PASC Field-Based Projects
description
Transcript of PASC Field-Based Projects
PASC Field-Based ProjectsPASC Field-Based Projects
Fielding Graduate UniversityFielding Graduate University
Carrie TortorellaCarrie Tortorella
Fall, 2006Fall, 2006
VisionVision
Learn, create, embrace, involve, and support a culture where: Families have more educational choices – such as
academic progress, growth, teachers, schools, and curriculum
Students have an opportunity to master essential skills and knowledge which will prepare them to thrive in today’s society
Families, businesses, and schools team to provide a rich, stimulating, and socially interactive environment for its community
My Needs…My Needs… Adaptable in different educational
environments from state-to-state Growth in leadership within a virtual
school Growth in leadership within a
traditional school
Two Principal Internships:
1. California Virtual Academies (CAVA) - California
Mentored under Cynthia Griffith – Assistant Principal
Home-based school, 3300 students grades K-8 Class size 25-30 Students taught at home by parent using online
curriculum; supervised and guided by teacher “Virtual” school
2. Newsome Park Elementary (NPES) - Virginia Mentored under Dr. Jay Teston – Principal Title I School of 700 students grades K-5 Class size 18-22 Project-based Expeditionary School (ELOB) “Traditional” school
Two Comprehensive Projects:Two Comprehensive Projects:
1. CAVA – Conduct research on an aspect of virtual education for students in K-8 (California)
Lead, design curriculum, and evaluate a pilot to teach middle school students in an online synchronous learning environment
2. NPES – Provide, curriculum, expertise and training to the computer technology curriculum in a new state (Virginia)
Backwards design (UbD) an integrated computer curriculum for a project-based K-5 school in Virginia
Collaborate with entire staff to create curriculum to help meet the students learning objectives
Train teaching assistant to teach students
1. Shared Vision 1.1, 1.2, 1.3
2. School Culture 2.1, 2.2, 2.3, 2.4
3. Management 3.1, 3.2, 3.3, 3.4
4. Community 4.1, 4.2, 4.3
5. Ethics 5.1, 5.2, 5.3, 5.4
6. Political, Social, Economic, Legal and Cultural Understanding 6.1, 6.2, 6.3
PASC CPSELs KeyPASC CPSELs Key
Internship 1: CAVAInternship 1: CAVA Needs Assessment Needs Assessment
STAR Testing 2004-05: Low AYP Math Scores – concentration in
grades 5-8 in the sub-subject of Algebra Parent Survey 2003/04 & 2004/05:
Parents felt inadequate to teach subject or needed resources in Math instruction
Student socialization/isolation revealed on school survey
CPSELsCPSELs1.1, 2.4, 5.2, 1.1, 2.4, 5.2, 6.2, 6.36.2, 6.3
Internship 1: CAVAInternship 1: CAVA Collaborative ProjectsCollaborative Projects
Create and implement structures to support students & parents
Kid’s Clubs – interest groups Virtual Tutoring network – organized teachers on a synchronous
online platform to assist students Family Partners Parent Share Forums – virtual and in-person Parent Curriculum Workshops Organized School Directory Moderate school’s community board
Create and implement structures to support teachers Coach & mentor to new virtual teachers Match curriculum to state test standards with document Create Outings Assistant to help match outings with standards
and curriculum Participate in Policy Committee National Charter School Conference Attendance and
Presentation
CPSELsCPSELs1.1, 1.2, 1.3, 2.4,1.1, 1.2, 1.3, 2.4,3.1, 3.2, 3.3, 3.4,3.1, 3.2, 3.3, 3.4,4.1, 4.2, 4.3, 5.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.4, 6.1, 6.2,5.2, 5.4, 6.1, 6.2, 6.36.3
Internship 1: CAVAInternship 1: CAVA Comprehensive ProjectComprehensive Project
From data, School Administration decided to use a synchronous computer mediated communications (S-CMC)* platform to address middle school students needs in Math
*S-CMC is a java-based web conferencing platform (ie. Elluminate!Live) that features many real-time tools to host a meeting over the internet using your computer
CPSELsCPSELs1.1, 1.3, 2.2, 3.2, 1.1, 1.3, 2.2, 3.2, 5.2, 6.25.2, 6.2
Internship 1: CAVAInternship 1: CAVA Comprehensive ProjectComprehensive Project
Research Questions: Is S-CMC an appropriate mode of instructional
delivery for students in the middle school grades? What pedagogical methods are beneficial using an
S-CMC community, specifically to this age group? What free resources are readily available online to
use when creating Pre-Algebra and Geography learning communities using S-CMC?
What considerations and modifications must be made when preparing for S-CMC communities for this age group?
