds of syllables

Read lyrics to music Read lyrics to music

Create a poem with an Create a poem with an emphasis on certain emphasis on certain sounds for sounds for pronunciationpronunciation

Read together (choral Read together (choral reading) to work on reading) to work on fluency and intonationfluency and intonation

SocialSocial

Like to develop ideas and learn from other people. Like to develop ideas and learn from other people. Like to talk. Have good social skills. Like to talk. Have good social skills.

Take part in group Take part in group discussions or discuss a discussions or discuss a topic one-to-onetopic one-to-one

Read a dialogue or play Read a dialogue or play togethertogether

Do team Do team learning/investigating learning/investigating projectsprojects

Set up interview Set up interview questions, and questions, and interview your family. interview your family. Write the results Write the results

SelfSelf

Like to spend time alone. Take in Like to spend time alone. Take in information and process it and discuss it information and process it and discuss it later. Like working on projects alone. later. Like working on projects alone. Prefer to learn by trial and error. Need Prefer to learn by trial and error. Need

time to reflect. time to reflect.

Go on “guided imagery” Go on “guided imagery” tourstours

Set aside time to reflect Set aside time to reflect on new ideas and on new ideas and informationinformation

Use brainstorming Use brainstorming methods before readingmethods before reading

Listen to and read “how Listen to and read “how to” tapes and books to” tapes and books

Encourage journal Encourage journal writingwriting

Work on the computerWork on the computer Practice breathing for Practice breathing for

relaxationrelaxation Read “inspirational” Read “inspirational”

thought for the day thought for the day books books

NatureNature

Enjoy interacting with the outside Enjoy interacting with the outside world. world.

Spend time outside Spend time outside noticing patterns in naturenoticing patterns in nature

Take hikes and record Take hikes and record significant features about significant features about what you findwhat you find

Read books and articles Read books and articles about nature and the about nature and the environment environment

Compare seeds, Compare seeds, seedlings, and adult seedlings, and adult plants. Mix them up plants. Mix them up and ask your learners and ask your learners to match each seed to it to match each seed to it corresponding seedling corresponding seedling and adult. and adult.

Lecture 5%

Reading 10%

Audio/Visual 20%

Demonstration 30%

Discussion Group 50%

Practice by doing 75%

Teach others 90%

Learning PyramidLearning Pyramid

SummarySummary

Somewhere Middle School teachers have Somewhere Middle School teachers have joined together with the elementary and joined together with the elementary and

high school teachers and improved high school teachers and improved differentiating lessons in the classrooms, differentiating lessons in the classrooms, as well as collaborating with instruction as well as collaborating with instruction in the middle school. Practice with these in the middle school. Practice with these techniques by the middle school teachers techniques by the middle school teachers will continue until the gap of curricular will continue until the gap of curricular

goals with the high school has been met. goals with the high school has been met.

Group 4:Group 4:

Dena Spickard, Dena Spickard, Anthony Wilson, Anthony Wilson,

Annie Baker, Annie Baker, Domenic Saia, & Domenic Saia, & Heather Lankford Heather Lankford

all completed all completed different parts of different parts of

this final this final presentation.presentation.

April 26, 2010EDUC 615-02

Dr. McCracken