Jerry Case will be our presenter for Session #20. He will give a "product tour" of the SMART Board. After the session, we will gather information about additional SMART Board training you would like to have.
There will be two identical sessions: April 12th from 2:00-3:00 and April 13th from 11:00-12:00. Please choose the one that fits into your schedule best. Both sessions will be in TC 406.
I hope you can attend!
Wednesday, March 31, 2010
Tuesday, March 30, 2010
Session #19: Summary
Our speakers for Session #19 were Pat Clark and Eva Zygmunt-Fillwalk. They began by giving a brief history of how they became involved in the Teaching Diverse Students Initiative, which is an extension of the Teaching Tolerance Project. You can register for a free subscription to Teaching Tolerance or the eNews from this page.
Next, they gave an overview of the site, starting with the Tools section. The tools section is very deep and can lead learners to more and more specific information around many issues related to race and ethnicity. Specifically, Pat and Eva wanted us to know that there are some great resources at the PBS site, Race: The Power of an Illusion.
The Learning Resources section contains linked information organized alphabetically around the topics addressed on the site. It would definitely be worth instructors' time to look at the Learning Resources page to see if any of the information could be used in their courses.
There are two case studies available on the site described as case-based course modules that can be used in multiple ways and engage the learner in problem solving related to improving instruction of racially and ethnically diverse students. Please note that there is a brand-new case study available that instructors are now fighting over to claim for their courses!
There are three major discussions in which students can participate. You must become a member of the site to gain access to the materials and discussions, but registration is free.
Finally, Pat and Eva shared how they use the learning objects on the TDSi site in their courses to negotiate student reactions during phases they call "Pre-Encounter, Encounter, Post Encounter, and Taking Action."
Thank you to Pat and Eva for sharing this wonderful resource with us.
In lieu of an LTTO session for April, please attend one of the SMART Board Product Tours being offered by Jerry Case in TC 406 on April 12th at 2:00 or April 13th at 11:00.
Next, they gave an overview of the site, starting with the Tools section. The tools section is very deep and can lead learners to more and more specific information around many issues related to race and ethnicity. Specifically, Pat and Eva wanted us to know that there are some great resources at the PBS site, Race: The Power of an Illusion.
The Learning Resources section contains linked information organized alphabetically around the topics addressed on the site. It would definitely be worth instructors' time to look at the Learning Resources page to see if any of the information could be used in their courses.
There are two case studies available on the site described as case-based course modules that can be used in multiple ways and engage the learner in problem solving related to improving instruction of racially and ethnically diverse students. Please note that there is a brand-new case study available that instructors are now fighting over to claim for their courses!
There are three major discussions in which students can participate. You must become a member of the site to gain access to the materials and discussions, but registration is free.
Finally, Pat and Eva shared how they use the learning objects on the TDSi site in their courses to negotiate student reactions during phases they call "Pre-Encounter, Encounter, Post Encounter, and Taking Action."
Thank you to Pat and Eva for sharing this wonderful resource with us.
In lieu of an LTTO session for April, please attend one of the SMART Board Product Tours being offered by Jerry Case in TC 406 on April 12th at 2:00 or April 13th at 11:00.
Wednesday, March 3, 2010
Session #19: The Teaching Diverse Students Initiative for Affecting Teacher Change
Most prospective teachers grew up in European American neighborhoods and when seeking teaching positions, actively avoid schools with a large inflow of minority students (AACTE; Jackson, 2009).
In one study, preservice teachers consistently stereotyped their students based on race and social class, and they routinely displayed biased behaviors and attitudes in their field placements (Aaronsohn, Carter, and Howell, 1995). These stereotypes frequently translate to differential expectations and subsequent disparity in practice, jeopardizing the notion of equity in education to which we all aspire.
Join us as Eva and Pat discuss how the Teaching Diverse Students Initiative can help preservice and practicing teachers consider the issue of bias and their personal role in affecting change.
The March LTTO session will be on March 25th at 1:00 in TC 217.
***Please note that this session is appropriate for those teaching online AND face-to-face courses.
References
Aaronsohn, E., Carter, C. J., & Howell, M. (1995). Preparing monocultural teachers for a multicultural world: Attitudes toward inner-city schools. Equity in Education, 28, 5-9.
Jackson, C. K. (2009). Student demographics, teacher sorting, and teacher quality: Evidence from the end of school desegregation. Journal of Labor Economics, 27 (2).
Session #18: Summary
Our guests for session #18 were Chris Cardona, Lynne Niclair, and Kevin Davis from Pearson.
Chris took us on a tour of one of the fully developed online courses Pearson has developed. The course content of each of Pearson's online courses is designed with the same template, so each course has a similar format. There are videos, discussion questions, assignments, projects, and rubrics for each course. These courses are ready to go and fully available to any instructor who adopts a Pearson text for her/his course. Please contact Chris if you want access to the content.
Next, Kevin showed Building Teaching Skills and Dispositions from MyEducationLab, which includes course- specific or text-specific activities. Pearson also has TeacherPrep available as a resource for students.
The group talked briefly about options for textbook content, including eBook versions of Pearson texts. For most of the texts Pearson offers, individual chapters could be linked to modules so that students would have e-versions of the materials within each module. Students could purchase access to these chapters for one year or several years. Students could build their own virtual library of Pearson texts and be able to use highlight functions, notetaking, as well as search across all the books in their library.
Chris said he is interested in talking to individual faculty members who wish to use Pearson content. He is also very interested in talking to program area leaders about how Pearson can work with programs to develop and deliver content. Please contact Chris if you are interested.
Thanks to Chris, Lynne, Kevin for the presentation and for providing lunch.
Our next session will be on March 25th at 1:00 in TC 217.
Chris took us on a tour of one of the fully developed online courses Pearson has developed. The course content of each of Pearson's online courses is designed with the same template, so each course has a similar format. There are videos, discussion questions, assignments, projects, and rubrics for each course. These courses are ready to go and fully available to any instructor who adopts a Pearson text for her/his course. Please contact Chris if you want access to the content.
Next, Kevin showed Building Teaching Skills and Dispositions from MyEducationLab, which includes course- specific or text-specific activities. Pearson also has TeacherPrep available as a resource for students.
The group talked briefly about options for textbook content, including eBook versions of Pearson texts. For most of the texts Pearson offers, individual chapters could be linked to modules so that students would have e-versions of the materials within each module. Students could purchase access to these chapters for one year or several years. Students could build their own virtual library of Pearson texts and be able to use highlight functions, notetaking, as well as search across all the books in their library.
Chris said he is interested in talking to individual faculty members who wish to use Pearson content. He is also very interested in talking to program area leaders about how Pearson can work with programs to develop and deliver content. Please contact Chris if you are interested.
Thanks to Chris, Lynne, Kevin for the presentation and for providing lunch.
Our next session will be on March 25th at 1:00 in TC 217.
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