PASC Field-Based Projects

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PASC Field-Based Projects. Fielding Graduate University Carrie Tortorella Fall, 2006. Vision. Learn, create, embrace, involve, and support a culture where: Families have more educational choices – such as academic progress, growth, teachers, schools, and curriculum
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PASC Field-Based ProjectsFielding Graduate UniversityCarrie TortorellaFall, 2006Vision
  • Learn, create, embrace, involve, and support a culture where:
  • Families have more educational choices – such as academic progress, growth, teachers, schools, and curriculum
  • Students have an opportunity to master essential skills and knowledge which will prepare them to thrive in today’s society
  • Families, businesses, and schools team to provide a rich, stimulating, and socially interactive environment for its community
  • My Needs…
  • Adaptable in different educational environments from state-to-state
  • Growth in leadership within a virtual school
  • Growth in leadership within a traditional school
  • Two Principal Internships:
  • California Virtual Academies (CAVA) - California
  • Mentored under Cynthia Griffith – Assistant Principal
  • Home-based school, 3300 students grades K-8
  • Class size 25-30
  • Students taught at home by parent using online curriculum; supervised and guided by teacher
  • “Virtual” school
  • Newsome Park Elementary (NPES) - Virginia
  • Mentored under Dr. Jay Teston – Principal
  • Title I School of 700 students grades K-5
  • Class size 18-22
  • Project-based Expeditionary School (ELOB)
  • “Traditional” school
  • Two Comprehensive Projects:
  • CAVA – Conduct research on an aspect of virtual education for students in K-8 (California)
  • Lead, design curriculum, and evaluate a pilot to teach middle school students in an online synchronous learning environment
  • NPES – Provide, curriculum, expertise and training to the computer technology curriculum in a new state (Virginia)
  • Backwards design (UbD) an integrated computer curriculum for a project-based K-5 school in Virginia
  • Collaborate with entire staff to create curriculum to help meet the students learning objectives
  • Train teaching assistant to teach students
  • PASC CPSELs Key
  • Shared Vision1.1, 1.2, 1.3
  • School Culture2.1, 2.2, 2.3, 2.4
  • Management3.1, 3.2, 3.3, 3.4
  • Community4.1, 4.2, 4.3
  • Ethics5.1, 5.2, 5.3, 5.4
  • Political, Social, Economic, Legal and Cultural Understanding6.1, 6.2, 6.3
  • CPSELs1.1, 2.4, 5.2, 6.2, 6.3Internship 1: CAVA Needs Assessment
  • STAR Testing 2004-05:
  • Low AYP Math Scores – concentration in grades 5-8 in the sub-subject of Algebra
  • Parent Survey 2003/04 & 2004/05:
  • Parents felt inadequate to teach subject or needed resources in Math instruction
  • Student socialization/isolation revealed on school survey
  • CPSELs1.1, 1.2, 1.3, 2.4,3.1, 3.2, 3.3, 3.4,4.1, 4.2, 4.3, 5.1, 5.2, 5.4, 6.1, 6.2, 6.3Internship 1: CAVACollaborative Projects
  • Create and implement structures to support students & parents
  • Kid’s Clubs – interest groups
  • Virtual Tutoring network – organized teachers on a synchronous online platform to assist students
  • Family Partners
  • Parent Share Forums – virtual and in-person
  • Parent Curriculum Workshops
  • Organized School Directory
  • Moderate school’s community board
  • Create and implement structures to support teachers
  • Coach & mentor to new virtual teachers
  • Match curriculum to state test standards with document
  • Create Outings Assistant to help match outings with standards and curriculum
  • Participate in Policy Committee
  • National Charter School Conference Attendance and Presentation
  • CPSELs1.1, 1.3, 2.2, 3.2, 5.2, 6.2Internship 1: CAVAComprehensive ProjectFrom data, School Administration decided to use a synchronous computer mediated communications (S-CMC)* platform to address middle school students needs in Math *S-CMC is a java-based web conferencing platform (ie. Elluminate!Live) that features many real-time tools to host a meeting over the internet using your computerCPSELs1.2, 1.3, 2.2Internship 1: CAVAComprehensive ProjectResearch Questions:
  • Is S-CMC an appropriate mode of instructional delivery for students in the middle school grades?
  • What pedagogical methods are beneficial using an S-CMC community, specifically to this age group?
  • What free resources are readily available online to use when creating Pre-Algebra and Geography learning communities using S-CMC?
  • What considerations and modifications must be made when preparing for S-CMC communities for this age group?
