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Overview The Reading First initiative, as defined in the No Child Left Behind legislation, is based on the findings of the National Reading Panel. This workshop, co-developed by EDC and NEIRTEC (Northeast and the Islands Regional Technology in Education Consortium), one of ten regional technology in education consortia funded by the U.S. Department of Education, provides a review of the five key areas in early reading instruction as defined by Reading First--phonemic awareness, phonics, fluency, vocabulary, and text comprehension--and explores how technology can best support reading instruction. The workshop also includes an introduction to DIBELS (Dynamic Indicators of Basic Early Literacy Skills), a set of standardized measures of early literacy development. Workshop participants will review several software packages that can be used with early readers and develop strategies for integrating technology appropriately and effectively in early reading instruction. |
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Workshop Goals This workshop will enable participants to:
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Format and Requirements This workshop is divided into seven one-week sessions which each include readings, an activity, and an online discussion among workshop participants. The time for completing each session is estimated to be two to four hours. |
Workshop Outline:
| Session | Description |
| Session One: Introduction and Overview |
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| Session Two: Supporting Phonemic Awareness Instruction |
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| Session Three:Technology-Enhanced Phonics Instruction |
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| Session Four: Developing Fluency |
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| Session Five: Building Vocabulary and Text Comprehension Skills with Technology |
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| Session Six: Assessing Reading Instruction and Finalizing a Technology-Enhanced Classroom Reading Project |
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Workshop participants are expected to complete weekly assignments, including active participation in the online discussion board. In addition, participants will develop and share their ideas to incorporate tools and strategies presented in the workshop into their own curricula.
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Overview
In this workshop, participants will gain hands-on experience using Web-based tools to develop collaborative, inquiry-based curricula. Participants will take an in-depth look at four Web-based curriculum formats including Hotlists, Treasure Hunts, Multimedia Scrapbooks, and WebQuests. Exemplary curricula in each format will be analyzed, critiqued and evaluated for applicability to participants' own classroom needs. Participants will leave the workshop with detailed plans for developing Web-enhanced lessons for their own curricula.
Goals and Products
This workshop will enable participants to:
- Learn about simple but powerful Web-based tools to help enhance curriculum activities
- Develop a personal collection of Web-based resources for curricular use
- Learn about Web-based activity formats that match curricular goals
- Plan a standards-based Web-enhanced lesson for classroom use
Format and Requirements
This workshop is divided into six one-week sessions which each include readings, an activity, and an online discussion among workshop participants. The time for completing each session is estimated to be two to four hours.
The outline for the workshop is as follows:
| Session One: | Introduction - The Value of the Web |
| Session Two: | Hotlists and Multimedia Scrapbooks |
| Session Three: | Treasure Hunts and WebQuests |
| Session Four: | A Deeper Look at WebQuests |
| Session Five: | Planning and Evaluation of Web-Enhanced Lessons |
| Session Six: | Creating a Web-Enhanced Lesson |
In the first session, participants will explore some of the ways the Web can be used to enhance teaching and learning. In sessions two through four, participants will become familiar with different examples of web-enhanced lessons. In the fifth session, participants will spend time locating and evaluating online resources to include in a web-enhanced lesson. In the final session, participants will create a web-enhanced lesson using either a pre-designed template and/or the web-based activity tool, Filamentality.
Final Product Template: Participants will use the Final Product Template to pre-plan their web-enhanced lesson. The template is a Microsoft Word document. The template is also available in PDF format.
Here are suggested criteria for evaluating final products: http://www.edtechleaders.org/documents/finalproject_guidelines.htm
Workshop participants are expected to complete weekly assignments, including active participation in the online discussion board. In addition, participants will develop and share their ideas to incorporate tools and strategies presented in the workshop into their own curricula.
Prerequisites
This is an introductory workshop for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers, and proficiency with email and current web-browsers.
Content and Technology Standards
This workshop, Approaches and Tools for Developing Web-Enhanced Lessons, will help participants meet the following ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://cnets.iste.org/teachers/t_stands.html), especially Standards II, III, V, and VI.
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Overview
This workshop is designed for middle-school math teachers, curriculum specialists, professional development specialists, or other school personnel. Over the course of six sessions, participants will explore ideas and questions related to the nature of algebraic thinking, the relationship between mathematical thinking and algebraic thinking, and methods for encouraging the development of algebraic thinking in middle school students. The workshop will culminate in the development of a final product for participants to use in the classroom.
Goals and Products
This workshop will enable participants to:
- Develop an understanding of mathematical and algebraic thinking
- Recognize and build on opportunities for algebraic thinking in a variety of mathematics contexts
- Analyze students' algebraic thinking
- Pose questions that encourage the development of algebraic thinking
As a final product, participants will develop a lesson plan that incorporates the key concepts of the workshop.
Format and Requirements
This workshop is divided into six one-week sessions which each include readings, an activity, and an online discussion among workshop participants. The time for completing each session is estimated to be two to four hours.
The outline for the workshop is as follows:
| Session One: | What is Algebraic Thinking? |
Session Two: |
Exploring Algebraic Thinking in Patterns - Examining Your Own Thinking |
| Session Three: | Analyzing Students' Algebraic Thinking about Patterns |
| Session Four: | Using Teacher Questioning to Develop Algebraic Thinking |
| Session Five: | Conducting a Student Interview |
| Session Six: | Developing a Lesson Plan on Patterns and Algebraic Thinking |
In the first two sessions, participants will explore the nature of algebraic thinking and consider their own thinking process when solving patterns problems. Sessions Three through Five focus on methods for uncovering and analyzing students' algebraic thinking, through the examination of student work, questioning techniques and student interviews. In the final session, participants will review the key concepts of the course and develop a lesson plan that incorporates those concepts.
Please note: In Session Five, participants will be asked to interview two middle school students, and should plan ahead to arrange for the interviews. Participants who are not currently teaching may choose to interview middle school children they know, a family member, or even a colleague.
Final Project Template: Participants will use the Algebraic Thinking Lesson Plan Template to create a lesson plan based on the strategies and concepts they have explored throughout the workshop. The template is a Microsoft Word document. The template is also available in a PDF version.
Workshop participants are expected to complete weekly assignments, including active participation in the online discussion board. In addition, participants will develop and share their ideas to incorporate tools and strategies presented in the workshop into their own curricula.
Prerequisites
Participants are expected to have regular access to computers. In addition, participants should be proficient with using email, browsing the Internet, and navigating to computer files.
Content and Technology Standards
This workshop, Using Patterns to Develop Algebraic Thinking, addresses the following will help participants meet the National Council of Mathematics (NCTM) Algebra Standards for Grades 6-8 (http://www.nctm.org/standards/), especially Standards I,II, III, IV, V and VI.