ASSESMENT

What is it? In education, the term assessment refers to the measure of what has been accomplished or learned.

Much of Bernajean Porter’s inservice in March 2001 centered on the assessment of teacher   technology integration . She presented such guidelines as “The Four Cornerstones”, “ETP’s Technology and Learning Spectrum” (includes Literacy Uses, Adapting Uses and Transforming Uses of technology), and “Where is the Spotlight”.  

High School teachers studied several assessment methods of Thomas A. Angelo as presented in his article “Doing Assessment as if Learning Matters Most” http://frontpage.uwsuper.edu/scholars/assess.pdf

High School teachers also assessed their teaching goals inventory by using:

http://www.uiowa.edu/~centeach/tgi/

See also Understanding by Design (a separate initiative that follows).

More about Assessment on Docushare at:

http://doc.mariemontschools.org/dscgi/ds.py/View/Collection-286

COMMUNITY RESOURCES

In reference to the Cinergy grant, Community Resources refers to those resources, whether people, organizations or places that enrich the community and can be used to support student learning. The Community Resource Committee is devoted to identifying and cataloging information about community resources for use by teachers, students and other community members. This data is presented through the Community Resource Catalog at: http://doc.mariemontschools.org/dscgi/ds.py/Get/File-1032/COMMUNITY_RESOURCE_ONLINE_CAT_rev.doc

Teachers are being encouraged to take advantage of the CR Catalog by designing authentic learning projects. Students can participate at various levels from primary to the high school at which point they become eligible to contribute to the Library of Congress Veteran’s History Project. At the present time, catalog records include only people resources.

More information about the Community Resource Committee is available at:

http://doc.mariemontschools.org/dscgi/ds.py/View/Collection-289

CRITICAL THINKING

What is it? Critical Thinking is a process, the goal of which is to make reasonable decisions about what to believe and what to do (Ennis, 1996).

An inservice program was held in February, 2002 at which Cherrie Kassem , author of “Implementation of a School-Wide Approach to Critical Thinking Instruction”, . presented on the topic of critical thinking in the classroom.

In her comments on relevant literature Kassem noted that “… in teaching thinking dispositions, at least as important as teaching thinking skills and strategies, is teaching students the habits of mind   needed to be strong, independent, lifelong learners. “

Kassem mentioned that many experts (e.g., Ennis, 1987; Paul, 1990; Costa, 1991; Perkins, 1984; Wiggins , 1987) have identified dispositions essential to good thinking. Dispositions are the attitudinal components of thinking, and they include such components as the following:  awareness of one's own thinking processes , inquisitiveness, fair-mindedness, tolerance, sensitivity, open-mindedness, persistence, and the ability to set goals and make plans .” Marzano, Pickering, and McTighe (1993)   

High School teachers have also looked at the writings of Thomas A. Angelo and Gary Chadwell. Two teachers attended a Chadwell workshop on The Collins Writing Program , and later presented about the program at an in-service. See reference to Chadwell on Docushare. See reference to Angelo in “Assessment”.

Each school has approached the subject of critical thinking in a different way. In some schools, the FATS team has lead the charge. In other schools, it has been a combination of FATS and/or the principal leading inservice presentations that emphasize habits of mind, awareness of one’s own thinking process, Bloom’s taxonomy, and methods of integrating HOTS (Higher Order Thinking Skills) into the curriculum.

See also Understanding by Design (a separate initiative that follows)

For more about Critical Thinking Skills go to:

http://doc.mariemontschools.org/dscgi/ds.py/View/Collection-425

FACULTY ACTION TEAMS (FATS)

What are they? Faculty Action Teams are select groups of teacher leaders. In the planning stage of the grant, these teachers participated in exercises to help identify potential barriers to change, recognize assets and lower apprehensions about the grant.

Today, FATS team members engage in strategic planning and help in setting building level goals related to various initiatives. They also consider new initiatives and model for students the concept of a “culture of learners” that sustains intellectual growth. In several buildings, the number of teachers on the team has increased. Group members select a leader. FATS are proactive in helping to plan in-services.

