Instructional Facilitator Meeting Materials 2009-2010

April 22, 2010


Agenda

Guiding others to set up classroom blogs

If your teachers want you to help them set up classroom blogs, you might want to run yourself through the process again so that you feel confident. Set up Test Blog 1 for yourself. During the session you can create Test Blog 2 for your session, just the way Tim did. It will be better to see you in action than have you only point to what you have already done.

You might find the videos below to be helpful in guiding teachers in your building through setting up their classroom blogs. Mike Williams created them. Part one is about 6 minutes long, and part two is about 8 minutes long.

http://www.youtube.com/watch?v=zB1eQrL1Qlc
 
http://www.youtube.com/watch?v=IcYf52J3AFc&feature=related
  • Before you begin, make sure teachers all have Google accounts (gmail).
  • Make sure you have speakers on and sound up.
  • Pause the video after each section so that teachers can follow the steps.
  • Provide enough time for teachers to open all the tabs and sub-tabs and to ask any questions.

If you can't answer all their questions, email Michael Williams (just type his full name on the to line in your PPS email.) Michael is our IT TOSA and will be happy to help you.

When the time comes to show teachers how to upload documents, show them how to set up a Google site. Blogs were originally meant as places for conversations, so there was no need for document storage.

While Tim showed us how to use Google Sites to store documents, another way to go is to use Google Docs as the storage location (that's how Michael and Rick do it.) You might want to try it to see which you prefer.

Be sure to take time to talk about the benefits for teachers and students. As Tim said, it saves lots of time in communication and leaves a well-organized record for you, as well.

Also be sure to consider some of the issues around student writing on the blog (moderation of responses, identification of students, scoring student work.)

Work Samples

Below is the three page draft document that includes an overview, the courses where work samples may be required, and a third page that shows where additional opportunities to practice may be included in the Curriculum Guides.

Draft document

If you don't want to make copies of the long version of the scoring guide, there are other versions at the ODE website, including student versions and translations. http://www.ode.state.or.us/search/page/?id=32

Please project the brief survey and take a moment to go over the questions.

http://spreadsheets.google.com/viewform?formkey=dFZkUVJ5RlRUaUxwSzhWRTJNOFEzWmc6MQ

Ask teachers to open the email with the subject line: Work Sample Scoring Guide Survey and to click on the link. There is no navigation; it just opens the form which will only take a minute to complete.

By the way, play with Google Forms. It has potential for quick formative assessment and for surveys for your students and parents, as well.
   

 


March 18, 2010

Agenda

Modern World History Ning

Modern World History Blog

I don't feel comfortable posting Tim Graham's Blogs, but you may share them.

Kinds of reflective writing you do with students:

  • Freewrites for warm-ups and wrap-ups
  • Friday Reflection
  • Dialogue Journals
  • Internal Dialogues
  • Response to text or images
  • Pre-reading and post-reading (how my view has changed)

Questions/Prompts

  • I noticed...I think...I wonder...
  • How did this make me feel?
  • What new knowledge did I learn (summarize)?
  • What was the most interesting thing I learned?
  • What was surprising?
  • What is my opinion?
  • What other questions do I have?
  • What strategies did I use to learn about a topic?  

Teacher Reflective Writing

 

February 18, 2010

 

 

 Agenda

 

January 21, 2010

Agenda

Webliography Project

Webliography Template

Webliography Example

 

October 22, 2009

Agenda

Cornell Notes Power Point: Lock in Learning

Online Databases: OSLIS Features and Navigation Tips and Access to Gale Databases

OSLIS Navigation Visual

During the Silent Discussion in September, some said that students use Google to research. That is why Databases were introduced today.

Additionally, two of the key points in the article "The Front End Load of Student Research" respond to other issues you raised.
  1. You said that students don't know how to narrow their topics. The article suggests that "Generating a major umbrella question with students doing various subtopics either as groups or individuals under the umbrella" will help focus inquiry. It also allows for more coherent and effective presentations and debriefing across the research projects at the end, a "so what" activity that makes sense of and connects all of the student research and responds to the original "umbrella" question.
  2. You said that student evaluation of sources can be distracting. If the instructional goal is analysis of information and communication of knowledge and understanding, then teachers and teacher-librarians can use the databases to plan inquiry and provide valid sources so that the "bulk of time spent is NOT on topic development and finding information."
However, evaluation is critical thinking and a very important skill, of course, So in January we can look at how to provide instruction in the context of research. (This instruction really needs to be articulated across the grades and content areas!) Meantime, the document attached below is what I used with a group of high performing seventh graders (you might be surprised :-) Go to the web link at the bottom of the document and check it out.

Guide to Interpretation and Evaluation of Web Information

You also mentioned difficulties getting students to "get past opinion" and to use evidence. Analyzing good professional writing can help. I have one example below, but it would be great if we could all contribute pieces of writing to a collection that we could use for deconstruction to show students how effective argumentation is accomplished. Please send any documents or links you have so I can start putting materials together for January.

Deconstruction Example

Annotated Sept. IF Silent Discussion


Workshops and Resources

Instructional Technology flier

IT Acceptable Use (pdf)

IT Student Permission for Online Collaboration

Pursuing American Ideals Digital Classroom

Oregon Encyclopedia and Research/Writing Idea for Students

National Geographic has great resources!

Classroom Law Project

Mercy Corps Action Center

Attend the Action Center Educator Teacher Open House on Nov. 5, 4-6!

Tour the Action Center, tour The Other 90% Exhibit, talk to the staff, learn about the curricula, enjoy snacks and libations (28 SW 1st Ave., parking available) Directions

Learn by Training for Action provides you with videos, charts/maps/graphs/, interviews, and actions that you could try online, if you cannot take your class on a field trip to the Action Center this year.


September 24, 2009

Agenda

Power Point

Link to Multimedia Library

Writing to Learn-Learning to Write Double Bubble

HS IF PD for Social Studies 2009-2010 (first draft)

Link to Writing Resource Binder (bottom of page)

Key Learnings-Muddiest Point

Muddiest Point Strips

Exit Card with Four Sections

Workshops and Resources

Classroom Law Project
Hor d'oeuvres and Free Passes for Field Trips to Heritage Sites at Oregon Historical Society Nov. 5

Portland Japanese Garden Free Wine and Cheese Reception/Evening for Educators on Nov. 10

Mercy Corps Action Center Launch Events
These are public launch events at the new headquarters at Ankeny and First. In particular, Oct. 9 (Statewide Inservice Day) would be a good day to check out the location for great field trips! More info about lessons that will be taught at the Action Center to follow.

Instructional Technology Professional Development

Global and Multicultural Resource Center

Oregon Council for the Social Studies Conference, Oct. 9 (pdf)
Agenda