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Austin Community CollegeCenter for Teacher Certification

Summer Institute 2009

Director: Mrs. Sharon Duncan Principal/Lead Instructor: Ms. Tina Waddy

Asst. Principal: Mrs. Melaina Wilkin

Instructors: Mr. Abel Villarreal Ms. Heather Hatton

Ms. Marcia Beckford Mr. Corky Narramore

Ms. Karen KosterMs. Ananda Ituarte-Ojeda

Mr. Rodrigo Rodriguez

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Institute ScheduleJune 2009

Monday 8th Tuesday 9th Wednesday 10th Thursday 11th Friday 12th HBC

All Cert. AreasOnline 1 Assessment Due

-Gangs and Schools Austin Police Officer Bazzel-Teaching Tools for the Rookie Teacher Villarreal

Class Time 6-9pm

HBCAll Cert. Areas

-Technology for the Classroom Karen Koster

Laptops ConfirmedClass Time 6-9pm

Monday 15th Tuesday 16th Wednesday 17th Thursday 18th Friday 19th HBC

All Cert. AreasBilingual & Sp.Ed.

Online Assessment II Due-Special Education Overview Waddy & Ituarte-Ojeda (AM)-Prerequisite Skills & Eliminating Re-teaching Villarreal & Waddy (PM)

Laptops ConfirmedClass Time 8:00-3:30

HBCAll Cert. Areas

-Assessment Tools for EC-8 All Content Areas -Disaggregated Data & Instruction Villarreal, & Waddy (AM & PM)


HBCAll Cert. Areas

-Learner Diversity & Differentiation Waddy & Ituarte-Ojeda (AM) Villarreal (PM)-Bilingual Test Preparation Rodriguez (PM)-Special Education Breakout Waddy


HBCAll Cert. Areas

-Positive Behavior System Heather Hatton (AM & PM)

-Kidspiration & Inspiration Gretchen Whitehill (PM)

Class Time 8:00-3:30

HBCBreakout Session

-Math @ UT (AM) Villarreal @ HBC (PM)-EC-4, & Sp. Ed. Student Teaches Waddy, Ituarte-Ojeda (AM & PM)-Science Student Teaches (AM & PM) Narramore -Bilingual Test Preparation Rodriguez (PM)-Special Education Breakout (PM)

Class Time 8:00-3:30Monday 22nd Tuesday 23rd Wednesday 24th Thursday 25th Friday 26th Pecan Springs

Breakout Sessions All Cert. Areas

-Science Student Teaches (AM) Narramore -Math AM – Ituarte-Ojeda; PM Villarreal-Reading Institute Beckford, Waddy, Rodriguez (AM & PM)


Pecan SpringsBreakout Sessions

All Cert. Areas

-Science Narramore-Math Villarreal-Reading Institute Beckford, Waddy, Rodriguez (AM & PM)



All Cert. Areas

-Math @ UT Villarreal (AM) Breakout @ Pecan Springs (PM)-Science Narramore-Reading Institute Beckford, Waddy, Rodriguez (AM & PM)



All Cert. Areas

-Science Narramore-EC-4, Sp.Ed. & Math Villarreal & Waddy (AM & PM)

Website check-Duncan, off site


Pecan SpringsFinal Wrap-Up

-Tool Box Sharing-Celebration in Cafeteria-Pot Luck Lunch-Speakers-Final Grade Sheets and -Certificates Handed Out

Class Time 8:00-2:00Note: Those certifying in science and math are encouraged to attend breakout session for greatest possibility of employment area.

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Scope & SequencesAll Certification Areas @ HBC

Online Assignment Due

Instructor: Villarreal Teaching Tools for the Rookie Teacher Tuesday, June 9th 6:00 pm – 9:00 pmRationale

What are participants learning?

Participants will learn to separate myth from fact concerning gang activity in schools, and classrooms; learn how to analyze the classroom environment from day one as the “authority” in the classroom; learn how to engineer the classroom space to maximize student learning, and learn how to establish routines and procedures at the beginning of the school year.

Why is it important?Teachers need to have knowledge of current gang activity to maintain a safe and productive classroom environment; as well as, knowledge of the dynamics and mechanics of establishing an efficient classroom environment.

Process of implementation.ACC will provide a guest speaker from the Austin Police Department to present current information on the topic of gangs in schools; and explicit instruction on procedures, models, and activities that support teacher’s knowledge of a safe and effective classroom environment.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials “Is Your Classroom Ready?” – Handout / PowerPoint’s / Cornell Notes Sheet / Self-Reflection Sheet

/ Toolbox Pre-checklist / Supplies: stapler, staples, pens and pencils, whiteboard markers, paper clips, 3-hole punch

ScheduleGangs and

Schools6:00-7:20

Engineering the Classroom Space

7:30-8:00

The Anatomy of a School Day

8:00-8:30

The First Day of School8:30-9:00

Teachers will learn to separate myth from fact concerning gang activity in schools and classrooms.

Teachers will learn how to re-engineer the classroom for effective instruction.

Teachers will learn the “ins and outs” of effective teaching styles and strategies.

Teachers will learn to establish themselves as a “teacher” as well as a “role model” for students.

ActivitiesName Description

“Is Your Classroom Ready?” Teacher will receive this checklist to use at the beginning of the school year.Cornell Notes Template Teachers will use this sheet to take notes during presentations.

Daily Self-Reflection Template Teachers will use this sheet to reflect on class presentation information.

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All Certification Areas @ HBC

Instructors: Koster The World of Classroom Technology Thursday, June 11th 6:00 pm - 9:00 pmRationale

What are participants learning? Participants will learn to integrate technology into their classrooms by using scientifically-based methods.

