Instructor: Dr. Debra Chester Lisa Godding Jaymee Henderson Alan Herman Elizabeth Kent

The superintendent of a school district would like to offer a new series of professional development workshops for secondary school teachers. The superintendent is planning to hire a curriculum design company to create these workshops. The superintendent wants the workshops to provide training for teachers in the following areas:  Classroom management  Cultivating positive relationships with parents/guardians  Differentiating instruction for diverse learners  Integrating technology into the classroom

You and your group members, as “employees” of a curriculum design company, will propose your curriculum design ideas to the superintendent and his panel of directors in a PowerPoint presentation.

This project was broken down into 4 major components:  Learning Goals and Objectives  Instructional Strategies  Assessments  Program Evaluation

The learning goals and objectives describe the purpose of learning and what the learner will be able to do at the conclusion of instruction.

 Evaluate classroom management best practices.  Identify the diverse learner and the instructional techniques they require.  Identify factors that promote positive relationships with parents/guardians.  The teacher must learn strategies that they can use to integrate one technology into their classroom.

1. Given a selection of 10 classroom management best practices, the learner will demonstrate how they would implement 2 of these techniques into their classroom. 2. Given a list of possible skill assessment techniques, the learner will assess the skill level of each individual student. 3. The learner will compile a list of instructional activities to address the educational requirements of the diverse learners. 4. Given a list of eight coping skills, the learner will practice using three of the coping skills to manage diverse learners.

5. The learner will construct a list of at least 5 factors that are considered impediments to good teacher-parent/guardian relationships. 6. Given a list of possible technological solutions, the learner will apply at least one of these solutions to an existing classroom problem/gap. 7. The learner will create a job aid of solutions to use to replace technology when it fails to perform in the classroom.

 Purpose :  To make a difference in the classroom, and to create increased student performance.  Strategies :  Needs Assessment - get a feel for the concrete needs of the students and the teachers' level of current understanding.  Demographic Data  Contextual Data  Student Learning Data  Perceptual Data  Classroom Management - creating consistency around classroom expectations.  Suggest creating a series of role plays - One group of participants is the facilitators and another is the students. There could be several problems presented throughout this series and techniques to deal with each situation as well as feedback provided throughout. -AL  Create a buy-in for the teachers by asking them to provide the common situations they've experienced for the role plays. - Elizabeth  Organize break-out groups to discuss and problem solve the same common situations provided by the teachers – Elizabeth

 Cultivating Positive Relations with Parents/Guardians - engaging with parents/guardians outside of school, in addition to inside of school. Opening schools to community agencies.  Suggest scheduling interactive sessions with those community agencies such as an open house. -AL  Create lessons that include parents to participate as mentors in the classroom and allow them to experience the real time obstacles the teacher works through and allow them to offer suggestions in a debrief meeting - Elizabeth  "School comes home" - home visits, sending problems home for the parents - problem based family activities. - Lisa  Parent education activities - Special education, Autism training, parents are invited. - Lisa  Open schools to community agencies - Using the school as a resource for outside agencies - local Rotary coming to the elementary school to work with the students' reading skills. - Lisa  Local Guidance Center working with the elementary school for middle school transition. – Lisa

 Diverse Learning - Coaching models that foster ongoing job embedded professional development.  Could be combined with "open house" above. Employers, tech schools, placement agencies could be invited as well.-AL  Recall Relevant Prior Knowledge (Stimulate Recall of Prior Knowledge)-teachers will participate in a discussion of diverse learning and the methods they have used to meet the needs of diverse learning. The instructor will record the discussion points and provide a copy to the learners.-Jaymee  Research case studies of diverse learning in groups, then brainstorm best-practices for effective results. – Elizabeth  Integrating Technology Into the Classroom - Making sure technology costs are meeting the expectations.  Need an organizing body to research and recommend suitable technologies in the classroom.-AL  Transfer Learning (Enhance Transfer)- teachers will prepare a lesson that includes the use of technology. This will enhance a learner's experience by giving them the opportunity to apply their learning. Also, provide them with the opportunity to learn from other teachers.-Jaymee  Utilize "simulation" technology to give the teachers experience in the technological environment. - Elizabeth  Rationale : These recommendations follow a needs analysis based on the objectives of the courses required by the school district. Each employs problem-solving macrostrategy techniques such as simulations in technology and role-plays. Each is generative in nature and relies on a higher level learning event.

 Role Plays  Observation  Written Tests

Format Live – In person Content Demonstration – Imaginary situation Sample Given each participant in the class having been assigned a role, demonstrate effective classroom management best practices.

Format Live – Instructor Led Content Execution of a task Sample Given a list of possible skill assessment techniques, the learner will assess the skill level of each individual student.

Format eLearning or Instructor led Content Compilation of a list Sample The learner will compile a list of instructional activities to address the educational requirements of diverse learners.