STEM Education Resource Center: Teacher Professional Development
PBS TeacherLine, the premier provider of online professional development services for PreK-12 educators, has the goal of making professional development accessible, affordable and engaging for teachers. Our hope is that our courses can help inspire and guide STEM learning at every age and in every discipline. Below are some PBS TeacherLine and public television station resources available to help teachers incorporate STEM education into their classrooms.
Coming soon: PBS TeacherLine partners with NASA to create two new online professional development courses on teaching global climate change.
“Teaching About Global Climate Change in Grades 5-8” is designed to enhance teachers’ content knowledge of climate change, provide guidance about teaching climate change using effective STEM instructional techniques, and facilitate the integration of NASA data models and other NASA resources into classroom instruction. The course will integrate readings, videos, resources and content from PBS with current data collected by NASA, such as Terra, Aura and SORCE.
Our facilitator just announced the halfway mark of our Building Critical Thinking Skills for Online Research course. Our discussions this week have centered on our very own online search process models. After reading about many ‘expert’ models to help students find reliable and relevant information online, we were let loose to create and share models to suit our own learners. This worked quite well, and we were very gracious in our responses and suggestions for improvement. I think our facilitator is enjoying watching our dialogue develop, and not having to poke and prod us to elicit deeper thinking.
I am thinking it would have been nice, however, to have partnered with a fellow learner so that we could have actually read one another’s models in full and shared ideas on a more intimate level. I guess to do this well, so that we wouldn’t be emailing documents, the course would need a collaborative design tool of sorts. (As an aside, I would also love to have little photos –or even just representative avatars— of my fellow learners pop up next to their names each time they post in the forum. I’ve no idea what they really look like; at the moment I have a bizarre, caricature of each of them in my mind.)
The hard part this week will be to create an analogy for my search process model. Once I’ve settled on my analogy, I’ll face the even harder task of creating a visual version of my model to make the process palatable and easy for students to follow—especially the visual learners. I have decided to use Glogster to create a map of some sort, which will have all the elements. I am a little concerned about my cynical high school students’ reactions; they generally laugh at any obvious attempt of mine get them excited about the utter un-coolness what could be a long (and sometimes tedious) assignment, with or without totally awesome analogies.
That brings me to the crux: which analogy? The hunter-gatherer, berry-picking, and fishing analogies have all been used ad nauseam in the search models we read about, so I have to be creative. My original idea of a lepidopterist’s hunt for new species in the jungle seemed a little too selective, so I played around with the trusty supermarket analogy: students have a list, an empty cart, and a gourmet dish to create. I found it hard to associate essential learning questions with amazing $5 value deals and other distractions, however, and ditched the idea. How about a seeker-finder model featuring Dora the Explorer instead?
Hey everyone! We’re in the middle of week three of the course which means we are more than half way there. I have learned so much, even though I was already familiar with a number of the tools/sites we are discussing. One of the reasons I decided to take this course was to learn to use what I already know effectively. Unfortunately, as is my nature, I want to play with all the new stuff I am learning and not concentrate on one thing.
Luckily, the final project requires us to focus on two Web 2.0 tools and how to use them with our students. As I said previously, I am going to use a wiki and a blog. I am still learning with wikispaces, but I am using the blog feature of my website on TeacherWeb (http://teacherweb.com/GA/ICMHS/Library/h0.aspx). I used it fairly often last year, but have let it slide this year. It is one of the many things I need to pay more attention to using consistently.
We also discussed social bookmarking sites this week. I have used Delicious for several months and I love it. I need to do a better job of organizing my links, but I can see how great it could be to compile curriculum related links for student research projects. There is so much junk out there and the students take it all as gospel. As Dawn Burton stated in her latest TeacherLine blog post, “Some of the students we teach are in drivel denial, however, since they still believe that the internet is like some sort of online book of published (and vetted) essential truths and that their ‘research’ reflects that truth.”