  • IRB ApplicationFigure 1CPSELs2.2Internship 1: CAVAComprehensive Project
  • Virtual synchronous learning communities in the middle school using Elluminate!Live
  • Teaching Tools
  • Interactive Whiteboard
  • Instant Messaging
  • 2-way Audio
  • Emoticons
  • Online quizzes
  • Surveys/Polls
  • Breakout Rooms
  • CPSELsInternship 1: CAVAComprehensive Project
  • Geography Bee Competition Study Group
  • Total 8 lessons
  • once a week + competition in November-December
  • 2 groups, 8 /18 students in each
  • 50 min instruction, 10 min social or tutoring
  • Math Small Group Instruction
  • Total 8 lessons
  • Once a week March-April
  • 3 Pre-Algebra groups, 5-11 students in each
  • 40 min instruction, 10 min social or tutoring
  • CPSELs6.3, 5.2, 5.1Internship 1: CAVAComprehensive Project
  • Data Revealed: Survey
  • Older students with prior technological experience and motivation in the subject reported a more gratifying experience within the synchronous computer mediated communication classroom.
  • More interaction and collaboration if students had prior exposure and if sessions had many interactive activities.
  • Time to cover material and interactive games required 50 minutes minimum.
  • Students felt more satisfaction when there was “free” time to socialize in the virtual environment.
  • More satisfaction with groups large enough to have homogeneity and heterogeneity; that is the same gender and age, and varying gender and age. This seemed to be sustained in groups with attendance of 10 or larger.
  • CPSELs6.3, 5.2, 5.1Internship 1: CAVAComprehensive Project
  • Data Revealedcontinued:
  • Students preferring to operate in Sensimotor stage had difficulty adjusting to virtual environment. This tended to be younger students.
  • Beneficial to start at beginning of year, start sequentially and build curriculum
  • Lessons that matched what they were doing in actual Math class from week to week
  • Maximized 1-1 tutoring at end of each lesson
  • If interested in topic, high attendance and interaction
  • If typing skills high, high interaction and engagement
  • If parents were involved and interested, students were more interactive
  • CPSELs1.1, 1.2, 5.2, 5.4, 5.3, 6.1Internship 1: CAVAOutcomes
  • improve student academic achievement through the use of technology
  • technologically literate students
  • Math instruction support
  • Student learning communities
  • Pedagogical implications for future practices in virtual education and in S-CMC
  • Publicly documented
  • CPSELs1.1, 1.2, 1.3, 3.2Internship 2: NPESNeeds Assessment
  • Analyzed state’s SOLs*, district’s UbD curriculum and school’s Expeditionary Learning/Outward Bound (ELOB) mission to determine standards (for Virginia)
  • Discussion with principal to determine school’s needs for an integrated computer curriculum and computer training to instructional assistant
  • Analyzed school SOL* scores to determine grade-level weaknesses
  • ie. Comprehension in Grade 3
  • *SOL-Standards of LearningCPSELs1.1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 3.4,4.1, 4.2, 5.1, 5.2, 5.3, 5.4, 6.1Internship 2: NPESSmall Projects
  • Shadow principal & vice principal in their roles
  • Staff trainings
  • Student Discipline
  • Student Counseling
  • Teacher Observations & Feedback
  • Support administration in their roles
  • Student Counseling (with Parent Involvement Specialist, Title I Coordinator, and Counselors)
  • Teacher Observations & Feedback
  • CPSELs1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 6.3Internship 2: NPESComprehensive Project
  • Created integrated curriculum map
  • Used analyzed SOL’s & Newport News UbD curriculum
  • Used map to build integrated technology lessons
  • Shared map with specialist teachers (music, art, etc) to allow them to integrate their lessons
  • Shared map with parents during Open House
  • CPSELs1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 6.3Internship 2: NPESComprehensive Project
  • Develop integrated technology lessons
  • Expand on material covered in homeroom class
  • Use to build culminating expeditionary projects
  • Build grade level skills in area of Math
  • Used survey and weekly emails with NPES teachers and staff to collaborate and refine curriculum map and tech curriculum
  • CPSELs1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 6.3Internship 2: NPESComprehensive Project
  • Train Teaching Assistant to Cover Technology Curriculum
  • Teach and build on assistant’s computer skills
  • Provide feedback on teaching
  • Provide feedback on time management
  • Help assistant to carry out curriculum upon my departure
  • CPSELs1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 6.3Internship 2: NPESOutcomes
  • Improve student academic achievement through the use of technology
  • Technologically literate students
  • Streamline and unify curriculum
  • Streamline and unify NPES staff
  • Empower Technology Teaching Assistant who will persevere with project
  • Recommended
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