Why is it important? Teachers need to have knowledge of basic technology tools and skills, such as Word, Excel, website authoring, cameras, flash drives, light pro (presentation stations).

Process of implementation. ACC will provide explicit instruction on procedures, models of technology, and activities that support teacher’s knowledge of technology use in the classroom..

Procedure Teach Model Practice Self-Reflect Add to Toolbox

MaterialsSTaR Chart / White Board training and ELMO / Clickers and Instructions, Laptops and Flash Drives / Cornell Notes Sheet / Self-Reflection Template / Supplies: markers, 3-hold punch

Schedule6:00-7:20 7:30-8:00 8:00-8:30 8:30-9:00

Using technology in the classroom. Student-made video (Make a Difference). Teachers will learn to establish and plan the levels of technology progress needed in the classroom.http://classroom.leanderisd.org/webs/Karen.koster

Teachers will learn to use clickers, white board, cameras and downloads for classroom engagement.

PowerPoint Tips - Teachers will learn to use Technology Applications Teacher Network.

Teachers will learn to find sites on laptops and note areas for future use of using technology in the classroom. Do You Believe video from http://www.dallasisd.org/keynote.htm .


Clicker use and directions Teachers will use clickers, Elmo, White BoardCornell Notes Template Teachers will use this sheet to take notes during presentations.

Daily Self-Reflection Template Teachers will use this sheet to reflect on class presentation information.Resources: http://starchart.esc12.net; CRICK about clicker: http://www.cricksoft.com/US/ideas/using_clickerhttp://www.eschoolnews.org; http://www.techlearning.com/article/15188; Technology Applications Teacher Network: http://www.techappsnetwork/org - [email protected] – teacher01 (register personally to have account automated). Look for Model Classroom Lessons, Specifically Science 6-8, Acid Rain at http://www.techappsnetwork.org/lib/multimed/file/lesnplan/17/528/Lesson%20Plan.pdf - http://ritter.tea.state.tx.us/tchrtoolbag http://www.google.com/educators/index.html

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http://www.google.com/educators/index.html

http://ritter.tea.state.tx.us/tchrtoolbag

http://www.techappsnetwork.org/lib/multimed/file/lesnplan/17/528/Lesson%20Plan.pdf

mailto:[email protected]

http://www.techappsnetwork/org

http://www.techlearning.com/article/15188

http://www.eschoolnews.org/

http://www.cricksoft.com/US/ideas/using_clicker

http://starchart.esc12.net/

http://www.dallasisd.org/keynote.htm

http://classroom.leanderisd.org/webs/Karen.koster

All Certification Areas @ HBCInstructors: Waddy & Villarreal Special Education Monday, June 15th 8:00 am – 11:00 pm

Rationale


Participants will learn about Special Education legislation, eligibility, learning disability determination, service delivery for special populations, and modifications vs. accommodations.

Why is it important? Teachers need to have knowledge of the eligibility process for Special Education students, and how service delivery, modifications, and accommodations shape instruction for Special Education students.

Process of implementation. ACC will provide explicit teaching of procedures, models of instruction, and activities, as well as support teacher’s knowledge of Special Education procedure and laws.


MaterialsJournal Article “Response to Intervention (RTI): What Teachers of Reading Need to Know” by Eric M. Mesmer and Heidi Anne E. Mesmer / PowerPoint - SPED Overview / “Beyond F.A.T. City: A Look Back, A Look Ahead” by Richard D. Lavoie (ACC), Laptops, Flash Drives; DVD/VCR.

Professional Development8:00-8:30

Special Education Overview8:30-9:30

“Beyond F.A.T City” Video9:30-11:00

Teacher Toolbox10:30-11:00

Teachers will read “Response to Intervention (RTI): What Teachers of Reading Need to Know” by Mesmer & Mesmer

Teachers will learn about Special Education law, eligibility and determination, and their role in the referral process.

Teachers will watch “Beyond F.A.T. City” to get a better explanation of the world of learning disabled students. Also, to learn how parents and teachers can help with LD student’s frustration, anxiety, and tension.

Teachers will analyze and discuss the information found in the video “F.A.T. City”, and add their discussion sheet and guided notes to their tool Box.


“Taking a Closer Look” Quick Internet Research

Teachers will use the internet to research the characteristics of Dyslexia, and share their findings. Instructions in PowerPoint

Cornell Notes Template Teachers will use this sheet to take notes during presentations.Daily Self-Reflection Template Teachers will use this sheet to reflect on class presentation information.

Article - http://www.reading.org/Publish.aspx?page=RT-62-4-Mesmer.pdf&mode=retrieve&D=10.1598/RT.62.4.1&F=RT-62-4-Mesmer.pdf&key=39D83168-5A0B-445C-981A-4B580B5282C1Activity - Taking a Closer Look - http://www.nih.gov/

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http://www.nih.gov/

http://www.reading.org/Publish.aspx?page=RT-62-4-Mesmer.pdf&mode=retrieve&D=10.1598/RT.62.4.1&F=RT-62-4-Mesmer.pdf&key=39D83168-5A0B-445C-981A-4B580B5282C1

http://www.reading.org/Publish.aspx?page=RT-62-4-Mesmer.pdf&mode=retrieve&D=10.1598/RT.62.4.1&F=RT-62-4-Mesmer.pdf&key=39D83168-5A0B-445C-981A-4B580B5282C1

Monday, June 15th ContinuedEliminating Re-teaching & Understanding Prerequisite Skills 12:00 pm - 3:30 pm

RationaleWhat are participants

learning?Participants will learn how to use knowledge of prerequisite skills and assessment to eliminate re-teaching.