I try to limit my students to using electronic databases, but of course, they want to either Google everything or use Wikipedia. Both of those tools are great resources, but only if you have the knowledge to filter the wheat from the chaff. Using Delicious would allow me to expand their resources to sites that either the teachers or I have already evaluated.
I cannot believe the final project is due in less than three weeks. It is definitely time for me to stop “playing” with all the neat stuff I have learned and actually start applying it.
It is the first day of week 3 of the Building Critical Thinking Skills for Online Research course and I have been working hard to get the session’s work done over the next day or so. (This weekend is a very busy family one and my children have me running around more than usual this week after school.) There definitely isn’t any less work to do this session, but the course accessibility and flexibility mean you can get ahead of the game when you need to. (That doesn’t mean one can ignore weekly submission deadlines, by the way.)
Despite all that forward planning, I always have to factor in the discussion forum participation, which one can’t do in advance, and I expect that to take a couple of hours per week. So far this has meant reading between 80 and 100 messages per session and responding to at least two or three. I have found it best to enter the discussions early, otherwise one gets lost in the brawl. It’s also more difficult to enter a conversation that has been going on for a few days. Our facilitator was very happy with our dazzling performance in the discussions last week. I had been worried things wouldn’t be quite as exciting as the frenzy of week 1. No need to fear: although the class came through a little less bloodied, there was certainly a lot of disagreement, some disgust, combined with compassion and empathy. We are comfortable enough with one another to prod for more information, question a theory, or just tell one another (for the most part diplomatically) we’re just plain wrong!
I spent a couple of days creating my search process model, i.e. a way for students to effectively research a subject online. On the surface that probably doesn’t look terribly exciting, but it turned out to be much more fun than reading about other ‘famous’ models. We have to create models that would work with our classes and grade level. For me, that’s high school. My model is called the ‘EQ model’; I want to focus on essential questions (EQs) throughout the search process and bring the students back to the EQs to reconsider and reevaluate the information they find. Not a very inspired title, I agree, but I think the process itself is the most important element. I was very much influenced by the Research Cycle Model we read about.
What we are discovering is that topical research, which often in this e-age means sending students off into the digital morass ‘to find out about X’, can lead to poor quality, poorly focused, drivel-filled assignments. Some of the students we teach are in drivel denial, however, since they still believe that the internet is like some sort of online book of published (and vetted) essential truths and that their ‘research’ reflects that truth. Our search process models are intended to bust through all that and have students question, synthesize, and organize their data for reliability, validity, and relevance. We have a battle on our hands…..
Throughout the summer of 2009, we asked users of PBS TeacherLine Peer Connection (our tool designed to assist instructional coaches and mentors search, save, and share high-quality PD resources), to submit questions to an expert in the field of professional development. Our expert for this session was none other than JoEllen Killion, deputy executive director of the National Staff Development Council.
This week’s Q&A focuses on mentors gaining repsect from the teachers they support.
Q. Recently, I have been mentoring a veteran teacher, per the request of the building administrator, who is very resistant to my ideas. She feels her current practices are working and don’t need to be changed. What are some quick strategies to gain her respect?
A. Veteran teachers have wisdom and want to be respected as people who are experienced and who are successful. Sometimes if is helpful to compliment, ask about what makes teaching such a rewarding profession for this person, ask the teacher what advice he or she would offer a novice teacher. In this conversation, ask what data the teacher currently uses to assess student learning and the effectiveness of his or her practice so the coach knows something about the teacher and what he or she values.
Data conversations may follow. The key word in this question is feels. What evidence supports that feeling? Identify what data are available in the school and classroom to help inform decisions about teaching and learning. Coaches may want to connect teachers to data by showing them how to access the data and how to interpret and use it. Begin first by identifying strengths from data and then areas that need attention. Recommend data gathering strategies for getting information about the effectiveness of teaching and learning.
