FACILATOR’S GUIDE |
| Equipment & Expendables |
- Strips of Poster Board
- Colored Markers
- Dry Erase Markers
- Tape
- Flip Chart
- Name Tags
- VCR
- Computer Lab with Internet Connection
- QuickTime 6.0 loaded in the Lab
- LCD Projector
- Knowledge of the Inquiry Model
- Chocolate (Optional, but always a big hit)
|
| Resources |
- Participant Notebooks
- PDK CD-ROM
- PDK and Captured Wisdom Video
|
|
SESSION I1: Introduction (90 min.) |
|
Objectives:
- Acquaint participants with the Inquiry Model, and explain
how it will be used as a framework for the Institute
- Familiarize the participants with one another
- List working definitions of technology integration for
all participants and facilitators
- Create a knowledge database of participants expectations, perceived
technology skill level, and attitudes towards technology
|
| Activity |
Description |
| a) Explanation of the Inquiry
Model |
The teacher will use the following scripted explanation of the Inquiry
Model as a springboard to introduce the Investigating Practice Framework:
As educators, many of us are familiar with the traditional in-services
or workshop. Acting on the desire to be a better teacher, the none too
subtle insinuations of a well-meaning principal, or perhaps both, we take
time away from our already over committed lives to “learn something”.
This usually consists of a lecture style presentation, where we sit as
passive participants, taking in a pre-conceived agenda of “new” information
or helpful strategies. Unfortunately, this canned approach is often of
little benefit. Much of what we hear, we do not implement in our classroom,
as it fails to meets the specific needs of our learners. This in-service
takes a radically different approach to professional development. In place
of the typical rigidly structured in-service, you will be asked to interject
your own thoughts and ideas into the agenda. This flexibility will help
you create a unique experience that will be tailored to meet your needs.
By forming a question about something that goes on in your classroom,
you will be able to look more carefully at your teaching practices. In
time, this will help you develop a model that can continually improve
the quality of your classroom.
|
| b) Define Technology Integration |
- Each teacher writes a one-sentence definition of technology integration
on a large strip of poster board.
-
The teachers sign the strips and then post them at the
front of the room.
-
Ask each teacher to read their statement, as a means
of introduction and explain their definition.
|
| c) Complete Teacher Profile
Form |
- Use Free
Online Surveys as a means to assess teachers’ specialty
areas (ABE, GED, etc.), resources, and attitudes and skills related
to technology
-
After each teacher has completed the On-line survey,
share the group results of the survey using the administrative feature
of Free Surveys. Com
-
Give a brief demonstration how to create a survey using
the site, to encourage teachers to use the site to create their own
surveys
|
| Transitioning Statements:
Now that we have explored your attitudes and expectations about
this Institute and technology integration in general, it is time for
you to see some examples of how technology is being integrated in the
Adult Ed classroom.
|
| SESSION I2: Examples
of Technology Integration (90min.)
|
| Objectives:
- Clarify that there are many types of technologies
-
Provide quality examples of technology integration lesson
plans
-
Evaluate technology integration lesson plans to see how
they could be replicated in other Adult Ed classrooms
|
| Activity |
Description |
| a) PowerPoint “What is Technology” |
- Use presentation to demonstrate that there are many types of technology
resources, like tape recorders, that can be incorporated into the Adult
Ed classroom
- Ask participants to identify some types of technology
resources that are available
|
| b) Video Example of Technology
Integration
Handout for Intrepid (in participant notebook). |
- Show video of the Intrepid from Captured Wisdom
- Ask participants:
- What the initial attitude
of the teacher was towards technology?
- What role did the teacher play as technology was integrated into the classroom?
- What did the students learn from integrating technology?
- How did the use of technology alter this project?
|
| c) Mini-Case Study: Looking
at examples of Technology Integration lesson plans |
- Have the teachers work in five different groups
- Each group will be given a lesson plan that shows an
innovative approach to integrating technology in the classroom
- The group will be asked to evaluate the lesson
- They will discuss:
- Strengths and weakness of the lesson
- How or if it could be modified to work in their classroom
- Potential problems in replications
- Did the lesson’s technology component added value to the lesson
- Each group reports to the larger group.
|
| Transitioning Statements:
Many types of technologies are available to the Adult Ed learner,
but there are also valuable tools for the Adult Ed teacher located on
the Internet
|
| SESSION I3: Internet
Resources for On-Line Collaboration (120 min.) |
| Objectives:
- Familiarize the participants with the PDK resources available
on the web and the CD-ROM
-
Demonstrate the tools available through the Yahoo Group
Tool
-
Provide teachers with a virtual forum to share ideas,
exchange information, and make suggestions to one another
|
| Activity |
Description |
| a) Introduction of the PDK Resources |
- Give each of the participants a PDK CD-ROM
-
Use the CD-ROMs to view the PDK videos
- Using the LCD projector lead participants on a tour of the On-line
registration process at http://www.literacyonline.org/pdk/
- Show the four main areas of PDK
-
Have participants use the Knowledge Database Search Engine
to locate resources
-
Bookmark these to the Favorite Resources folder
-
Encourage participants to chose a topic from Investigating
Practice and view a video clip
|
| b) Introduction of the Yahoo
Group Tool |
- Prior to workshop use www.groups.yahoo.com
to establish a group for the Institute
- Take participants on a tour of the resources available through the
Yahoo Group site (file and link sharing, etc.)