Why is it important? Teachers need to have a firm knowledge of the curriculum one-grade level below, and above the level they will be teaching to help students reach grade level standards.

Process of implementation. ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of prerequisite skills used to write appropriate student centered lessons.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Power Points - Pre skills and Reteaching & Content and Role of Culture / Determining Prerequisite

Skills Sheet (Website) / Laptops and Flash Drives / Supplies: pens and pencils; whiteboard markersSchedule

Multicultural Curriculum12:00-12:30

Objective Breakdown12:30-1:15

Procedural Knowledge1:30-2:30


Teachers will learn the five stages of a multicultural Curriculum to better understand how to facilitate differentiation.

Teachers will analyze TEKS at various grade levels to identify and better understand prerequisite skill knowledge.

Teachers will learn a series of steps to evaluate student mastery of objectives to decide if re-teaching prerequisite knowledge is necessary.

Teachers will create activities and products that can be used in the EC-8th grade classroom.


Determining StudentMastery of Skills

Teachers will create a series of steps to evaluate student mastery of objectives to decide if re-teaching prerequisite knowledge is necessary.

Determining Prerequisite Skills The activity has certain objectives from different content areas, and will give teachers practice determining prerequisite skill. (Website)


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Instructors: Waddy & Villarreal Assessment Strategies Tuesday, June 16th 8:00 am - 3:30 pmRationale


Participants will learn a series of steps to address student achievement gaps on various assessments; as well as, how to administer EC-4 reading assessments. Teachers will also learn to empathize with Tier III students and their struggle to reach grade level standards.

Why is it important? Teachers need to have knowledge of how assessment impacts on-going instruction.Process of

implementation.ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of various assessments.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials MOY Assessments / EC-8 Research-based Assessment Tools / Assessments / Disaggregated Data Handouts

/ Laptops, Flash Drives / Supplies: white board markers, pens and pencils; TPRI, Tejas LEE, DRA;Schedule

Professional Development

8:00-8:30

EC-8 Assessment Tools Breakout

8:30-9:30

Disaggregated Data9:45-11:00

“Fat City” Assessment & Testing Activity

12:00-1:45


Teachers will analyze, and discuss a journal article “How We Learn, Understanding ADHD” by Daniel T. Willingham

Teachers will learn about different types of assessments for elementary (TPRI, Tejas LEE, DRA, Flint /Cooter etc.).

Teachers will learn to compile and organize data for instructional purposes.

Teachers will learn to work towards more comprehensive TAKS goals by identifying smaller goals involved in benchmark testing.



“Fat City” Assessment & Testing Activity

Instructors will administer MOY benchmark assessments that have been changed altered to represent the knowledge of Tier I-III learners. Teachers will use the scores to generate data, and in turn use that data to produce an academic action plan.


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All Certification Areas @ HBCInstructors: Waddy, Villarreal, Rodriguez Learner Diversity & Differentiation Wednesday, June 17th 8:00 am – 3:30 pm


learning?Participants will learn how culture and diversity affect learning and instruction; as well as, different activities and guidelines for successful classroom instruction of English Language Learners.

Why is it important? Teachers need to have knowledge of how diversity impacts student perceptions, classroom instruction, and activities that address those problems.

Process of implementation.

ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of culture and diversity amongst learners.


MaterialsModalities, Modification & Accommodation Handouts / Modifications Handout / Bilingual Supplemental Test Preparation Material / Paper Bag with Everyday Objects / Supplies: whiteboard markers, pens and pencils; prizes, materials for toolkits. http://vodpod.com/watch/1588910-niks-quick-shout-a-complete-efl-teacher-training-course-online

ScheduleProfessional Development

8:00-8:30

Modification, Accommodation & ELL Reading Strategies

8:30-11:00

Bilingual Test Preparation12:00-3:00

Special Education Breakout

12:00-3:00


Teachers will analyze, and discuss an online video clip to build realistic perspective about their first year.

Teachers will learn how to modify and accommodate for students access to materials; the content being learned; student products; and effective strategies for ELLs.

Teachers will prepare for the Bilingual Supplemental Exam.

Teachers will learn about ARD meetings, and setting up ARD materials.



Whose Line Is It?Each group is given large paper bag containing everyday objects (plastic bottles, foil, milk cartons, and wire), and copies of TEKs. The object of the game is to name as many reasonable uses of the objects to teach objectives. We will have prizes for the group that has the longest list.

Identifying Strategies for ELL’s Teachers will brainstorm strategies that can help English Language Learners succeed, and then compare their ideas with a list of proven strategies.



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http://vodpod.com/watch/1588910-niks-quick-shout-a-complete-efl-teacher-training-course-online

http://vodpod.com/watch/1588910-niks-quick-shout-a-complete-efl-teacher-training-course-online

Instructors: Hatton, Whitehill Positive Behavior Support & Kidspiration Thursday, June 18th 8:00 am - 3:30 pm


learning?Participants will learn how to establish a behavior management system based on Positive Behavior Support to provide students with structure during classroom instruction.

Why is it important? Teachers need to have a firm understanding of the steps to establishing a Positive Behavior Support system to increase consistency in teaching, and to reduce the likelihood of misbehavior throughout the school year.


