1. Teachers Domain Collections Inquiring Minds Discover Online Learning Emily Castleberry Director of Teacherline elearning@unctv.org

2. What is PBS TeacherLine?  PBS TeacherLine provides high- quality 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 NETST.

3. TeacherLine: Inquiry-Based Learning-The Science Connection  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.

4. 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.

5. 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.

6. 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.

7. 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)

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

9. 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]

10. 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

11. 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

12. 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.

13. 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.

14. Assignments

15. 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.

16. 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

17. Resources  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.

18. 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.

19. Differentiated Instruction Tip Box

20. 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:  Participate in discussions during each session.  Submit assignments at the end of each session.  Reflect on your learning in the online journal.  Work on a final project.  Discussion Forum--Discussion Forum Participation Rubric  Online Journal--Online Journal Rubric  Final Project--Lesson Plan Rubric  Reflection Paper--Reflection Paper Rubric

21. 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?

22. Technology Tip Box

23. What would I do? Use interactives  See concepts come to life with interactives.  Then use them as part of your classroom curriculum.

24. 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.

25. 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, in- depth discussion of course concepts, to share teaching strategies and to reflect on your learning with peers.

26. 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.

27. 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.

28. 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

29. Home-School Connection with PBS

30. 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.

31. Science Free Resources  PBS TeacherSource - Science--FREE lesson plans.  Find lessons and activities arranged by grade and topic. EVEN more… COMING SOON— PBS TEACHERS

32. 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.

33. For more information  Go to pbs.org/teacherline to access our course catalog  Contact: North Carolina statewide Director of TeacherLine Emily Castleberry at 1-800- 906-5050 for more information about TeacherLine courses elearning@unctv.org  Visit : http://www.unctv.org/education/dlservices