Transcript Train-the-Trainers Introductory PowerPoint

CONNECT-ED
PHASE II
TRAIN the TRAINERS
WORKSHOPS
2/18/09 & 2/25/09
What is Train the Trainers?
Why do we have it?
How does it fit into Phase II?
Who are YOU?
CONNECT-ED (C-E) Phase II: Collaborative Professional
Learning
Organized Around the Big Ideas in Science and Mathematics
District
Grants
Guide larger grp in
each district to
address district
priorities
Electives
Funding-
Leadership
Development thru
PLC training
Train the Trainers
Program
More teachers
design BIMs
BIMs
Apply “Big Ideas Thinking” to
classroom instruction and districtwide K-12 science/math programs
CONNECT-ED
Professional Development in Science and Mathematics
CONNECT-ED
Professional Development in Science and Mathematics
CONNECT-ED
Professional Development in Science and Mathematics
Dis-Connections…
Individual pieces….
Some not covered…
CONNECT-ED
Professional Development in Science and Mathematics
Teachers “dreaming”
of connections….
Coherence:
“Being logically or aesthetically consistent,
with all separate parts fitting together
to form a harmonious or credible whole."
CONNECT-ED
Professional Development in Science and Mathematics
“Big Idea Modules”
• Elementary, Middle and High School
lessons that build content through the day
• Full day workshops where teachers
experience this series of selected lessons
from different grade levels
• Designers of BIM present them and provide
their different grade level perspective
• Scientist/ mathematician help content
learning and consider connections to real
world
J. Lemasney
Rider OIT
• In a series of BIMs, discuss horizontal and
vertical connections
CONNECT-ED
Professional Development in Science and Mathematics
CONNECT-ED & “How People Learn”
1. Engage Prior Understandings
-Know about prior learning and how their piece fits into the
bigger K-12 curriculum
-Consider prior knowledge & misconceptions
2. Essential Role of Factual Knowledge and Conceptual
Understandings
-Organizes concepts in the context of Big Ideas
-Show connections between concepts and between Big Ideas
3. Importance of Self-Monitoring
-Reflection on learning
-Identify additional information needed
Brandsford et al. (2000)
CONNECT-ED
Professional Development in Science and Mathematics
Result:
Teachers help students consider basic concepts in big
picture context.
Evaluation:
“It is unusual to see gains [in content knowledge] as deep
and broadly distributed as those from [the summer
institute].” (EDC 2004 evaluation)
________________________
Program’s strengths include: focus on engaging numerous
partners in very intentional ways, recruiting diverse
perspectives (ES, MS, HS, administration, science/math
specialists) for design teams and in participant populations,
and guiding teams to succeed in producing and presenting
BIMs. (TCC 2006 Evaluation)
CONNECT-ED
Professional Development in Science and Mathematics
“The next generation of standards and curricula
at both the national and state levels
should be structured to identify a few core ideas in a discipline
and elaborate on how those ideas can be grown in a
cumulative manner over grades K-8.”
Taking Science to School: Learning and Teaching Science in K-8.
(2006). National Research Council (NRC). www.nap.edu
________________________________________
“The Science Anchors initiative
is a new NSTA project
that seeks to help bolster student achievement in science by
identifying a smaller set of
core science concepts, or anchors,
that can serve as the new national science framework.”
NSTA Express, March 2007.
CONNECT-ED
Professional Development in Science and Mathematics
“Teachers who understand the Big Ideas of
mathematics translate that to their teaching
practices by consistently connecting new ideas to
Big Ideas and by reinforcing Big Ideas throughout
teaching.
….. effective teachers know how Big Ideas
connect topics across grades; they know the
concepts and skills developed at each grade and how
those connect to previous and subsequent grades.”
Big ideas & Understandings as the foundation for Elementary &
Middle School Mathematics, Charles, 2005, NCSM journal v. 8, n. 1
“An approach that focuses on a small number of significant
mathematical “targets” for each grade level offers a way of
thinking about
what is important in school mathematics…”
______________________________
“Organizing a curriculum
around these described focal points….
can provide students with a
connected, coherent, ever expanding body
of mathematical knowledge and ways of thinking.”
Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for
Coherence. (2006). The National Council of Teachers of Mathematics, Inc. Reston, VA.
www.nctm.org.
CONNECT-ED
Professional Development in Science and Mathematics
Pg. 43
AAAS Project 2061
Atlas of Science Literacy
Use resources available to guide:
NJ CCCS’s
AAAS Atlases of Science Literacy
NCTM’s Curriculum Focal Points
District scope/sequence
CONNECT-ED
Professional Development in Science and Mathematics
STC & STC/MS FERA Learning Cycle
Focus
Getting
started
Apply
Readers &
extensions
Inquiry
Explore
Reflect on
what you’ve
learned
Reflect
© NSRC
FOCUS: Investigate & clarify ideas learners already have
EXPLORE: Engage in the phenomena to be investigated
REFLECT: Discuss observations & reconcile new ideas w/ prior knowledge
APPLY: Discuss and apply new ideas in new situations
This training:
Merger of 2 different
approaches….
-the 6-hr “Standard” BIMs
&
-Modified model for undergrads
Common Language
Big Idea Module Strand -
Big Idea Benchmark/Standard -
BIM Focus FERA -
How can “standard”
BIM design process
be adapted so that
more people can
experience it?
An example:
Pre-service Elementary Teachers
 Reasons