More information about the Faculty Action Teams (FATS) can be found at:

http://doc.mariemontschools.org/dscgi/ds.py/View/Collection-290

LITERACY

The emphasis on literacy was initially fostered by a FATS team leader in an elementary school. Two elementary schools have formed study groups that are concentrating on theories presented by Stephanie Harvey in her two books, Non-Fiction Matters and Reading Strategies. Opportunities for further growth have been presented to teachers through a Literacy Survey. (2003-2003)  

To read more about the sponsored activities, go to the survey online at: http://doc.mariemontschools.org/dscgi/ds.py/Get/File-1282/LITERACY_SURVEY.doc

PROJECT PARTNERS

The Project Partners team evolved from an idea presented by Bernajean Porter who suggested developing teacher support groups of "critical friends" in each building to support technology integration and help with the development of projects for the IL Skills Scope and Sequences.

Project Partners were originally selected from a group of teachers who participated in a graduate level course called “Designing a Research Module”. The course was taught by Jamie McKenzie and sponsored by the BASICS grant. Project Partners can be found at all levels and each building has at least 2 representatives. In addition, all library staff members are Project Partners.

McKenzie also presented a ½ day inservice (October, 2000) about designing research projects at an inservice for the entire staff. McKenzie is noted for his work in the area of technology integration and project design. Project Frameworks, which may be modeled after web quests, research modules , etc are required to include grade level scope and sequence skills.

Project Partners, K-6 have planned together for several ½ day sessions in the past two years.

More information about McKenzie and the Research Module can be found at:

http://www.fno.org

http://www.questioning.org

http://staffdevelop.org/

More information about Bernie Dodge’s Web Quests can be found at:

http://webquest.sdsu.edu/

More information about Project Partners can be found at:

http://doc.mariemontschools.org/dscgi/ds.py/View/Collection-291

SCOPE AND SEQUENCES

What are they? A scope and sequence is an organized list of skills that students should know and be able to do at each grade level, K-12.

The scope and sequences, taken together, form an important segment of the MCSD curriculum for the 21^st Century. The Scope and Sequences are presented in grade-by-grade format and designed to aid students in the development of information literacy and technology skills as well as provide a guideline for skills that need to be integrated into the curriculum. The library staff plays a key role in the introduction of many of these skills. Taken all together, the technology skills and information literacy skills are often referred to as IT skills. Project Partners are proficient in these skills.

“To be prepared for a future characterized by change, students must learn to think rationally and creatively, solve problems, manage and retrieve information, and communicate effectively. By mastering information problem-solving skills students will be ready for an information-based society and a technological workplace.”   American Association of School Librarians.

To learn more about MCSD’s Scope and Sequences link to this address in the Parent’s Toolbox: http://doc.mariemontschools.org/dscgi/ds.py/Get/File- 1153/HISTORY_ABOUT_IL_S_AND_S_10-02.doc

The above web address includes links to the Board adopted Technology Literacy Skills Scope and Sequence and the Information Literacy Skills Scope and Sequence. MCSD Scope and Sequences have been compiled by the Project Partners and Library Staff as a collaborative effort and are subject to review.

TECHNOLOGY INTEGRATION

What does it mean? This term refers to the method whereby technology is introduced into the classroom. Technology is not a special course, nor is it introduced for its own sake, but instead is integrated as it flows naturally from the curriculum.

Technology can supplement the classroom program with hands-on student centered learning activities. It is motivational for students and provides for a variety of learning styles. When used well, it can promote critical and creative thinking. Using technology in this way helps prepare students for their future lives in which technology will play an important part.

Both Bernajean Porter and Jamie McKenzie addressed various issues relating to technology integration in their presentations as sponsored by the BASICS grant.

See Assessment and link to the Cinergy FAQ to read about “Grappling with Accountability – A Technology Audit” at http://doc.mariemontschools.org/dscgi/ds.py/Get/File-1038/FAQ_ABOUT_CINERG_3rd_rev_1-23.doc (Scroll to “Grappling”)

Bernajean presented her workshop in March, 2001.

UNDERSTANDING BY DESIGN

What is it? UBD is about design—the design of curriculum to engage students in exploring and deepening their understanding of important ideas and the design of assessments to reveal the extent of their understandings.

For more information about this topic go to:

http://doc.mariemontschools.org/dscgi/ds.py/Get/File-1263/UNDERSTANDING_BY_D

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