· Cue up video(s)
· Copy and distribute Participants Agenda and handouts
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Room signage
FACILATOR’S GUIDE |
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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) |
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Resources |
Participant Notebooks PDK CD-ROM PDK and Captured Wisdom Video |
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SESSION I1: Introduction (90 min.) |
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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 |
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Activity |
Description |
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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. |
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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. |
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c) Complete Teacher Profile Form |
· Use (link, I still need this from Arend) 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 |
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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. |
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SESSION I2: Examples of Technology Integration (90min.) |
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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 |
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Activity |
Description |
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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 |
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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? |
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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. |
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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 |
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SESSION I3: Internet Resources for On-Line
Collaboration (120 min.) |
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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 |
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Activity |
Description |
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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 |
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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 |
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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. |
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SESSION I4: Internet Based Activities (90 min.) |
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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 |
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Activity |
Description |
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a)
Answer Key for Scavenger Hunt |
· Participants will work on a Scavenger Hunt for Internet resources including the PDK website using http://www.kn.pacbell.com/wired/fil/pages/samadultedam.html Note: To encourage participants to become familiar with the Yahoo group tool, it is a good idea to post all of the links that you are using for the Sessions at the Group site and direct participants there · Using the Answer Key, the facilitator will share the correct answer to the items on the scavenger hunt |
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b) Introduction of WebQuests |
· Once they become more familiar with the concept of a WebQuest, they will see a brief demonstration of the Filamentality tool http://www.filamentality.com/wired/fil/ · Using the Filamentality Search Engine, they will search for content related WebQuests and share the quests they find with the group |
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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. |
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SESSION I5: An Investigating Practice Perspective (90
min.) |
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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 |
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Activity |
Description |
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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 |
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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. |
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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. |
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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 |
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SESSION I6: Action Plans (60 min.) |
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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 |
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Activity |
Description |
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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 |
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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. |
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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. |
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SESSION I7: Wrap Up Activities (30 min.) |
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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 |
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Activity |
Description |
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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? |
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b) Evaluation of Institute |
Ask the participants to complete an on-line evaluation of the Session at: http://freeonlinesurveys.com/rendersurvey.asp?id=30497 |