ACC will provide a Positive Behavior Support Specialist from AISD who will provide explicit teaching of models of behavior management that support teacher’s knowledge of effective behavior support.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Module 2, PBS / Teacher Self-Reflection / Supplies: chart paper, markers, white board markers

Scaffolding Classroom ManagementClassroom Structures Teaching Systems Teacher-Student Interactions

Universal – Module 1

Guidelines for SuccessAttention SignalActivity ExpectationsBeginning & Ending Routines

Teaching Guidelines for SuccessTeaching Expectations/RoutinesUsing Guidelines for SuccessUsing an Attention SignalUsing Activity ExpectationsUsing Routines

Behavior NarrationFluent Redirection

Targeted – Module 2IncentivesConsequences

Teaching Incentives & ConsequencesUsing a Response Hierarchy

Teaching InteractionVerbal De-escalation

Intensive – Module 3, coming during EDTC

3004

Referral ProceduresDocumentation Procedures

Teaching Referral Procedures

Teacher Tool Box

Instructional Activities

Guided NotesAction PlanningMake and Take

Guided NotesAction PlanningLesson Plan WritingRole Play & Observation

Guided NotesRole PlayObservation

Toolbox Products

Classroom Management PlanClassroom Poster / SignageDocumentation Forms

Teaching ScheduleLesson PlansObservation FormsObservation Notes

Observation FormsObservation Notes

Kidspiration & Inspiration Presentation: Teachers will learn how to use technology for classroom instruction and as a differentiated tool. (PPT notes and presentation)

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EC-4 Generalists & Special Education @ HBCInstructors: Waddy, Ituarte-Ojeda & Rodriquez Student Teaches & Breakout Sessions Friday, June 19th 8:00 am - 3:30 pm


learning?Participants will model effective instruction by student teaching, evaluating the instruction of their peers, and self-reflecting on the experience.

Why is it important?Teachers need to have authentic experience teaching and modeling content in the classroom environment; as well as, the ability to self-reflect as a gauge for providing effective instruction. Teachers need to be able to explain real-world applications for TEKS, build background knowledge, deliver instruction appropriately, and utilize manipulatives to scaffold and support student learning.

Process of implementation. ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of how to instruct students.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Peer -teach Rubrics / Supplies: 3-hole punch, stapler and staples, pens and pencils

ScheduleStudent Teaches & Evaluations

8:00-12:00

Bilingual Test Preparation

1:00-3:15

Special Education Breakout Session

1:00-3:15


Bilingual & Special Education teachers will teach a lesson, and be graded on Domain I-III, and V.

Teachers will prepare for the Bilingual Supplemental Exam.

Question and answer session over Special Education topics.



Teacher Evaluation Template Teachers will use this sheet to evaluate teacher presentations.Daily Self-Reflection Template Teachers will use this sheet to reflect on class presentation information.

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Math Session @ UT and HBCInstructors: Villarreal Student Teaches Friday, June 19th, 8:00 am - 3:30 pm

Rationale


Participants will model effective instruction by student teaching, and one-on-one tutoring instruction with 8th grade students at University of Texas “UT Teach”, and self-reflecting on the experience.

Why is it important?

Teachers need to have authentic experience teaching and modeling content in the classroom environment; as well as, the ability to self-reflect as a gauge for providing effective instruction. Teachers need to be able to explain real-world applications for TEKS, build background knowledge, deliver instruction appropriately, and utilize manipulatives to scaffold and support student learning in math.

Process of implementation. ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the concepts.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Transportation / Lesson Plans Template / UT Teach Self-Reflection Template / Supplies: pens,

pencils, whiteboard markersSchedule

The UT Teach Experience8:00-12:30

Debriefing The UT Teach Experience

1:45-2:00

UT Teach Plan II

2:00-3:15


Teachers will teach and tutor students for the University of Texas Teach Summer Tutoring Program.

Teachers will debrief their morning teaching experiences at the University of Texas.

Teachers will learn to plan for Tier III learners to prepare for their next UT Teach experience.

Teachers will add plans for the next UT Teach experience, observation notes and self-reflection sheet to their teacher toolbox.


“UT Teach Plan II Activity” Teachers will learn to plan for Tier III learners to prepare for their next UT Teach experience.

UT Teach Self-Reflection Template Teacher will use this sheet to reflect on their experiences at UT Teach.

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Science Sessions @ HBC

Instructors: Narramore Student Teaches Friday, June 19th 8:00 am – 3:30 pmRationale


Participants will model effective instruction by student teaching, and self-reflect on the experience.

Why is it important?Teachers need to have authentic experience teaching and modeling content in the classroom environment; as well as, the ability to self-reflect as a gauge for providing effective instruction. Teachers need to be able to explain real-world applications for TEKS, build background knowledge, deliver instruction appropriately, and utilize manipulatives to scaffold and support student learning in science.


ACC will provide explicit teaching of steps and procedures, models of instruction, and activities that support teacher’s knowledge of the concepts.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials PowerPoint - GT Differentiation / Science Lesson Plans / Lab Materials (See List) / Cornell Notes

Template, Self-Reflection Template / Supplies: 3-hole punch, stapler and staples, pens and pencils, whiteboard markers

ScheduleStudent Teaches

8:00-11:00Student Teaches

12:00-3:00Student Teaching Debrief

& Teacher Toolbox3:00-3:30

Teachers will teach a science lesson to model effective instruction of the science curriculum.


Students will debrief their teaching experience by self-reflecting, and analyzing the instructor and peer evaluation forms.


Peer Reflection Templates Teachers will use the self-reflection sheet to reflect on class presentation information, and student teaching experiences.

Professional Development Articles on Website– “Should you cut that frog?”; “Home Dissection Kits and More;” & “Genetically Engineered Food.”

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Math Session @ Pecan Springs Science, Reading Institute, Separate

Instructors: Ituarte-Ojeda (AM) & Villarreal (PM) Breakout Sessions Monday, June 22nd 8:00 am - 3:30 pm


learning?Participants will analyze the 6th and 7th grade math curriculum, and brainstorm to create questions and activities that will both allow for teaching at the highest levels of Bloom’s Taxonomy.

