Professional Development Activity Group 4: Dena Spickard Anthony Wilson Annie Baker Domenic Saia Heather Lankford. The target audience for this project is going to be middle school teachers in a rural area. The teachers will teach the following subjects:
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Dena Spickard Anthony Wilson
The target audience for this project is going to be middle school teachers in a rural area.
The teachers will teach the following subjects:
Math, Science, English, & Social Studies.
There is a gap between the elementary and high school grades that needs to be filled. Many students go to high school unprepared to reach the curricular goals of high schools. Middle school teachers within the school district will collaborate according to subject. Upon collaboration, these teachers will need to meet with elementary and high school teachers to fully grasp this gap.
Collaboration has become a twenty-first-century trend. The need in society to think and work together on issues of critical concern has increased (Austin 2000a; Welch 1998) shifting the emphasis from individual efforts to group work, from independence to community.
Peter F. Oliva, an expert in curriculum development, describes how curriculum change is a cooperative endeavor. Teachers and curriculum specialists constitute the professional core of planners. (Oliva, 2009)
Significant curriculum improvement comes about through 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
Collaboration is a trusting, working relationship between two or more equal participants/groups involved in shared thinking, shared planning and shared creation of integrated curriculum/ instruction.
Introducing a new curriculum or refining an existing curriculum is complex and challenging.
Teacher teamwork makes these complex tasks more manageable, stimulates new ideas, and promotes coherence in a school’s curriculum and instruction. (Inger, 1993)
Schools benefit from teacher collaboration in several ways (Inger, 1993) :
Through formal and informal training sessions, study groups, and conversations about teaching, teachers and administrators get the opportunity to get smarter together.
Schools become better prepared and organized to examine new ideas, methods, and materials.
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.
When individuals come together to share their expertise and ideas in order to construct a fresh and innovative way of doing something, they are demonstrating characteristics of fully developed collaboration. (Montiel-Overall, 2005)
Shared thinking or joint participation in thinking together about how to solve a mutually agreed upon “problem” is what is meant by shared problem-solving. (Montiel-Overall, 2005)
The coming together to think about an issue and to plan together as co-planners and co-implementors is jointly 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
Attributes of collaboration are:
propensity to share (shared vision, shared thinking, shared problem solving, shared creation of integrated instruction)
Somewhere Middle School will be working in collaborative groups to determine gaps in the curriculum.
SMS will start by meeting as a Middle School to consider gaps. Collaborative meetings will be held in subject specific areas: Math, Science, Reading, and Social Studies.
After meeting as a Middle School, collaboration will continue with Elementary Schools and the High School in the district.
“ For the most part, curriculum goals and objectives develop at any level cut across disciplines…. It is possible for grades and departments to develop curriculum goals and objectives that do not apply generally throughout the school.” (Oliva, 2009)
“The core curriculum is in philosophy and intent the secondary school counterpart of the activity curriculum of the elementary school.” (Oliva, 2009)
Third grade Science SOL
3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include
a) producer, consumer, decomposer;
Biology SOL: Grade 10
BIO.9The student will investigate and understand dynamic equilibrium within populations, communities, and ecosystems. Key concepts include:
a) nutrient cycling with energy flow through ecosystems;
Third Grade Teacher
High School Teacher
Degree of detail for concept
populations in a biological community.
See any similarities?
1- Think about how this science teacher can bridge a fundamental concept.
2- In Pairs talk to your neighbor about how you might combat this problem.
Web 2.0 are technological tools to aid individuals and groups communicate and collaborate more effectively.
Some of the web 2.0 technologies that we will be discussing and utilizing to aid in bridging the gaps in our curriculum are:
breeze connect groups
Participate in our collaborative wiki site:
Tools to Aid in Collaboration
Participate in our collaborative blog:
Participate in our collaborative online meeting:
Participate in our collaborative google online interactions:
Participate in our collaborative facebook community:
1. Differentiating the content/topic
2. Differentiating the process/activities
3. Differentiating the product
4. Differentiating by manipulating the environment or through accommodating individual learning styles
knowledgeable about best practices
and are better equipped the address
the needs of our students.
Ways to work intelligence into your lessons:
Enjoy saying, hearing, and seeing words. Like. telling stories. Motivated by books, records, dramas, opportunities for writing
Look at different kinds of dictionaries
Keep a journal
Read from books written by or for new readers
Use a tape recorder or tape stories and write them down
Trade tall tales, attend story-telling events
Explore and develop the love of words, i.e. meanings of words, origin of words and idioms, names
Remember things visually, including exact sizes and shapes. They like posters, charts, and graphics. They enjoy drawing.
Write a language experience story and illustrate it
Study and create maps, diagrams, and graphs
Color code words so each syllable is a different color
Take a survey. Put the information in a chart
Cut out words from a magazine and use them in a letter
Use the say-copy-look method of spelling
Use colorful newspapers like USA Today
Enjoy exploring how things are related. Like to understand how things work. Like mathematical concepts. Enjoys puzzles and manipulative games. Good at critical thinking.
Arrange cartoons and other pictures in a logical sequence
Sort, categorize and characterize word lists
Explore the origin of words
Play games that require critical thinking
Work with scrambled sentences
Make outlines of what you are going to write or of the material you’ve already read
Look at the advertisements critically. What are they using to get you to buy their product?
Like to move, dance, wiggle, walk, and swim. Good at sports. Have good fine motor skills. Like to take things apart and put them back together again.
Go through your wallet and put out 3 things to talk about
Make pipe cleaner letters
Write on a mirror with lipstick or soap
Take a walk and read all the words you find during the walk
Like the rhythm and sound of language. Like poems, songs and jingles. Enjoy humming or singing with music .
Use a familiar tune, song, or rap beat to teach spelling rules, or to remember words in a series for a test
Clap out or walk out the sounds of syllables
Read lyrics to music
Like to develop ideas and learn from other people. Like to talk. Have good social skills.
Take part in group discussions or discuss a topic one-to-one
Read a dialogue or play together
Like to spend time alone. Take in information and process it and discuss it later. Like working on projects alone. Prefer to learn by trial and error. Need time to reflect.
Go on “guided imagery” tours
Set aside time to reflect on new ideas and information
Use brainstorming methods before reading
Listen to and read “how to” tapes and books
Enjoy interacting with the outside world.
Spend time outside noticing patterns in nature
Take hikes and record significant features about what you find
Read books and articles about nature and the environment
Discussion Group 50%
Practice by doing 75%
Teach others 90%
Somewhere Middle School teachers have joined together with the elementary and high school teachers and improved differentiating lessons in the classrooms, as well as collaborating with instruction in the middle school. Practice with these techniques by the middle school teachers will continue until the gap of curricular goals with the high school has been met.
Dena Spickard, Anthony Wilson, Annie Baker, Domenic Saia, & Heather Lankford all completed different parts of this final presentation.
April 26, 2010