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PASC Field-Based Projects Fielding Graduate University Carrie Tortorella Fall, 2006.

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Presentation on theme: "PASC Field-Based Projects Fielding Graduate University Carrie Tortorella Fall, 2006."— Presentation transcript:

1 PASC Field-Based Projects Fielding Graduate University Carrie Tortorella Fall, 2006

2 Vision 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

3 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

4 Two Principal Internships: California Virtual Academies (CAVA) - CaliforniaCAVA Mentored under Cynthia Griffith – Assistant Principal Home-based school, 3300 students grades K-8 Class size Students taught at home by parent using online curriculum; supervised and guided by teacher “Virtual” school Newsome Park Elementary (NPES) - VirginiaNPES Mentored under Dr. Jay Teston – Principal Title I School of 700 students grades K-5 Class size Project-based Expeditionary School (ELOB) “Traditional” school

5 Two Comprehensive Projects: CAVA – Conduct research on an aspect of virtual education for students in K-8 (California) CAVA 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) NPES 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

6 1. 1. Shared Vision 1.1, 1.2, 1.3 Shared Vision School Culture 2.1, 2.2, 2.3, 2.4 School Culture Management 3.1, 3.2, 3.3, 3.4 Management Community 4.1, 4.2, 4.3 Community Ethics 5.1, 5.2, 5.3, 5.4 Ethics Political, Social, Economic, Legal and Cultural Understanding 6.1, 6.2, 6.3 Political, Social, Economic, Legal and Cultural Understanding PASC CPSELs Key

7 Internship 1: CAVA Needs Assessment STAR Testing : 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 CPSELs 1.1, 2.4, 5.2, 6.2, 6.3

8 Internship 1: CAVA Collaborative Projects Create and implement structures to support students & parents Kid’s Clubs – interest groups Kid’s Clubs Virtual Tutoring network – organized teachers on a synchronous online platform to assist students Family Partners Parent Share Forums – virtual and in-person Parent Share Forums Parent Curriculum Workshops Organized School DirectorySchool Directory Moderate school’s community boardschool’s community board Create and implement structures to support teachers Coach & mentor to new virtual teachers Match curriculum to state test standards with documentdocument Create Outings Assistant to help match outings with standards and curriculumOutings Assistant Participate in Policy CommitteePolicy Committee National Charter School Conference Attendance and Presentation National Charter School Conference PresentationCPSELs 1.1, 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,

9 Internship 1: CAVA Comprehensive Project From 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 computer Elluminate!Live CPSELs 1.1, 1.3, 2.2, 3.2, 5.2, 6.2

10 Internship 1: CAVA Comprehensive Project Research 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 ApplicationCPSELs 1.2, 1.3, 2.2

11 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 Internship 1: CAVA Comprehensive Project Figure 1 CPSELs2.2

12 Geography Bee Competition Study Group Geography Bee 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 Internship 1: CAVA Comprehensive Project CPSELs

13 Data Revealed: Survey Data RevealedSurvey 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. Internship 1: CAVA Comprehensive Project CPSELs 6.3, 5.2, 5.1

14 Data Revealed continued: Data Revealed 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 Internship 1: CAVA Comprehensive Project CPSELs 6.3, 5.2, 5.1

15 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 Internship 1: CAVA Outcomes CPSELs 1.1, 1.2, 5.2, 5.4, 5.3, 6.1

16 Analyzed state’s SOLs*, district’s UbD curriculum and school’s Expeditionary Learning/Outward Bound (ELOB) mission to determine standards (for Virginia)SOLsUbD curriculum 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 Learning Internship 2: NPES Needs Assessment CPSELs 1.1, 1.2, 1.3, 3.2

17 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 Internship 2: NPES Small Projects Small ProjectsSmall ProjectsCPSELs 1.1, 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, 6.1

18 Created integrated curriculum mapintegrated curriculum map Used analyzed SOL’s & Newport News UbD curriculum Used map to build integrated technology lessonsintegrated technology lessons Shared map with specialist teachers (music, art, etc) to allow them to integrate their lessons Shared map with parents during Open House Internship 2: NPES Comprehensive Project CPSELs 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 6.3

19 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 s with NPES teachers and staff to collaborate and refine curriculum map and tech curriculumweekly s Internship 2: NPES Comprehensive Project CPSELs 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 6.3

20 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 Internship 2: NPES Comprehensive Project CPSELs 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 6.3

21 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 Internship 2: NPES Outcomes CPSELs 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 6.3


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