Why is it important? Teachers need a firm understanding of the 6th and 7th grade math curriculum (both one grade level below and above the grade level they will be teaching); and knowledge of how to teach the curriculum at the higher levels of Bloom’s Taxonomy. This knowledge will help teachers to provide effective instruction; as well as, scaffold and support student learning.


ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the concepts.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Journal Article / Action Plans Phase I-III (Template on Website)


8:00-8:30

Curriculum Overview & Action Plans8:30-11:00

Debrief Action Plans12:00-1:00

Connecting TAKS Activities to Objectives 1:15-2:30

Teacher Toolbox 2:30-3:30

Teachers will analyze, and discuss a journal article called “Asking Questions That Count” by Glencoe.

Teachers will complete phase I-III for 6th & 7th grade Action Plan which includes: TEKs overview, prerequisite skills, and implementation.

Teachers will evaluate their action plans, and discuss strategies and questioning used to teach Tier III students.

Teachers will learn how to pick appropriate activities for each TEKs by creating a set of criteria.

Teachers will add their action plans, and self-reflection to their teacher tool kit.


“Math Action Plans”Teachers will create an action plans for Tier III 5th & 6th grade students transitioning to 6th and 7th grade. The plans will encompass prerequisite skills for Objectives 1-6, and focus primarily on math Objectives 1-6 instead of individual TEKS.

Cornell Notes Template Teachers will use this sheet to take notes during presentations.Daily Self-Reflection Templates Teachers will use this sheet to reflect on class instruction and activities.

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Science Session @ Pecan Springs Math, Reading Institute, Separate

Instructors: Narramore Breakout Sessions Monday, June 22nd 8:00 am - 3:30 pm


learning?Participants will model effective instruction by student teaching, and self-reflect on the experience. Participants will learn how to plan effective vocabulary lessons for science, as well as analyze the seventh grade curriculum.

Why is it important?Teachers need to be able to build background knowledge, deliver instruction appropriately, and utilize manipulatives to scaffold and support student learning in science. Teachers need to have a firm understanding of the science curriculum at the sixth grade level; as well as, have an understanding of how to make science vocabulary come to life.



Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Transportation Map of Campus / Lab Materials / Cornell Notes Template / Self-Reflection Template / Action

Plan Phase I-IIISchedule

Student Teaches

8:00-11:00

Bringing Science Vocabulary to Life

12:00-1:00

Curriculum Overview 6th Grade Science

1:15-2:15

Science Labs 6th Grade2:15-3:15



Teachers will analyze demonstrations, and discuss the uses of vocabulary in science.

Teachers will analyze the 6th grade curriculum, and discuss strategies and questioning for the content.

Teachers will discuss lab set-up procedures; analyze student / teacher expectations, and 6th grade labs.

Teachers will create activities and products that can be used in the 7th

grade classroom.Activities

Name Description“Gallery Walks” Teachers will learn to set up student products in gallery walks for modeling.

“Vocabulary Activity” Teachers will create vocabulary activities for sixth, seventh, or eight grade instruction.“Teacher Lab Demonstration”

(How High Can You Jump and The Plane Truth)Teachers will analyze 6th grade example lab on linear measurements, and then break into two groups to teach 6th grade labs.

Cornell Notes Template Teachers will use this sheet to take notes during presentations.Daily Self-Reflection Templates Teachers will use this sheet to reflect on class presentation information.

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Math Session @ Pecan Springs Science, Reading Institute, Separate

Instructors: Villarreal Tuesday, June 23rd 8:00 am - 3:30 pmRationale


Participants will analyze the 8th grade math curriculum; brainstorm to create questions and activities that will allow for teaching at the highest levels of Bloom’s Taxonomy; and provide scaffolding for instruction. Teachers will also become familiar with using graphing calculators, and create appropriate models for warm-ups and closure activities.

Why is it important?Teachers need a firm understanding of the 8th grade math curriculum (including Algebra I), the use of graphing calculators in instruction, and appropriate warm-ups, and closure activities for lessons. This knowledge will help teachers provide effective instruction; as well as, scaffold for students transitioning to the 9th grade.



Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Action Plan – Phase I-III (Template on Website) / Graphing Calculator; 8-9th grade / Alg 1 IPGs curriculum

/ Sample Warm-ups / Copy of Bloom’s Taxonomy / Supplies: chart paper and markers; pens and pencils Schedule


8:00-8:30

Curriculum Overview 8th Grade & Algebra I

8:30-9:45

Calculator Technologies10:00-11:00

Examining Warm-Up & Closure Activities

12:00-1:45


Teachers will analyze, and discuss a math journal article “What About Research?” by Mary Gilfeather and John del Regato.

Teachers will analyze the 8th grade curriculum including Algebra I, and discuss strategies for instruction.

Teachers will learn to connect middle school content to 9th grade content.

Teachers will analyze different ways to provide students with appropriate warm-ups & closure during the lesson cycle.

Teachers will create activities and products that can be used in the 6th, 7th, or 8th grade classroom.


“Solving ProblemsUsing Calculator Functions”

Teachers will get hands-on experience by first attempting to solve math problems using a graphing calculator. Then teachers will evaluate the strategies and calculator procedures needed to solve the problems.


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Science Session @ Pecan Springs Math, Reading Institute, Separate

Instructor: Narramore Breakout Sessions Tuesday, June 23rd 8:00 am - 3:30 pm


learning?Participants will learn how to scaffold instruction for gifted & talented students, and a set of criteria for choosing appropriate research material from the Internet.

Why is it important? Teachers need knowledge of how to create strategies that scaffold for gifted & talented students, and knowledge of how to implement those strategies into the classroom. Teachers also need to have a firm understanding of the science curriculum at the seventh grade level.


ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the Inquiry Model.


MaterialsJournal Article, PowerPoint GT Differentiation / (The Inquiry Model) / “What is Inquiry in Science?” Action Plan – Phase I-III Electronic Template (On Website) / Lab Materials / Cornell Notes Template / Self-Reflection Template


8:00-8:30

G&T Differentiationin Science 1:30-2:30

Curriculum Overview 7th Grade Science

10:00-11:00

Science Labs 7th Grade

12:00-2:00


Teachers will analyze, and discuss the journal article “Genetically Engineered Food” by Anup Shah.

Teachers will lean strategies, questioning techniques, and ideas for scaffolding gifted & talented students in science.

Teachers will analyze the 7th

grade curriculum, and discuss strategies and questioning for the content.

Teachers will analyze, teach, and evaluate 7th grade labs.

Teachers will create activities and products that can be used in the 6th grade classroom.


“Gifted & Talented Modification Activity”

Teachers will modify and accommodate activities from their lesson plans for gifted and talented students

“Teacher Lab Demonstration”(Marshmallow Catapult and Blast Off)

Teachers will break into two groups to teach, analyze, and evaluate 7th grade labs.


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Math Sessions @ UT & Pecan Springs Science, Reading Institute, Separate

Instructor: Villarreal Wednesday, June 24th 8:00 am - 3:30 pmRationale


Participants will self-reflect on experiences learned from student teaching at UT Teach; examine real world applications for math, and learn how to choose appropriate math manipulatives for middle school instruction.

Why is it important?

Teachers need to be able to explain real-world applications for TEKS; build background knowledge; deliver instruction appropriately, and utilize manipulatives to scaffold / support student learning in math. Teachers should practice self-reflection as a gauge for providing effective instruction; understand how to tie math instruction into the real world, and be able to choose manipulatives that support concrete instruction in math.


ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the instructional methods.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Self-Reflection Templates / Currency Rates from Different Countries / Supplies: pens/pencils/markers,

scissors, paper, chart paper, staples/3-hole punchSchedule

The UT Teach Experience & Debrief

8:00-12:30

Real World Math Applications

1:45-2:15

Great Websites in Math

2:15-3:00


Teachers will participate in a summer tutoring program at the University of Texas, and debrief their experiences through self-reflection.

Teachers will learn to implement real-world examples into math instruction. (Example, Analyzing Currency Rates Between Different Countries.)

Teachers will learn to choose appropriate websites for math instruction, based on math objectives.

Teachers will add observation notes, self-reflection sheet form UT Teach, and the “Great Websites for Math” sheet to their toolbox.


“Websites for Math” Teachers will use the “Great Websites for Math” to document appropriate websites for instructional use.

Cornell Notes Template Teachers will use this sheet to take notes during presentations.Daily Self-Reflection Templates Teachers will use the self-reflection & UT Teach self-reflection sheet to reflect on class

presentation information, and student teaching experiences.

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Science Session @ Pecan SpringsReading Institute and Math, Separate

Instructors: Narramore Breakout Sessions Wednesday, June 24th 8:00 am - 3:30 pm


learning?Participants will learn to teach students to construct a science interactive notebook, and analyze an overview of the seventh grade science curriculum.

Why is it important? Teachers need to understand the benefits of guided science notes through the interactive science notebook, and have a firm understanding of the science curriculum at the eighth grade level.



Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Journal Article, PowerPoint (Interactive Notebook) / Action Plan – Phase I-III Electronic Template (On

Website) / Lab Materials / Cornell Notes Template / Self-Reflection Template / Teacher Toolkit Checklist In!Schedule


8:00-8:30

The Interactive Notebook8:30-9:45

Curriculum Overview - 8th Grade Science

10:00-11:00

Science Labs 8th Grade

12:00-2:00


Teachers will analyze, and discuss the journal article “Should you cut that frog?”

Teachers will learn how to implement the interactive science notebook into their daily (weekly) instructional routine.

Teachers will analyze the 8th grade curriculum and discuss strategies, and questioning for the content.

Teachers will analyze, teach, and evaluate 8th grade labs.



“The Interactive Notebook” Teachers will create an example interactive notebook to use as a model for instruction.“Teacher Lab Demonstration”(Penny Water and Origami Frog)

Teachers will break into two groups to teach, analyze, and evaluate 8h grade labs.


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Math Session - EC-8th Grade & Special Education @ Pecan Springs Science breakout, Separate

Instructors: Villarreal & Waddy Breakout Sessions Thursday, June 25th 8:00 am - 3:30 pm


learning?Participants will analyze math content from EC-8th grade, learn how to create “anchors of support” for math instruction, and better understand the connection between Objective 6 math problems and visualization.

Why is it important? Teachers need a firm understanding of the math curriculum they will be teaching to be able to provide effective instruction, and scaffold for all students.



Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Journal Article / Math curriculum (EC-8) / TEKS / / Action Plan – Phase I-III (Template on Website) /

Supplies: chart paper, stapler, 3-hold punch chart paper, markers, pens/paper/pencilsSchedule

EC-4th Grade Professional Development

8:00-8:30

Action Plan3rd Grade 8:30-9:45

Action Plan4th Grade

10:00-11:00

Manipulatives EC-6th

12:00-2:00

Creating Visuals in Elementary Math

2:00-3:00

Teacher Toolbox 3:00-3:30

Teachers will analyze, and discuss the article “The 10 Mistakes Teachers make.”

Teachers will analyze the EC-4th grade math curriculum.

Teachers will analyze the EC-4th grade math curriculum.

Teachers will create an action plan for Tier III students based on Objectives 1-6 of the math curriculum.

