Transcript (ppt)

Using Technology
to Enhance Co-Teaching
Sara Elburn, M.S.
Ron Siers, ABD
Stacie Siers, M.Ed.
Salisbury University
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Who, where, why…
• A Bit about Us
• Workshops for PDS Mentors
• Research on Collaborative Internships
Our Shared Vision
• Your Challenge: Turning possibility thinking into an
inspired vision that is shared with your intern or mentor.
• Be forward-looking and look across the “horizon of time”
and imagine the great opportunities to come with
technology (Kouzes & Posner, 2007).
• The image may be vague from a distance, but IMAGINE
that the extraordinary is possible and the ordinary can
be transformed into something wonderful & noble (Kouzes
& Posner, 2007).
• Imagine the possibilities
• Find a common purpose
Millennial Expectations &
Technology (Carter, 2008)
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Millennial Generation – 1982 – 2002 (76 million) (Interns)
Generation X - 1961 – 1981 (Small Cohort) (Mentors)
Boom Generation - 1943 – 1960 (80 million) (Mentors)
Traditionalist Generation – 1925 – 1942
Millennial Interaction with
Multiple Technological Resources
1. Unfamiliar with life before networking technologies.
Consider themselves to be technologically savvy
(Carter, 2005)
2. No experience with life before cell phones, instant
messaging, Internet applications, Blackberries, Palm
technologies, IPods, & handheld technologies (Howe
& Strauss 2000; Raines, 2003, Carter, 2005)
3. Learning occurs through social collaboration
4. Social networking & Social negotiation are the norm
(Howe & Strauss, 2000)
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as an attitude and behavior of consultation and
really THERE
listening and responding CARE
to the unique concerns of the individual
intern as a person of value. The mentor’s ability to model enthusiasm
and passion for teaching and learning along with collaboratively planning
lessons foster the intern’s teaching efficacy. The mentor provides the
intern with enough personal space to understand their teaching self.
The direct result of the mentor’s existential presence and caring
disposition is a co-teaching relationship where both members view each
other as teammates for the benefit of their students.
+
=
Collaborative Voices
"The strength of co-teaching comes from the
many opportunities to use innovative practices
that would be far less practical in a classroom
with one teacher."
- Marilyn Friend, 2007
"Teachers (81%) in co-taught classrooms were
more likely to provide instruction that involved
students in higher dimensions of learning."
- James M. Walsh & Barbara Jones, 2004
"Coming up with differentiated and motivating lessons
is much easier with two people. Two teachers means
that two people can figure out how to "shake up" the
lesson and ensure maximum student engagement."
- Wendy W. Murawski & Lisa Dicker, 2008
Keep in mind…
• Meaningful use
• Mentors are models
• Intern anxiety
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor
oneself
giving of
to the intern. This giving of oneself may be in response to
the intern’s request, but it is more often a voluntary effort and is
unsolicited by the intern. The mentor’s willingness to give of oneself is
primarily perceived by the intern as an attitude and behavior of
consultation and really listening and responding to the unique concerns
of the individual intern as a person of value. The mentor’s ability to
model enthusiasm and passion for teaching and learning along with
collaboratively planning lessons foster the intern’s teaching efficacy.
The mentor provides the intern with enough personal space to
understand their teaching self. The direct result of the mentor’s
existential presence and caring disposition is a co-teaching relationship
where both members view each other as teammates for the benefit of
their students.
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Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as
of consultation
an attitude and behavior
and really listening and responding to the
unique concerns of the individual intern as a person of value. The
mentor’s ability to model enthusiasm and passion for teaching and
learning along with collaboratively planning lessons foster the intern’s
teaching efficacy. The mentor provides the intern with enough
personal space to understand their teaching self. The direct result of
the mentor’s existential presence and caring disposition is a coteaching relationship where both members view each other as
teammates for the benefit of their students.
Internet Treasure Hunts:
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Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as an attitude and behavior of consultation and
really listening and responding to the unique concerns of the individual
intern as a person of value. The mentor’s ability to model enthusiasm
and passion for teaching and learning along with
collaboratively planning lessons
foster the intern’s
teaching efficacy. The mentor provides the intern with enough
personal space to understand their teaching self. The direct result of
the mentor’s existential presence and caring disposition is a coteaching relationship where both members view each other as
teammates for the benefit of their students.
Google Docs: I have …
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Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as an attitude and behavior of consultation and
really listening and responding to the unique concerns of the individual
model
enthusiasm and passion for teaching and
learning along with collaboratively planning lessons foster the
intern as a person of value. The mentor’s ability to
intern’s teaching efficacy. The mentor provides the intern with enough
personal space to understand their teaching self. The direct result of
the mentor’s existential presence and caring disposition is a coteaching relationship where both members view each other as
teammates for the benefit of their students.
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as an attitude and behavior of consultation and
really listening and responding to the unique concerns of the individual
intern as a person of value. The mentor’s ability to model enthusiasm
and passion for teaching and learning along with collaboratively planning
lessons foster the intern’s teaching efficacy. The mentor provides the
intern with enough personal space to understand their
teaching self. The direct result of the mentor’s existential presence
and caring disposition is a co-teaching relationship where both
members view each other as teammates for the benefit of their
students.
TTP: Teammate Technological
Pedagogy
•
•
•
•
•
Tech goal
Early tech check
Management
Reassure
Plan B
Contact Information
• Ron Siers
– [email protected]
• Sara Elburn
– [email protected]
Visit our Wiki:
http://rrsiers.wikispaces.com/MdPDS