Transcript Inquiring Minds Discover Online Learning Teachers Domain Collections Emily Castleberry Director of Teacherline [email protected] What is PBS TeacherLine?  PBS TeacherLine provides highquality professional development to PreK-12 teachers.

Inquiring Minds Discover Online Learning
Teachers Domain
Collections
Emily Castleberry
Director of Teacherline
[email protected]
What is PBS TeacherLine?

PBS TeacherLine provides highquality professional development to
PreK-12 teachers and school
districts.

We offer more than 90 online,
facilitated courses in
reading/language arts, mathematics,
instructional technology, science,
and instructional strategies. Each
course is six weeks long.

We also offer:
 Ready to Teach Algebra – a
series of nine Algebra I courses
 The Capstone Program—an
instructional technology
program which leads to a
Certification of Proficiency in
the ISTE NETS•T.
TeacherLine: Inquiry-Based
Learning-The Science
Connection
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Facilitated courses
Supportive learning community
Exemplary resources
Research based
 Proven effect on student outcomes
 Meet NCLB requirements
 Standards-based program offers exciting new
ways to integrate technology into Science
lessons.
Meeting North Carolina Needs
 Beginning in 2007, NCLB mandates that
states measure students’ progress in Science
at least once in each of three grade spans: 3–
5, 6–9, and 10–12. [North Carolina’s new
Science Test]
 PBS TeacherLine offers exciting new ways to
integrate technology into daily instruction,
bringing Science to life in the classroom.
 Stimulating activities help teachers capture
students’ attention, increase their enthusiasm
for learning Science, and achieve positive
outcomes.
Meeting North Carolina Needs
 Teachers in small or rural
districts, and those with limited
resources, can become and stay
highly qualified in Science.
 Resource-challenged districts
gain access to current Science
research and materials.
TeacherLine: Science
 Lead students on field trips without ever
leaving the classroom;
 Foster students’ collaborative learning,
inquiry, and critical thinking skills;
 Develop students’ research, analysis, and
communication skills;
 Improve their ability to organize and
evaluate information; and
 Use inquiry and current technology to
support learning in the field.
Inquiry Based Learning
 SCIE120 Scientific Inquiry and Field
Work: Discovering with Technology for
Grades 6-8
 SCIE125 Fostering Cooperative
Learning, Inquiry, and Critical Thinking
in Elementary Science (Grades 1-4)
 SCIE130.1 Fostering Collaboration,
Inquiry, and Critical Thinking in Middle
School Science (Grades 5-8)
PBS TeacherLine
Constructivist Approach
 Online professional development
 Facilitated courses
 Supportive learning community
 Exemplary resources
Utilizes
 Online resources: Text, Video,
Discussion Boards and
Collaboration with Participants
Science - Interdisciplinary
 RDLA130 Teaching Reading in
Science
 RDLA225 Teaching Writing in
Science (Grades 6-12)
 RDLA220 Teaching Writing in
the Content Areas (Grades 6–
12)
 [Cross-listed with
Reading/Language Arts]
Professional Goals
 Constructivist Approach—Active
involvement in learning process
 Surfacing Prior Knowledge -Adult
Ed Theory
 Eliciting and Making predictions
 Collecting, supporting and
analyzing to support hypothesis
Professional Goals
 Building Communities of Learners
 Monitoring progress through
facilitator/peer feedback
 Making generalizations from
knowledge learned and applying
to new situations
 Applying new content, knowledge
and pedagogy in the classroom
What are the courses like?
 Flexible
Complete weekly assignments
anytime and anywhere you
have Internet access. Work
within a structured 6-week
schedule.
 Collaborative
Become part of a community
of learners—collaborating with
professionals with varying
levels of experience.
 Rich in content
Deepen your understanding of
your content area, and discuss
the research-based teaching
strategies that best meet your
students’ needs.
What are the courses like?
 Standards-based
Feel confident knowing
TeacherLine courses are
developed based on best
practices in online design and
teacher professional
development, and national
curriculum standards.
 Explicit
Know what’s expected of you
because TeacherLine courses
have clear objectives, explicit
rubrics, and a variety of
engaging activities to enhance
effectiveness.
Assignments
Defining the Problem