Teachers will learn to convert TEKS into visual images, create “anchors of support”, and teach from abstract to concrete.



“Creating Anchors of Support”Creating Math Visuals

EC-4 teachers will construct “anchors of support” using their knowledge of oral language in math to provided examples of support at each grade level.

“Choosing Math Manipulative” Teachers will create a list of criteria for selecting manipulatives for math instruction. Counters, blocks, dice, Investigations, visuals, anchors of support, numerical fluency centers (EC-8th ).

Elementary “Math Action Plan”

Teachers will create and action plans for Tier III 3rd grade students transitioning to 3rd grad & 4th grades. The plans will encompass prerequisite skills for TEKS in Objectives 1-6, but focus primarily on math Objectives 1-6 instead of individual TEKS.

Cornell Notes Template Teachers will use this sheet to take notes during presentations.

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Daily Self-Reflection Templates Teachers will use this sheet to reflect on class presentation information.

Math Breakout Continued, Thursday, June 25th 8:00 am - 3:30 pm

Schedule4th -8th Grade


8:00-8:30

Action Plans7th Grade8:30-9:45

Action Plans8th Grade

10:00-11:00

Manipulatives EC-6th

12:00-2:00

Creating Visuals in Elementary

Math2:00-3:00


Teachers will analyze, and discuss the article “The 10 Mistakes Teachers make.”



Teachers will adapt their 6th grade Action Plans to their first nine weeks of lesson plans.

Teachers will learn to convert TEKs into visual images, create “anchors of support”, and teach from abstract to concrete.

Teachers will create activities and products that can be used in the EC - 8th grade classroom.


“Creating Anchors of Support”Creating Math Visuals

4th – 8th grade teachers will construct “anchors of support” using their knowledge of oral language in math to create examples of support..

Middle School“Math Action Plan”

Teachers will create action plans for Tier III 6th & 7th grade students transitioning to 7th and 8th grades. The plans will encompass prerequisite skills for TEKS in Objectives 1-6, but focus primarily on math Objectives 1-6 instead of individual TEKs.

“Choosing Math Manipulative” Teachers will develop a set of criteria for selecting manipulatives for math instruction. Possible manipulatives include: counters, blocks, dice, Investigations program, visuals, anchors of support, numerical fluency centers (EC-8th).


Additional manipulatives assistance on SI website

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Science Session @ Pecan Springs Math, Separate Session

Instructors: Narramore Thursday, June 25th 8:00 am – 3:30 pmRationale


Teachers will learn how to choose appropriate internet resources, and real-world topics for instructional use in science, including labs.

Why is it important? Teachers need to know how to choose appropriate materials from real-world sources such as the Internet, and how to incorporate those materials into science instruction.


ACC will provide explicit teaching of procedures, models of instruction, and activities that support teacher’s knowledge of the real-world applications of science.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Transportation-Campus Map / Lesson Plans / PowerPoint (Finding Science in the Real World) / Lab Materials


8:00-8:30

Internet Resources for the Science Classroom

8:30-9:45

Finding Science in the Real World

10:00-11:00

Real World Science Labs

12:00-2:00


Teachers will analyze, and discuss the journal article “Home Dissection Kits and More.”

Teachers will research, brainstorm, and create a set of criteria for choosing appropriate internet research materials.

Teachers will discuss, and brainstorm ideas on the topic “real-world science applications” and discover their use in instruction and labs.

Teachers will teach and analyze lab experiments with real-world applications.



“Real World Science Labs”(Energy Flow and Space Vehicles Labs)

Teachers will analyze an example of a lab with real-world applications; break into two groups to teach two labs with real-world applications; and finally create a criteria list for choosing material with real-world applications for science instruction and labs.

“Websites for Science” Teachers will use the sheet “Great Websites for Science” to document appropriate websites for instructional use.

Cornell Notes Template Teachers will use this sheet to take notes during presentations.Daily Self-Reflection Templates Teachers will use this to self-reflection on their student teaching experiences.

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Reading Institute for First Year TeachersEC-4 Bilingual Generalists & Special Education

@ Pecan Springs Math & Science, Separate Instructors: Beckford & Waddy Monday-Wednesday, June 22nd – 24th 8:00 am – 3:30 pm


learning?Participants will learn the nine important components of a research-based reading program, and how to teach each component.

Why is it important? Elementary teachers need to have a concrete knowledge of how to teach the nine components of reading. Also, reading instruction is the foundation for all content areas at the elementary school level.


ACC will provide research-based principles and activities that model how to teach the nine components of reading; as well as, model how each component connects to the literacy block model.

Procedure Teach Model Practice Self-Reflect Add to ToolboxMaterials Laptops, Self-Reflection Template, Cornell Notes Template, Poster Board, Markers, File Folders, Paper;

books for read-aloud, Components of research-based reading programs; chart paper, markers, etc.Balanced Literacy Model

Read Aloud Teachers understand how to pick appropriate books for a read aloud, and how to use text talk to help students become good readers.

Shared Reading Teachers learn how to create themed shared reading lessons. Teachers also learn how to create appropriate questions, writing activities, and comprehension activities that reflect grade level standards.

Guided Reading –

Independent Reading –

-Teachers learn which resources are appropriate to use for guided reading, and how to find books at the student’s instructional level. Teachers also learn how to administer a guided reading lesson.-Teachers learn how to teach students to choose reading materials at their independent reading levels throughout the school year. Teachers also incorporate fluency into centers to help student’s reading accuracy and comprehension increase throughout the school year.

Reader Response / Writing

Teachers learn how to teach students to respond to literature, communicate ideas, and demonstrate comprehension.

