1. The Web Institute for Teachers: Engaging Teachers in Developing Web- Based Curriculum Craig A. Cunningham University of Chicago Frada Boxer Evanston Public Schools Ellen Dairyko Chicago Public Schools

2. Outline Introduction History of the Web Institute for Teachers Curriculum and Instructional Plan Sample Modules Produced by Participants Improvements for WIT 2000 Suggestions for Others

3. http://cuip.uchicago.edu/wit/talks /SITE2000.htm

4. Introduction The Web Institute for Teachers: 4 weeks; 5 days per week professional development summer experience Open to 80+ K-12 teachers in Chicagoland Instruction by teacher mentors with prior experience in WIT Focuses on curriculum development and web design

5. History of the Web Institute Began in 1997 with “World Wide Web for Teachers: Tools and Techniques.” Originally taught by university faculty Expanded and revised for 1999 Read more about the Web Institute history in the paper

6. Curriculum & Instructional Plan Institute divided into 4+ homerooms; entire group met in once a week plenary and weekly lunch Basic “homeroom” curriculum covering curriculum development process and web design http://cuip.uchicago.edu/wit/99/curriculum/homeroom http://cuip.uchicago.edu/wit/99/curriculum/homeroom “Special Topics” curriculum covering additional technical topics http://cuip.uchicago.edu/wit/99/curriculum/specialtopics http://cuip.uchicago.edu/wit/99/curriculum/specialtopics

7. Curriculum (continued) Aim: Provide teachers with the training and experiences necessary for them to be able to design, create, and use web-enhanced curriculum modules with their students Curriculum Module: A plan for a set of related teaching and learning activities together with the materials necessary to implement the plan Curriculum includes notion of sustained learning over time (not just a lesson plan)

8. WIT Instructional Plan (continued) Engaged Learning Flexibility through web-enhanced group activities and self paced learning Continued emphasis on philosophy and learning theory Mentor pairs given responsibility for primary instruction and guidance of participants and their projects Participants grouped themselves to work on curriculum modules

9. The Homeroom Experience Attempt to group homerooms by prior computer and web experience Mentors modified and adapted homeroom curriculum to meet the needs of the participants: http://cuip.uchicago.edu/wit/99/beta/betaschedule.htm http://cuip.uchicago.edu/wit/99/beta/betaschedule.htm Mentors supported participants through their sense of being overwhelmed Group instruction at the beginning evolved into small group and individual work time

10. Sample Modules Produced by Participants The Portrait Gallery http://cuip.uchicago.edu/wit/99/teams/portraits/frontpage.htm http://cuip.uchicago.edu/wit/99/teams/portraits/frontpage.htm Bronzeville: Engine of Progress http://cuip.uchicago.edu/wit/99/teams/bronzeville/welcome.htm CulturEconomics http://cuip.uchicago.edu/wit/99/teams/cultures/frontpage.html

11. Improvements for WIT 2000 Assessment –Currently developing a rubric as collaborative tool for formative assessment by participants and mentors (http://cuip.uchicago.edu/wit/99/beta/rubric2.htm)http://cuip.uchicago.edu/wit/99/beta/rubric2.htm Range of participants’ computer skill levels –Despite our best efforts, range remains wide in homerooms –For WIT 2000, special mentor will be charged with teaching and reviewing basic skills

12. Suggestions for Others Participants must “own” their projects Mentor selection is crucial Pairing mentors is crucial Mentors must have means to adapt curriculum Learning this stuff requires time Stress curriculum development Build multiple means of communication

13. The End http://cuip.uchicago.edu/wit/talks /SITE2000.htm http://cuip.uchicago.edu/wit/talks /SITE2000.htm