World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
Entry ID: NA05-1 / PermissionCOUNTRY: USA / YEAR: 2005 etc. / LANGUAGE: English
TITLE: Edutopia Professional Development Modules:
· Theory of Multiple Intelligences (2005)
· Project-Based Learning (2003)
· Assessment (2002) /
AUTHOR/DEVELOPER: The George Lucas Educational Foundation
CONTACTS/AVAILABILITY:
· Modules available at: http://www.edutopia.org/foundation/courseware.php
The George Lucas Educational Foundation
PO Box 3494
San Rafael, CA 94912
Phone: 415.662.1600
Fax: 415.662.1605
[About the GLEF (George Lucas Educational Foundation)]
The George Lucas Educational Foundation (GLEF) is a nonprofit operating foundation that documents and disseminates information about exemplary programs in K-12 schools to help these practices spread nationwide. We serve this mission through the creation of media -- from films, books, our magazine Edutopia, and e-newsletters, to CD-ROMs and DVDs. Our Web site contains all of our multimedia content published since 1997.
[General Description of the “Multiple Intelligences” Module]
· Online multi media version is available at: http://www.edutopia.org/modules/mi/index.php
· PDF version is available at: http://www.edutopia.org/modules/mi/pdfs/mi_module.pdf
· Accompanying Power Point document can be downloaded at: http://www.edutopia.org/modules/mi/MI_PowerPoint.ppt or be viewed online at: http://www.edutopia.org/modules/mi/MI_PowerPoint.htm
Outline/Excerpt
· PART ONE: Guided Process – introduction to MI theory
o Why is the theory of multiple intelligences (MI) important?
o Read articles; View film segments on the GLEF website à Consider following questions:
§ What evidence do I see and read that multiple intelligences are being addressed?
§ What evidence do I see and read that curriculum standards are being addressed?
§ How would I adapt what I see and read to my own classroom and school?
§ What methods of assessment will I use to determine if my students are learning what I want them to learn?
§ What methods of assessment will I use to determine how focusing on multiple intelligences makes a difference in student achievement?
§ How can I share with my colleagues what I’m doing, so as to expand their understanding and mine?
o Listening to Teach (p. 4)
§ Listening to know particular students
§ Listening to the rhythm and balance of the classroom
§ Listening to the social, cultural, and community context of students’ lives
§ Listening for silence and acts of silencing
o Differentiated Instruction’s Relationship to MI (p. 5)
"Differentiated classrooms feel right to students who learn in different ways and at different rates and who bring to school different talents and interests. More significantly, such classrooms work better for a full range of students than do one-size-fits-all settings.
Teachers in differentiated classrooms are more in touch with their students and approach teaching more as an art than as a mechanical exercise."
—Carol Ann Tomlinson
The Differentiated Classroom: Responding to the Needs of All Learners
o How?
§ How can the theory of MI be integrated into teaching and learning?
§ Read articles & watch film segments on the GLEF website that demonstrate the integration of MI in the classroom (p. 8)
· PART TWO: Group Participation – guides participants in envisioning the MI theory in their classrooms
o Activities (p. 11)
§ Activity 7: The MI Classroom (p. 14)
· Use the “MI Check-In Chart” (http://www.edutopia.org/modules/mi/pdfs/ck_in.pdf)
o Thinking about your class, what intelligences do you think are represented by your students?
o Fill in the chart below:
§ Intelligence
§ Ways I have incorporated this intelligence
§ Ways I would like to incorporate this intelligence
§ What I need in order to incorporate this intelligece
[General Description of the “Project-Based Learning” Module]
· Online multi media version is available at: http://www.edutopia.org/modules/PBL/index.php
· PDF version is available at: http://www.edutopia.org/modules/pdfs/pbl.pdf
· Accompanying Power Point document can be downloaded at: http://www.edutopia.org/modules/PBL/PBL.ppt or be viewed online at: http://www.edutopia.org/modules/PBL/PBL_PowerPoint/ppframe.htm
Outline/Excerpt
· PART ONE: Guided Process – introduction to Project-Based Learning
o Why is PBL important?
§ Brings a new relevance to the learning at hand
§ Lends itself to authentic assessment
§ Promotes lifelong learning
§ Accommodates students with varying learning styles and differences
o What is PBL? (p. 7)
§ The inquiry (learning) process starts with a guiding question and lends itself collaborative projects that integrate various subjects within the curriculum.
Examples of guiding questions
· What do nocturnal animals do while we’re sleeping?
· What is cystic fibrosis and how is it caused?
· What does a high school look like in 2050?
§ Enable students to participate, learn, and delve into the content in various ways.
· Field trips
· Experiments
· Model building
· Interviews
· Making posters, etc.
§ Allow students to demonstrate their knowledge in multiple ways.