-
Help participants join the group by creating a Yahoo
ID for them
Note: We found that it is easiest for participants to sign
up for a Yahoo E-mail account if they don’t have one and to use the
Yahoo E-mail as their primary account for the group. If they don’t
they are forced to respond to a verification E-mail before they can
belong to the group, and it takes hours for these E-mails to be sent.
Once they are in the group, they can use Edit My Profile feature to
change their primary E-mail account
-
Explain the purpose of the discussion board
-
Have each participant Post one message and Reply to one
message
|
| Transitioning Statements:
Even as some of the Internet Resources available for Adult Educators
are geared toward communication and research, there are some resources
that are designed specifically for the classroom.
|
| SESSION I4: Internet
Based Activities (90 min.) |
| Objectives:
- Demonstrate a Web based scavenger hunt
-
Familiarize participants with WebQuests and the Filamentality
tool
-
Share a Search Engine for Quests that other teachers
have designed
-
Provide an example of how to create a WebQuest
|
| Activity |
Description |
| a)
Answer Key for Scavenger Hunt |
|
| b) Introduction of WebQuests
|
|
| Transitioning Statements:
As powerful as a WebQuest may seem, without an Investigative Practice
approach to the classroom, it is impossible to measure the impact of
such an activity on the learners.
|
| SESSION I5: An
Investigating Practice Perspective (90 min.) |
| Objectives:
-
Review the Investigating Practice Model to provide answers
about how the process is going to be conducted
-
Allow participants to form questions that are unique
to their classroom environment
-
Help participants to form a group for the project if
it is desirable or meaningful
-
Provide another quality example of technology integration
through video
|
| Activity |
Description |
| a)
PowerPoint review of the Investigating Practice Model
Action Research.ppt |
- The PowerPoint presentation on Investigating Practice will be used
to review the cycle of Action Research
-
Participants will be asked to share potential questions
they are planning on investigation in their environments
|
| b)
Video Example of Integrating Technology
Restaurant Problem Handout |
- Use the video from Captured Wisdom, “The Restaurant Problem” to show
an example of tech integration. The use of video techniques will be demonstrated
as another possible technology integration tool
-
Large group discussion: Ask what worked and what didn’t
work.
|
| c) Creating Meaningful Groups |
- Large group discussion - Ask the teachers what would be the most
meaningful way for them to form small groups to work on a lesson plan
that they can implement together.
-
Would they like to form groups by subject area, building
location, skill level or special interest?
-
Do they feel they need to work alone?
-
Once they have decided help them break into small groups.
|
| Transitioning Statements:
Reflection is an important part of the Inquiry Model, as you reflect
about your practice, it is important to share and record your thoughts
and ideas. It is also necessary to plan for next steps as you return
to your classrooms
|
| SESSION I6: Action
Plans (60 min.) |
| Objectives:
- Create a timeline for participants investigations
-
Provide a forum for collaboration about potential classroom
investigations
-
Formalize the process of data collection for the intended
projects
-
Evaluate the ability of participants to successfully
complete their intended investigations
|
| Activity |
Description |
| a)
Creating Individual Action Plans
Action Plan Template |
-
Ask each group to come up with an Action Plan for examining
their question
-
They will use the Action Plan Template on the group site
to write a rough draft of their Investigation and post it on-line
- This may or may not include a technology lesson plan, but it must
reflect on their current practices in the classroom
-
This will be part of an on-going work, as it will require
teachers to reflect and potentially change their initial questions
|
| b) Action Plan Presentation |
- Ask each group to present their action plan to the larger group
- Discussion by the whole group will bring up potential
obstacles and help provide greater insight into their big question.
|
| Transitioning Statements:
Before we leave this session, we would like to take some time to
set up the ground rules for the on-line portion of the Institute. It
is also important to us, for you to evaluate this Institute so that
we make any necessary modifications to the training.
|
| SESSION I7: Wrap
Up Activities (30 min.) |
| Objectives:
-
Establish rules to support robust on-line collaboration
-
Create a set of reasonable expectations for participants
and facilitators
-
Evaluate the session for the purpose of making positive
changes
-
Answer any questions about the Inquiry Projects before
participants leave the Institute
|
| Activity |
Description |
| a) Setting Ground Rules for
On-Line Collaboration |
-
Ask participants to set the ground rule for the following questions:
- How often should you post to the group?
- How often should you check the group?
- What types of dialogs are appropriate?
|
| b) Evaluation of Institute |
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