As you could probably tell, I was struggling to keep up last week. There was just so much information to read/view and then write responses to. I realize now that was because it was the introduction to everything we were going to be learning. She had to give us so much background of why we would want to use Web 2.0 tools with our classes. This week has been much better in that we are concentrating on specifics.
The focus for the week was blogs, wikis, and media sharing sites. I am a blog addict. I subscribe to more of them than I can keep up with, but I am always afraid I am going to miss something. I am also always adding more to my RSS feed. I’m nothing if not a glutton for punishment.
I am really just getting into wikis although I have dabbled with them for 2-3 years. My final project for the class will be based on a wiki I am designing for use with a Senior English teacher and her students. They will use it with the already assigned Literature Circles. We also plan on having them post their reflection summary as a blog, but that will be on my library webpage.
The media sharing sites focused on video sharing. Of course, I already knew about YouTube and TeacherTube, but some of the others were new to me. One other type of media sharing that was not mentioned was Flickr. I have viewed friends’ pictures on it before, but not used it with students. I do know that many people have licensed their submissions under Creative Commons, so there would not be any copyright issues.
All-in-all, it has been an amazing week. I really look forward to whatever she has planned for us next week.
Well, there’s no let-up here. Assignment 1 was due yesterday and we’re already slaving away on the second assignment, which takes us away from our arguments about roles and responsibilities as digital educators (and octopi) to an investigation into search process models. Our objective is to explore the best models to help students navigate all the stuff out there online, the data smog and infoglut. I admit to feeling rather infoglutted myself at the moment…
Last week saw the Building Critical Thinking Skills for Online Research group battle it out in the forum. We were angry and excited, on a mission to save education from poor administrators, ‘lazy’ teachers, and technophobes. The discussion assignment this week is a bit drier with less room for digression: a comparison of the search process models we’ve been reading about. Hmmm. I just don’t think there will be quite as much frisson in there—at least not when it’s on-topic! So far things are little more subdued and the serious learning is happening. As effective as the asynchronous forum is, however, there does sometime seem to be a chaos of messages one just doesn’t want to deal with. Despite the message overload, I did manage to read every single one, and replied to many. We are supposed to reply to two or three messages but most of us just can’t help getting more involved in the discussions.
The good thing about this online environment is that one has plenty of support from the growing team. I am getting a lot from the collaborative aspect of this course and my peers are good company. What I also enjoy is the 24/7 online interaction and not having to run out to go to class. No one cares that I sit here in my Snoopy slippers with breakfast smeared on my face, or that Sesame Street is blaring in the background. This might have to change: I won’t need to ditch the attire or my bed-head, but I might need a bit more peace to work soon. This second session is leading up to some pretty heavy stuff, I think. I will have to design my own search process model, which will be rather time consuming, and engage in much reflection. This is where we start putting our learning into action, creating materials and plans we can put to use in our classrooms.
Our guest bloggers have been blogging like gangbusters!
Unfortunately, that meant that I had to put the “Ask the Expert” sessions on hold for a bit, but they are back. Throughout the summer of 2009, we asked users of PBS TeacherLine Peer Connection (our tool designed to assist instructional coaches and mentors search, save, and share high-quality PD resources), to submit questions to an expert in the field of professional development. Our expert for this session was none other than JoEllen Killion, deputy executive director of the National Staff Development Council.
This week’s Q&A focuses on teachers actually implementing what coaches suggest.
Q. I have a teacher who seems open to my suggestions when we meet on-on one, but doesn’t actually implement any of them in the classroom based on my observations. Any ideas on how I can move her forward?
A. When it doesn’t appear that teachers implement what coaches suggest, I wonder about several things. One is whether teachers know how to do what coaches want them to do. Another is whether they have the resources necessary to do it. A third is whether the teacher understands that coach expects him/her to do something. Another is whether they have the will. There are other reasons too.