IRB Application
CPSELsCPSELs1.2, 1.3, 2.21.2, 1.3, 2.2
Virtual synchronous learning communities in the middle school using Elluminate!Live
Teaching Tools Interactive Whiteboard Instant Messaging 2-way Audio Emoticons Online quizzes Surveys/Polls Breakout Rooms
Internship 1: CAVAInternship 1: CAVA Comprehensive ProjectComprehensive Project
Figure 1
CPSELsCPSELs2.22.2
Geography Bee Competition Study Group Total 8 lessons once a week + competition in November-
December 2 groups, 8 /18 students in each 50 min instruction, 10 min social or tutoring
Math Small Group Instruction Total 8 lessons Once a week March-April 3 Pre-Algebra groups, 5-11 students in each 40 min instruction, 10 min social or tutoring
Internship 1: CAVAInternship 1: CAVA Comprehensive ProjectComprehensive Project
CPSELsCPSELs
Data Revealed: Survey Older students with prior technological experience and
motivation in the subject reported a more gratifying experience within the synchronous computer mediated communication classroom.
More interaction and collaboration if students had prior exposure and if sessions had many interactive activities.
Time to cover material and interactive games required 50 minutes minimum.
Students felt more satisfaction when there was “free” time to socialize in the virtual environment.
More satisfaction with groups large enough to have homogeneity and heterogeneity; that is the same gender and age, and varying gender and age. This seemed to be sustained in groups with attendance of 10 or larger.
Internship 1: CAVAInternship 1: CAVA Comprehensive ProjectComprehensive Project
CPSELsCPSELs6.3, 5.2, 5.16.3, 5.2, 5.1
Data Revealed continued: Students preferring to operate in Sensimotor stage
had difficulty adjusting to virtual environment. This tended to be younger students.
Beneficial to start at beginning of year, start sequentially and build curriculum
Lessons that matched what they were doing in actual Math class from week to week
Maximized 1-1 tutoring at end of each lesson If interested in topic, high attendance and
interaction If typing skills high, high interaction and
engagement If parents were involved and interested, students
were more interactive
Internship 1: CAVAInternship 1: CAVA Comprehensive ProjectComprehensive Project
CPSELsCPSELs6.3, 5.2, 5.16.3, 5.2, 5.1
improve student academic achievement through the use of technology
technologically literate students Math instruction support Student learning communities Pedagogical implications for future
practices in virtual education and in S-CMC
Publicly documented
Internship 1: CAVAInternship 1: CAVA OutcomesOutcomes
CPSELsCPSELs1.1, 1.2, 5.2, 5.4, 1.1, 1.2, 5.2, 5.4,
5.3, 6.15.3, 6.1
Analyzed state’s SOLs*, district’s UbD curriculum and school’s Expeditionary Learning/Outward Bound (ELOB) mission to determine standards (for Virginia)
Discussion with principal to determine school’s needs for an integrated computer curriculum and computer training to instructional assistant
Analyzed school SOL* scores to determine grade-level weaknesses ie. Comprehension in Grade 3*SOL-Standards of Learning
Internship 2: NPESInternship 2: NPES Needs AssessmentNeeds Assessment
CPSELsCPSELs1.1, 1.2, 1.3, 3.21.1, 1.2, 1.3, 3.2
Shadow principal & vice principal in their roles Staff trainings Student Discipline Student Counseling Teacher Observations & Feedback
Support administration in their roles Student Counseling (with Parent Involvement
Specialist, Title I Coordinator, and Counselors) Teacher Observations & Feedback
Internship 2: NPESInternship 2: NPES Small ProjectsSmall Projects
CPSELsCPSELs1.1, 2.1, 2.2, 2.3, 1.1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 3.4,2.4, 3.1, 3.3, 3.4,4.1, 4.2, 5.1, 5.2, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4, 6.15.3, 5.4, 6.1
Created integrated curriculum map Used analyzed SOL’s & Newport News
UbD curriculum Used map to build integrated technology
lessons Shared map with specialist teachers
(music, art, etc) to allow them to integrate their lessons
Shared map with parents during Open House
Internship 2: NPESInternship 2: NPES Comprehensive ProjectComprehensive Project
CPSELsCPSELs1.1, 1.2, 1.3, 2.1,1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 4.1, 4.2, 5.4, 6.2, 6.36.3
Develop integrated technology lessons Expand on material covered in homeroom
class Use to build culminating expeditionary
projects Build grade level skills in area of Math Used survey and weekly emails with NPES
teachers and staff to collaborate and refine curriculum map and tech curriculum
Internship 2: NPESInternship 2: NPES Comprehensive ProjectComprehensive Project
CPSELsCPSELs1.1, 1.2, 1.3, 2.1,1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 4.1, 4.2, 5.4, 6.2, 6.36.3
Train Teaching Assistant to Cover Technology Curriculum Teach and build on assistant’s computer
skills Provide feedback on teaching Provide feedback on time management Help assistant to carry out curriculum
upon my departure
Internship 2: NPESInternship 2: NPES Comprehensive ProjectComprehensive Project
CPSELsCPSELs1.1, 1.2, 1.3, 2.1,1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 4.1, 4.2, 5.4, 6.2, 6.36.3
Improve student academic achievement through the use of technology
Technologically literate students Streamline and unify curriculum Streamline and unify NPES staff Empower Technology Teaching Assistant
who will persevere with project
Internship 2: NPESInternship 2: NPES OutcomesOutcomes
CPSELsCPSELs1.1, 1.2, 1.3, 2.1,1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 2.2, 2.3, 2.4, 3.1, 4.1, 4.2, 5.4, 6.2, 4.1, 4.2, 5.4, 6.2, 6.36.3