Teaching and Learning Cooperative
Proposal – Individual and Groups of 2 to 4
Title of Proposal: Colonial Williamsburg Institute
TLC points requested: 20
Proposal Submission Date: June 10, 2006
Proposal Description (2-3 sentences for publishing to prospective participants):
Following attendance of the Colonial Williamsburg Institute in Williamsburg, Virginia, this summer, participants will implement improved methods of Social Studies curriculum and instruction. In addition, participants will write a Colonial unit of lesson plans to share with other educators at the 2007 Colonial Williamsburg Convocation.
Implementation Timeframe (Beginning and Ending Dates): May 18, 2006-Feb. 24, 2007
Proposal Contact Person: Allison Kuhl
Work Location: Highland Ranch Elementary Phone: 858-674-4707 ext. 4407
Email:
Participant(s) name: Allison Kuhl and Ana Gessel (open to other Colonial Williamsburg Institute participants from PUSD)
District Goals to be Addressed: X K-12 Literacy (support for K-12 reading, writing, or mathematics)
X Proficiency for all students across all grade levels and content areas, as measured by standardized state measures (cahsee, cst)
X Increased access to rigorous curriculum and course (AP courses, A-G)
Intended Learning Outcomes: Participants will gain:
· Increased personal understanding of Colonial American History.
· Instructional techniques for motivating and increasing student understanding of Social Studies content standards.
· Strategies for establishing increased student engagement in the Social Studies curriculum that will support academic learning.
· Renewed passion and excitement about teaching and learning Social Studies!
Professional Growth Activities – Acquisition of New Learning
State what new learning participant(s) will acquire through this proposal, including the anticipated timeline:
June 26-July 3, 2006 (50 hours)
The Colonial Williamsburg Institute, sponsored by SDCOE and held on site in Williamsburg, Virginia, provides 7days/60 hours of content on topics including:
· All aspects of Colonial life
· Timeline of Colonial history from the beginning of Colonial establishment in the New World at Jamestown, to the end of American Revolution at Yorktown
· The role of women, slaves, tradesmen, working class and gentry class citizens in the 1770’s
· Trades of Colonial Virginia, including seeing authentic craftspeople and tools used in the 1770’s
· Laws and customs of the time period.
May, 2006 – February, 2007 10 hours
· Five additional collegial meetings with other Colonial Williamsburg Institute participants sponsored and held at SDCOE offices, scheduled between May, 2006 and Feb., 2007.
Classroom Implementation Activities
State how participant(s) will implement new learning in the classroom: 16 hours
Following participation in the summer institute, site teams will work collaboratively to implement improved methods of Social Studies curriculum. A unit of study based on some aspect of Colonial history will be developed by each site team, which will be presented and shared with other educators at the February, 2007, Williamsburg Convocation. Action plans will include, but not be limited to:
· 8 standards-based lessons related to Colonial history.
· Evidence of collegial planning and classroom implementation, such as meeting notes, lesson plans, student work, and teacher-developed resources.
· Presentation of the unit of study at the Convocation
Reflection Activities
State how participant(s) will reflect on their new learning: 8 hours
· To support incorporation of new knowledge and action planning, participants will keep a journal of notes and daily reflections of the most important concepts learned during the summer institute.
· As part of the collaborative sharing and unit of study to be presented at the Convocation, participants will reflect on the effectiveness of lessons taught and the impact lessons had on students.
· At the conclusion of the 2006-2007 school year, participants will complete a written reflection in which they will evaluate the effectiveness of Social Studies instruction, summarize overall student impact, and describe steps for ongoing implementation/continuous improvement.
Budget Request
If you anticipate needing fiscal support for the implementation of your proposal, please list prospective needs and estimated costs.
· No fiscal support is needed for this proposal.
If you are the facilitator, will you need “facilitator hourly” (if you opt for no points)?
Yes If so, for whom? No X
Revised October 1, 2005