Integrating Technology

Goal of the Group: To learn about new methods of technology to use and enhance lessons with students.(voice threads, webmax, blackboard, wiki, embedding video into power points…)

 

L.Bedian, B.Baker, A. Rudolph, J. Corona, M. Duessler, K. Knapp, J. Burlingame, M. Lodico, J. Renaud, C. Holt, D. Benner, O. Mars, M. Rudolph, C. Loukides, A. Brown.

 

We meet at the beginning of each session, broke out into smaller groups to learn and test different types of technology.  We then met at the end of the session and discussed what we thought of the particular topic, discussed positive and negative impacts for each classroom.

 

Impact on Student Learning: We feel we have a variety of technology tools to use in our individual classrooms.  One should note that many of these items are difficult to navigate and use without more technology tools/items available in our classrooms and blocks removed from our system.  Our current blocks severely limit our use of technology and that of our students.  Media carts are helpful, however the limited amount of them also make using technology difficult.

English – Technology

 

The goal of the group was to evaluate/ learn different forms of technology that can be used in the classroom.

 

O. Mars , R Zisa and C Tait.

 

Our process in this group varied. Some of our time was used to simply ‘play around with’/ try to learn different forms of technology (i.e. Blackboard). Some of our time was also devoted to evaluating web resources available from the library, and finally we devoted part of our time to discussing how we have used technology in our class, discussed what was/n’t effective about that, and strategies ways this could be improved in the future.

 

Impacts on student learning is that technology can be incorporated into the classroom more frequently and efficiently.

Technology – Curriculum Mapping

Goal of the group: To curriculum map the courses of the technology department

 

J Van Horne, C Gockley

 

To map out classes taught in the technology department and to also add to or make changes to current curriculum

 

Impact on student learning: Students taking classes with different teachers are being taught the same thing. This makes taking various classes with different instructors easier on the students. They will also benefit from changed or new additions to curriculum as well.

Remedial Software

We are creating software to allow students to drill and practice skills necessary for specific courses. We are currently working on global studies and biology.

V. Donnelly, P. Mackey, L. Lilly, T. McCluskey, C. Loukides, S. Kosier

Global – We created software to allow students to practice and master geographic skills and vocabulary, as well as global history, concepts and terminology.  The time we were given was spent adding to the question base to include more of the Regents curriculum.  By allowing students to drill & practice the skills, they get better at it.

 

Bio – we added additional units and organized the table of contents.  The software itself is now at a point where it can be used.  This will definitely impact the core bio classes.  Students will now be able to drill and practice skills specific to the course, and the Regents exam.

 

We’d like to continue to add topics, and questions!

 

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.

 

 

Blackboard – English: Using Blackboard in Teaching and Learning

The goal of our group is to look at Blackboard use broadly: How does using Blackboard affect our teaching and student learning? That way individual teachers can focus on various ways they use the technology in their teaching.

 A. Salamone, N. Benton, G. Gnirrep, O. Mars, J. Mapstone, C. Mazura, D. Shuttleworth

We feel very good about our progress as far as teachers feeling more and more comfortable integrating this technology into our instruction. We know that this strengthens our curricula in ways that excite and engage our students in the environment that they are most comfortable.  Several of us have been struck by the difference in class discussions of topics after students have collaborated on-line in their Discussion Groups. Through the acts of writing and sharing and clarifying questions for each other about material, students’ thinking and contributions have been at a much deeper level. It was noticed when we did not do this kind of activity, the level of discussion and involvement from each student was noticeably different (and not in a good way!) On-line discussions/activities with peers before class enriches the face-to-face classtime and learning.  A Social Studies teacher (J. Mapstone) had his ninth graders in small groups on-line to “tackle” a very difficult reading about India. Together, students were able to make “much more sense” out of it than they have in past years (when they didn’t collaborate on-line for these chapters.) Another teacher used Blackboard to set up Wiki formats to promote collaborative authoring of papers. Students contributed ideas and suggestions to group members while creating their own sections of content which, in turn, were revised/improved by their peers. Another teacher has students posting papers for group members to read while giving feedback to the writers. Students then considered the comments and suggestions and further revised their papers making the pieces much stronger. Many of us use the Digital Dropbox for assignments which facilitates another level of ongoing “conversation” with our students through our feedback/responses to their submissions which we send back electronically to them. The “electronic portfolios” which students are keeping through their dropboxes have been invaluable repositories, neat and always available at our fingertips. This has been another of the many positive impacts Blackboard has had on student learning.

 

We will work to continue to grow in confidence and mastery of the many tools that Blackboard offers for the 21^st century classroom.  Possibly, we would seek to bring in someone who uses Blackboard in her/his classrooms in new/exciting ways that would enrich our current knowledge/understanding of its many possibilities for our teaching and our students’ learning. (Jon Mapstone mentioned a teacher at Burnt Hills who he knows is doing great things with this environment.)