Math – Technology

Goal of the group: The original goal of the group was to learn how to use the new TI lab equipment purchased.  We also wanted to perform  some of the labs provided to explore whether or not they were classroom friendly and to make revisions where necessary.

 

K Kuzdzal and M Rudolph

 

We decided on which labs to do by which equipment it required and how well the labs related to our curricula.  We performed the labs as students would in a classroom setting to make a determination as to whether or not it would serve as a valuable learning tool for a student.

 

Impact on student learning: Next year we hope to present the labs and hands on experience to the rest of our department.  We hope to do this either through department meeting time or as a set of  in-service training opportunities.  Following the training, the equipment will be used more widely throughout different classes.

 

Lesson Study – Math

To review  Math lessons in order to improve them, thereby improving instruction.

W. Bollinger, C. Kuzdzal, J. Higgins, S. Berry, M. Rudolph, J. Perry

Because we meet on a monthly basis, we spent more time on this than required.  Each group member presented at least one lesson study to the group.  We used the Fresh Pond protocol to discuss and analyze each one.  Not only did the presenter take away new ideas to implement in the classroom impacting students directly, but the other members of the group benefited by the non-superficial thought that goes into this analysis.  Lesson study makes you examine the root structure of your plans and the reasons for that particular structure.  It was not uncommon to hear the non-presenting group members say, “I never thought of it that way before.”

Integrated Algebra Lesson Study

Integrated Algebra Lesson Study – to identify lessons that we foresee students having difficultly understanding.  Our goal is to develop lessons plans that better present the material and get the students involved.

S. Putorti, E. Northrup, M. Farrell, T. McConaghy and C. Curtis

We went through all of the new resources that we were sent by Glencoe to see what we could realistically use in the classroom.  It was a lot of stuff!  We chose different units/topics within the units and created hands on activities.

Curriculum Mapping

This study group is in the initial stages of doing curriculum mapping.  They will be spending their time this year individualizing their curriculum maps to reflect what is actually happening in their classroom.  In Year 2, they will be doing analysis using the curriculum maps to help with improving our overall program.

C. Bender, P. Williams, K. Blanchard, E. Mestutovecz, A. Ryan, K. Duffy, A. Corey, D. Kosier, M. Piscitelli

Our first goal was for all members to read Heidi Hayes-Jacob’s book “Getting Results with Curriculum Mapping”.  We set a schedule for discussing the chapters and our goal was to identify things in the book that could help us with implementing the curriculum mapping.  Our second goal was to send some of the members of the group to training with Heidi Hayes-Jacob on the curriculum mapping process.  Both of theses initiatives have helped us develop a working knowledge of the process and have helped us with planning the training and implementation. 

 

We have had one department meeting where we shared some of the new information gained at the conference that was helpful in developing Essential Questions.  The majority of department meetings have been allocated to teachers for individualizing their own curriculum maps.  Based on department feedback, we changed the process so teachers did the worked in the computer labs in large groups rather than individually.  This has allowed teachers to talk to others when they have encountered problems. 

 

We are now moving to having discussion of the curriculum maps since the teachers have been able to update several unit maps.  Through these discussions, we have decided to switch the focus on 1-2 components of the curriculum map such as content and essential questions.  The goal of the discussions is for content area groups to share what they you are doing and trying to come to consensus on things that we all consider important for everyone to do.

Curriculum Mapping will be an on-going project in the building and the curriculum mapping team will support the building and the departments.

 Bibliography 

Getting Results with Curriculum Mapping – Heidi Hayes-Jacob

Published by Association for Supervision and Curriculum Development (ASCD)

Copyright 2004   ISBN:0-87120-999-3

 08-09

 

P Miracle, C Bender, P Williams, K Blanchard in addition to the above names other teachers have assisted in working on this project : B Rahman, T McCluskey, L Lilly, S Slusar

 

Goal of the group:

-         to finish and refine the consensus curriculum map for Regents Biology

-         to add materials and to highlight parts of the curriculum that are different from Regents Biology and used in Honors Biology

-     begin curriculum maps on SUPA Forensic Science / SUPA Biology and   

      Regents Physiology

-     begin work on differentiating a separate curriculum map for Core Biology

 

We did the following:

- task division and assignment (each of the consensus maps for all of the various courses

- group discussion on all aspects of our curriculum

 

Impact on student learning: A consensus map allows the coordination of instructions between teachers of Biology

 

08-09

Goal:Create curriculum map for Statistics.

             First as a projection map for this year, and then to be updated

                           as a diary map throughout the year.

             Use the map to inform and reflect upon instruction.

             Create a reference for other teachers who:

                            may teach the course in the future.

                            may wish to integrate/incorporate topics.

             Improve student understanding and achievement.

 

J Perry

 

Process

             Create projection map by topic.  Including essential questions, content, skills  (enduring understanding), and assessments.

             Adjust time frame, essential questions, content, skills, and

assessments as year progressed.

Blackboard Users Group

To have the opportunity to work on our Blackboard sites, and share best practices with each other by discussing novel ways that we use Blackboard, especially using the features of Blackboard that are unique to this system; ultimately, to find ways to improve instruction and student learning through use of the blackboard system in each of our specific settings, and to share strategies and ideas across subjects, levels and curriculum areas.

S. Slusar,  P. Renders, A. Schnoover, K. Gigante, C. Bender, S. Willimott, J. Ball, H. Lampman, L. Marino, J. Cozza

Every member in group has received training from NERIC.

Showcasing of existing sites

Research for other teachers’ Bb sites.

Web research for finding resources to include in our Bb sites.

Conversion of teacher resources into digital files to upload into Bb.

Sharing “best Practices” with each other.

Filling out lots of these forms.

 

Continuation of work from previous sessions.  Possible NERIC workshops in future. 

08-09

Goal of the group:  To have the opportunity to work on our Blackboard sites, and share best practices with each other by discussing novel ways that we use Blackboard, especially using the features of Blackboard that are unique to this system; ultimately, to find ways to improve instruction and student learning through use of the blackboard system in each of our specific settings, and to share strategies and ideas across subjects, levels and curriculum areas.

 

A Wein, C Ruecker, D Geurin , E Whitney (leave), H Lampman, J Herchenroder, J Cozza,, J Ball, J Mapstone, J McWay, K Gigante, L Lilly, M Golden, R Arnold, S Slusar, W Vititow

 

Accomplishments:

Every member in group has received training from NERIC.

Showcasing of existing sites

Research for other teachers’ Bb sites.

Web research for finding resources to include in our Bb sites.

Conversion of teacher resources into digital files to upload into Bb.

Sharing “best Practices” with each other.

“Round-table” discussions of “what we like/don’t like”, wish list for our Bb sites, what did we do that was “new to us” this year, etc…

 

Impact on student learning: Students have greater access to curriculum and curriculum materials.  In some cases, parents do, too.  Teachers are better able to help students who are absent to stay current with classwork.  For some, the relative relationship between the teacher and student around the coursework can change:  the teacher is not the “keeper” and “dispenser” of the work because the work is “out there,”  allowing more of a “team” approach with the teacher as “coach” or guide.  Further, there are benefits in long-term development and maintenance  of curriculum framework and materials.