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Summer Workshop Plans
Summer Workshop Agenda
SCHOOL FACILITATORS/SCIENCE RESOURCE TEACHERS LEADERSHIP INSTITUTE SPONSORED BY THE CENTER OF EXCELLENCE FOR RESEARCH AND POLICY ON BASIC SKILLS TENNESSEE STATE UNIVERSITY JUNE 15-19, 1998 In this session participants will learn to articulate a vision for an excellent science program. Identifying the characteristics of effective science curriculum, teaching and assessment will also be included in this session. Participants will also learn to recognize teaching that reflects the concepts of science and integrates important skills and scientific habits of the mind. Finally, understanding the role of inquiry and problem-based learning in good science instruction will be discussed.
This session will address principles of organizational change in a safe, low risk, training environment. It will help to build awareness of change principles based on research and literature on school improvement. Participants will practice working as a team to promote continuous improvement. Participants will also learn how to self-evaluate the individual impact of change and reform.
The purpose of this session is to help participants understand the importance of operating norms and organizational change, as well as understanding effective and proactive strategies of interpersonal communication The session will promote understanding of the process stages of team growth and help participants learn to apply tools of teaming toward building an effective team.
This workshop will serve as a basis to introduce the participants to the concept of the rubric for student assessment. The attendees will participate in two different methods of preparing a rubric as well as two different methods of using rubrics to assess the products of students. The last activity in this hands-on workshop will call for the participants to write a rubric for a Science Technology for Children module activity for the grade level they teach.
This is a hands-on workshop that models effective collaborative processes while holding, participants accountable for gaining content knowledge about study groups as well as learning appropriate structures to teach others about the process of forming study groups and how to begin implementation immediately. Research materials will be used to answer three questions. "What is it?" "How do you do it?" and "How do you do it well?"
This workshop will be a modification of the "Having Fun and Learning Through Study Groups" workshop, specifically for Elementary Directors and Principals. Additional content materials will be integrated to problem-solve the use of the study group process from the administrator's perspective. The focus will be on linking study group work to student achievement.
This workshop is designed for teachers to experience science content learning through inquiry. The workshop will focus on concepts of physical science, specifically, floating and sinking. Studies have indicated that elementary teachers feel less prepared to teach the content area of physical science. An analysis of the K-6 curriculum indicates that a major variable that affects floating and sinking is density. The concept of density is present in the following physical science units: wood; solids and liquids; balancing and weighing; sound; water; floating and sinking. The workshop will use constructivist theories to model inquiry learning, involve participants in hands-on activities as learners of science content, and then in reflecting on their learning. The activities will focus on the physical science content of floating and sinking. Objectives of this workshop are for participants to develop an understanding of constructivism from a personal point of view by participating in science content inquiry as learners, and to construct science content knowledge of the variables that affect floating and sinking through inquiry. Participants will predict, design investigations, test, record, and report/compare results of investigations of selected activities that will facilitate the acquisition of physical science content knowledge of the variables that affect floating and sinking.
This session will address the role of the school facilitator and how their leadership can be used in the school to enhance communication on NSF Project training and use of science modules to support improved science teaching and to sustain change in terms of using the new curriculum and inquiry-based learning and teaching. Questions, which the school facilitators have, will be addressed during this time. The session has been divided into three groups. One group will be new School Facilitators (Yellow Name Tags, meet in Room 320) and two groups will be former School facilitators (those with Gold and Green Name Tags will meet in Room 319; and those with Blue and Red Name Tags meet in Room 318).
Wednesday Principals Institute June 15-19, 1998 Schedule
Over 1400 teachers participated in the Module Training held at Tennessee State University. This summer (starting the third year of the project), the project began training a small group of teachers on the 4th and last module. The first two summers the project focused on the 1st and 2nd training cycle and started the 3rd training cycle during the past school year. The agenda below lists the modules which are from the STC, EDC-Insights, and FOSS curriculums.
When you receive your confirmation letter, please check for date and site. |
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