Defining the Problem For decades, teachers
and students have had to rely on their visual
perceptions to determine or "read" the
results of various methods of data collection.
Whether in the classroom lab or in the field,
the use of items or substances in which the
color, clarity, measurements, etc. are
determined by the eye alone, has never
yielded the accuracy or credibility needed for
certain situations. This can have negative
consequences when determining such
things as the healthiness or prognosis of an
environment. Click here to view an example
of traditional data gathering techniques and
their strengths and limitations.
Process
Examine existing Web sites for technological
devices used for collecting and analyzing
data in the field.
Choose an ecosystem to investigate
Select and prepare student activities for
collecting and analyzing data in the field
Investigate sources for the most current
technology needed for the field project
Develop a timeline for your field project
Develop an action plan for acquiring the
current technology needed for the
ecosystem field project
Resources
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Following are resources that will
help you complete the course
assignments and create your
solution to the problem. Note that
most of the resources listed here
also appear within the course
assignments. You should use as
many of the resources provided
as needed to understand the
issues and successfully develop
each part of your project. We also
encourage you to find and use
additional resources. Be sure to
include these resources in a
reference list at the end of your
project.
Solution
Learning Questions
Revisit the learning
questions/issues that you
identified at the beginning of the
course and throughout the course
assignments. We encourage you
to use the information related to
your own learning questions in
your final solution. If you have
been unable to answer one of
your learning questions to your
own satisfaction, we encourage
you to use the resources available
in this course and to search out
additional resources that will
inform the completion of your
final solution.
Differentiated Instruction Tip
Box
Assessment Criteria
Your overall performance will be determined by the
facilitator.He/she will check that you met all the course
requirements: your facilitator will also determine the extent to
which you have met the performance expectations for this
course using the rubrics below. Throughout the duration of the
course you will be required to:
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Participate in discussions during each session.
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Submit assignments at the end of each session.
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Reflect on your learning in the online journal.
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Work on a final project.
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Discussion Forum--Discussion Forum Participation Rubric
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Online Journal--Online Journal Rubric
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Final Project--Lesson Plan Rubric
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Reflection Paper--Reflection Paper Rubric
Readings Prior to Discussions
or
Reflections
Read and respond to at least two other learners' postings.
Thinking About Collaboration, Discussion,
and Critical Thinking in Science
Read the following article Cooperative Learning. This is a great
introduction to some of the concepts we will be exploring throughout
the course. Think about your own experiences with cooperative
learning as you read.
Next, read, "Cooperative Learning" from PBS Enhancing
Education for the essential components of successfully incorporating
cooperative learning in your instruction. As you read, think about how
you may modify a science lesson you have previously taught to
incorporate cooperative learning experiences.
Go to the discussion board and respond to the following
questions: What are your own experiences with cooperative
learning? What are the benefits and/or challenges to cooperative
learning? What have your experiences been?
Technology Tip Box
What would I do? Use interactives

See concepts come to
life with interactives.
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Then use them as part
of your classroom
curriculum
.
What would I do? Reflect on learning
 Use the online journal to reflect on your
learning and determine how to adapt new
strategies in your classroom. You’ll also set
personal goals and monitor your progress
against these goals.
What would I do? Collaborate with peers
 Being online doesn’t mean
being alone. In fact, our
learners enjoy a supportive
learning community. Visit
the discussion forums every
week to engage in lively, indepth discussion of course
concepts, to share teaching
strategies and to reflect on
your learning with peers.
What would I do? View videos
 Watch students learning,
teachers teaching and
experts discussing best
practices.
 Then, reflect on and
discuss examples of
effective teaching
strategies.
What would I do? Implement a
plan
 Put your learning
into practice by
developing projects
or lesson plans.
 Put your plan into
practice and reflect
on your experiences.
What are learners saying?
“… these are wonderful to take for
recertification or graduate credit. They are
user-friendly and you create a strong bond
with the others taking the course.”
Beth McDonald,
Science Curriculum Coordinator
Barnwell District 45, Barnwell, SC
Home-School Connection with
PBS
What would I gain?
 Hands-on, practical and sustained learning
 Content that is immediately useful in the
classroom
 Insight into what other educators are doing
down the street, and across the nation.
 College credit towards an advance degree or
CEUs from your district
 Online Master of Arts in Education available
with TeacherLine courses in Fall 2007 from
Mesa State College in Colorado.
Science Free Resources
 PBS TeacherSource - Science--FREE
lesson plans.
 Find lessons and activities arranged by
grade and topic. EVEN more…COMING
SOON—PBS TEACHERS
Recommended Links
 National Science Teacher Association
 Federal Resources for Educational Excellence (FREE)[440
links]
 International Society for Technology in Education -
Information about the National Educational Technology
Standards for Teachers (NETS*T) and how to use them in the
classroom.
 Office of Educational Technology, Department of Education -
Information about national technology policies and
programs.
 Techlearning - Articles and tips for teachers and technology
leaders from "Technology and Learning" magazine.
 www4teachers - Professional development and technology
integration resources for teachers.
For more information
 Go to pbs.org/teacherline to access our course
catalog
 Contact: North Carolina statewide
Director of TeacherLine Emily Castleberry at 1-800906-5050 for more information about TeacherLine
courses [email protected]
 Visit:
http://www.unctv.org/education/dlservices