So, the first strategy to use is to ask them to develop an action plan or helping them develop one so there is clarity about what to do. If at all possible, get specifics about when they will implement the strategy. Some teachers need those plans to be very specific and others don’t. The second is to ask about what they will use to do what is being suggested and how they will access those resources. Then, it is helpful to clarify that the coach is interested in knowing how it goes and that the coach will follow-up. Sometimes teachers don’t think that the coach holds any expectation for them to use the ideas suggested. Clarifying that can be as simple as, “I will be eager to know how it goes. I’ll check back with you on Wednesday.” Next is assessing willingness by listening for language that might suggest intent to act. It is also helpful to ask, “When will you do this?” “Who will be involved?” “When can I check back with you to learn about how it went?” “May I watch?”
Intentional follow-up is important and it can be brief. Plan to stop by and just ask, “How did it go?” “What’s next now?”
This morning Dr. Robert Marzano was the keynote speaker for the Defining the Future of Learning Today Education Forum hosted by SETDA (State Educational Technology Directors Association). Here are some of the key points I heard during his discussion of a study conducted by the Marzano Research Laboratory about the effectiveness of interactive whiteboards (IWBs) in the classroom.
The “sweet spot” for effective use of IWBs in the classroom:
*Teachers with 2 years of experience using technology
*Technology use constitutes 75% of classroom time
*If technology is used 80-95% of classroom time, effectiveness actually declines
Some memorable quotes from Dr. Marzano:
“The books I wrote on teaching will be obsolete in the next 5-10 years based on the technology available now.” – with reference to use of IWBs and available multimedia content
“Technology has a way to get every student involved.” - with reference to IWB response systems and using the tool to engage students
“Teachers’ use of instructional techniques coupled with technology has a very powerful effect.” - describing teachers use of IWBs with the following instructional techniques:
*previewing
*chunking
*scaffolding
*pacing
*interaction with content
*monitoring for understanding and providing feedack
I’m baaacckk! I realized after my last post that I never told you my name. Fortunately, our blog administrator introduced me. Anyway, as you now know, I am Elaine Willis.
I had planned on posting again before this, but the first session has been a doozy! We had several articles/webpages to read, five journal entries, and two discussion board postings. Of course, one of those was just introducing ourselves which was a lot of fun. Even though we will probably never meet face-to-face, it is nice to know the other students’ backgrounds. It’s amazing how much we have in common even though we are located all over the country.
This course has one big, culminating project. I have glanced at it and then pretended I didn’t. The Queen of Procrastination strikes again. That is one thing about a course like this; you have to take responsibility for yourself. There is no one to baby you along. Oh, right! You have to act like an adult.
Honestly, I love the self-paced learning environment. There are items that must be submitted from week to week, but it is up to me to make sure I don’t fall behind.
My best piece of advice for those of you who, like me, tend to put things off is to enter all your assignment due dates on a calendar that you will see everyday. Personally, I use a Palm and have for years, but I also sync with Google Calendar. GC makes it easy to see the big picture which can be hard to do with a Palm. Anyway, something about seeing it all laid out on a calendar gets me motivated.
Well, I guess I better take my advice and pull out my calendar. I’ll let ya’ll (Southern girl here) know later how it goes.
Dora the Explorer, Wal-Mart, and other analogies
Hey everyone! We’re in the middle of week three of the course which means we are more than half way there. I have learned so much, even though I was already familiar with a number of the tools/sites we are discussing. One of the reasons I decided to take this course was to learn to use what I already know effectively. Unfortunately, as is my nature, I want to play with all the new stuff I am learning and not concentrate on one thing.
Throughout the summer of 2009, we asked users of 
This morning Dr. Robert Marzano was the keynote speaker for the Defining the Future of Learning Today Education Forum hosted by SETDA (State Educational Technology Directors Association). Here are some of the key points I heard during his discussion of a study conducted by the Marzano Research Laboratory about the effectiveness of interactive whiteboards (IWBs) in the classroom.
I’m baaacckk! I realized after my last post that I never told you my name. Fortunately, our blog administrator introduced me. Anyway, as you now know, I am Elaine Willis.