§ Ask students to investigate issues and topics addressing real-world problems (= relevant to their own lives; meaningful learning) while integrating subjects across the curriculum (= holistic learning)
§ Foster abstract, intellectual tasks to explore complex issues.
o How does PBL work? – View project-based learning in action (p. 7)
§ Steps for PBL (p. 8)
· Ask BIG question
· Design a Plan for the Project
· Create a Schedule
· Monitor the Students and the Progress of the Project
o Project rubrics (Make the requirements for successful project clear):
§ What is required for project completion?
§ What is the final product?
§ What does a good report/multimedia presentation/poster/product look like?
· Assess the Outcome
· Evaluate the Experience (p. 11)
o Take time to reflect, individually and as a group
o Share feelings and experiences
o Discuss what worked well
o Discuss what needs change
o Share ideas that will lead to new questions, thus new project.
o Teaching about PBL – Use the Power Point presentation
· PART TWO: Group Participation – assigns readings and activities for experiential, project-based learning
o Activities (p. 13-)
§ Activity 4 (p 14) – Ask participants: ‘What makes a project a good one?
§ Activity 6 (p. 15) – Good Guiding Questions for Projects
· What makes a good question for project-based learning
· How can we develop good question for students?
· How can we help students develop their own?
§ Activity 9 (p. 16) – Effective Rubrics for Project-Based Learning
· Ask participants: “How will you evaluate student projects?”
· Examine sample rubrics (e.g., http://pblchecklist.4teachers.org/)
· Discuss pros and cons of the approaches
· Develop a sample rubric
· Share their work in a whole group
[General Description of the “Assessment” Module]
· Online multi media version is available at: http://www.edutopia.org/modules/Assessment/index.php
· PDF version is available at: http://www.edutopia.org/modules/pdfs/assess.pdf
· Accompanying Power Point document can be downloaded at: http://www.edutopia.org/modules/Assessment/Assessment.ppt or be viewed online at: http://www.edutopia.org/modules/Assessment/Assessment_PPT/ppframe.htm
Outline/Excerpt
· PART ONE: Guided Process – introduction to assessment
o Why is Assessment important? (p. 4)
§ We ask ourselves – “Are we teaching what we think we are teaching?” “Are students learning what they are supposed to be learning?”
§ Deciding purpose and content of assessment – Some Questions
· “What distinction do you make between ‘testing’ and ‘assessment’?”
· “Why is it important what teachers consider assessment before they begin planning lessons or projects?”
· “Standardized tests (such as SAT in the U.S.) are used by schools as a predictor of a student’s future success. Is this a valid use of these tests?”
§ Assessment should…
· Provide diagnostic feedback about students’ learning
· Help educators set standards
· Evaluate progress
· Relate to a student’s progress
· Motivate performance
o What are Some Types of Assessment? (p. 6)
§ Standardized assessment
§ Alternative, authentic assessment
· Observation
· Essays
· Interviews
· Performance tasks
· Exhibitions and demonstrations
· Portfolios
· Journals
· Teacher-created tests
· Rubrics
· Self- and peer-evaluation
o How Do Rubrics Help? (p. 8)
§ Types of Rubrics
· Team rubric
o Did the person participate in the planning process?
o How involved was each member?
o Was the team member’s work to the best of his or her ability?
· Project rubric
o What is the quality of the work?
o How do you know the content is accurate?
o How well was the presentation delivered?
o How well was the presentation designed?
o What was the main idea?
§ Look at sample rubrics (e.g., http://school.discovery.com/schrockguide/assess.html) and discuss:
· What do you think of the different styles?
· Do they meet your expectations of rubrics for the designated grade levels? Why or why not?
· Which one most closely suits your vision of what you will need? Why?
· PART TWO: Group Participation – assigns readings and activities for experiential, project-based learning
o Activities (p. 11-)
§ Listen to & discuss
§ Read & discuss
§ Create a rubric from scratch
§ Use templates for creating rubrics
Relevant Lietrature/Resources
· Differentiated instruction resource page: http://www.ascd.org/portal/site/ascd/menuitem.d5694dff6cfbf18ddeb3ffdb62108a0c/
TARGET: £ policy makers £ school administrators £ preschool teachers £ primary ed teachers £ secondary ed teachers £ higher ed teachers £ sped teachers £ pre-service teachers £ related service providers £ families £ students £ community members
TOPIC: £ introduction/philosophical understanding of inclusive education/getting started £ effective teaching/assessment strategies £ challenging behaviors £ team work, collaboration £ family/community involvement £ networking £ developing policy £ dealing with change £ HIV/AIDS £ advocacy/leadership skills £ others
PHASE: £ awareness raising/introduction/advocacy phase £ on-going support/development £ follow-up/monitoring £ others
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