for the need for adjustment:
When they become teachers, they will be
teaching grades K – 5
Did not have the time for to prepare or share
a six hour BIM
Pre-service teachers have limited experience
Minimal familiarity with curriculum
Adaptations
 Focus
was presented as a problem that is
appropriate for middle school
 Grade levels were



Early Elementary: K – 2
Middle Elementary: 3 – 4
Upper Elementary: 5 – 6
 Model
BIM – limited to one 2 hr 40 min
period
 Work done in 2 periods + outside time
 BIMs presented simultaneously
What will we do today?
 Experience
a Training BIM that we have
adapted from a pre-service BIM


This BIM will be an example of the flexibility
that is possible when using a BIM
This Training BIM was designed to meet the
goals of today’s meeting
 Create
a BIM based on adaptations you
will decide upon
 Monitor your own process of designing
Focus for 2/18/09:
Leave with an understanding of
what it takes to design a BIM
Focus of 2/25/09:
Leave with an understanding of
what it takes to help others
design a BIM
Let’s experience a BIM using a
model that you are not familiar
with….
As you work, consider how this
new BIM compares to your
previous experiences with
BIMs.
Reminder:
Build Pagoda as the Model BIM unfolds; switch to Word
document
Debriefing questions:
What kinds of learning happens in a BIM?
What does this new model show about the
versatility in how BIMs can be created and
used?
What are the potential applications in
teacher practice &/or district initiatives?
Comparison of 2 different BIM models:
-Content study
-Explore content connections
-Awareness about other grades
-Opportunity to align curricula
-Variety of inquiry approaches
-Time involved
-Audiences
2 Models of BIM Design
Regular BIMs
Mini-BIMs
Team of 3 teachers and 1
admin/BIM
Class of ~30 students
2-day training to begin design
process
1 class mtg: intro
~6 month design effort
~2 class design effort
Access to scientist/
mathematician assigned to team
Instructor serves as content
expert
Extended exploration of the
content, connections, big idea,
student misconceptions, teaching
strategies, vertical articulation
Short exploration of the content,
connections, big idea, student
misconceptions, teaching
strategies, vertical articulation
Product: polished 6 hr workshop
used in summer institutes and as
stand alone workshops; small #
of teachers with deeper
understandings
Product: completed worksheets;
larger # of students/teachers
with improved understandings
Reminder to Kathy..
Let them EAT!
Please be ready to start
again at 12:45
Make your own adapted BIM:
-Identify your audience and their needs
-What is the intent in guiding this audience to
create BIMs?
-What adaptations do you think will be
necessary to accomplish these goals?
Consider:
• grade levels to cover
• time
• content knowledge of audience
• familiarity with BIMs
• intent for the BIM “products”
-Choose either math or science; use appropriate
resources
-Use Concept Strand Selection worksheet to
decide on Big Idea
-Complete Key Concepts & Connections sheet as
you work (pagoda!)
-Track your steps by completing blank Design
Steps Matrix (paper or electronic)
“name” the steps (Col. 1) and
describe what happened in each(Col. 2)
[3rd and 4th col. are for homework!]
GO!
Steps taken to create a BIM:
(We will continue this discussion next week!)
Homework
Complete all 4 columns of Matrix for your newly
designed BIM.
Complete the Pagoda for this BIM.
Find out what your district’s plans are for the use of
your new skills!
Send your completed Matrix to all of us by Monday
9a.m. next week. (This implies that your grp comes to
agreement on a final matrix.)
One member of each grp “Reply all” to
email sent to you this morning.
If you have time, take a look at the other grps’ matrices before
you come to 2nd day of training.