Journal Articles“High-poverty Schools that Beat the Odds” by Patricia M. Cunningham; “10 Rules for Reading” by Deborah G. Litt; “Missing in Action: Vocabulary Instruction in Pre-K” by Susan B. Neuman , and Julie Dwyer, (Teachers will read articles ahead of time to facilitate understanding.)


“Make-It Take-It” Teachers will create activities for reading instruction and centers, for Kinder – 4th grade.Cornell Notes Template Teachers will use this sheet to take notes during presentations.Self-Reflection Template Teachers will use this sheet to reflect on class presentation information.

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ScheduleMonday Tuesday Wednesday

Oral Language – EC-4th 8:00-9:30

Vocabulary Word Study – Kinder– 4th

8:00-9:30Listening Comprehension – EC-4th

8:00-9:30Teach – Direct Instruction 30 min. Teach – Direct Instruction 30 min. Teach – Direct Instruction 30 minModel – Teacher 5 min. Model – Teacher Activity 5 min. Model – Teacher 5 minPractice – Teachers will create an oral language activity by picking an appropriate book, reading for details to create questions, write a script, and decide what type of center they could create to promote oral language development, 30 min.

Practice – Teachers will plan a pre-reading, during reading, and post-reading activity using 5 unfamiliar words from a big book. They will plan to introduce the words and their meanings (pre-reading), discuss the meaning of the words in their context (during reading), and have students record the words (post reading). To better understand the six syllable type, teachers will find words that fit into the six categories. 30 min.

Practice – Teachers will create questions that reflect listening comprehension as it relates to problem & solution, character analysis, setting, cause & effect, main idea, and sequence of events. This activity will allow teacher to understand how to create a center for listening comprehension. 30 min.

Self-Reflect – Sheet 5 min. Self-Reflect – Sheet 5 min. Self-Reflect – Sheet 5 min.Add to Tool Box – Product 5 min. Add to Tool Box – Product 5 min Add to Tool Box – Product 5 min.Closure – Tie into Balanced Literacy, and answer student questions. 15 min.

Closure – Tie into Balanced Literacy, and answer student questions. 15 min.


Phonological Awareness – EC-1st 9:45-11:00

Spelling – Kinder-3rd 9:45-11:00

Reading Comprehension – EC-4th 9:45-11:00

Teach – Direct Instruction 30 min. Teach – Direct Instruction 30 min. Teach – Direct Instruction 30 minModel – Teacher Activity 5 min. Model – Teacher Activity 5 min. Model – Teacher 5 minPractice –Teachers view & participate in a series of examples, and then choose three words and create a activity to segment, blend and omit sounds 30 min.

Practice – Teachers will find words from a text with certain prefixes, suffixes, and word parts to create an activity where students notice that many words are spelled in predictable patterns. 30 min.

Practice – Teachers will create an assessment using the four levels of questioning (refer to handout) as they relate to Bloom’s Taxonomy. 30 min.

Self-Reflect – Sheet 5 min. Self-Reflect – Sheet 5 min. Self-Reflect – Sheet 5 min.Add to Tool Box – Product 5 min Add to Tool Box – Product 5 min Add to Tool Box – Product 5 min.Closure – Tie into Balanced Literacy, and answer student questions. 15 min.



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Alphabetic Principles – EC-1st 12:15-1:45

Fluency – 1st -4th Running Records12:15-1:45

Written Expression – EC-4th 12:15-1:45

Teach – Direct Instruction 30 min. Teach – Direct Instruction 30 min Teach – Direct Instruction 30 minModel – Teacher Activity 5 min. Model – Teacher 5 min Model – Teacher 5 minPractice – Teachers will create an activity (script) to allow students to practice blending, and segmenting onset rimes. Teachers will have the students use the words in an original sentence, and find the words in their text.

Practice – Teachers will discuss effective interventions for types of errors, and how those errors drive planning for Phonemic Awareness and Alphabetic Principles instruction. Teachers will be given a guided reading text (at different grade levels) to administer and record a running record that reflects a student’s reading rate (words per minute), types of errors, and accuracy. Teacher will analyze results, and identify the most common type of error, and if the student has read at the independent, instructional, or frustration level. 30 min.

Practice – Teachers use the 5 steps of the writing process to develop a topic to the published level post their writing, and comment on other colleague’s writing using post-its.

Self-Reflect – Sheet 5 min. Self-Reflect – Sheet 5 min. Self-Reflect – Sheet 5 min.Add to Tool Box – Product 5 min. Add to Tool Box – Product 5 min. Add to Tool Box – Product 5 min.Closure – Tie into Balanced Literacy, and answer student questions. 15 min.



Centers – Buddy, Small Group, Independent and using anchors of

support.2:00-3:00

Centers – Buddy, Small Group, Independent and using anchors of support.

2:00-3:00

Centers – Buddy, Small Group, Independent and using anchors of support.

2:00-3:00

Model – Teacher Activity Model – Teacher Activity Model – Teacher ActivityPractice – Teachers choose between the three segments taught in the day’s session to create a center that could be used in the Balanced Literacy Block.

Practice – Teachers choose between the three segments taught in the day’s session to create a center that could be used in the Balanced Literacy Block.

Practice – Teachers choose between the three segments taught in the day’s session to create a center that could be used in the Balanced Literacy Block.

Add to Teacher Toolbox – Product Add to Teacher Toolbox – Product Add to Teacher Toolbox – ProductFluency: http://www.busyteacherscafe.com/teacher_resources/literacy_pages/fluency.htm

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http://www.busyteacherscafe.com/teacher_resources/literacy_pages/fluency.htm

Final Wrap-Up – ALL

All Participants Pecan Springs Friday, June 26th 8:00 am – 3:30 pm

Sharing Resources (AM)What are participants

learning?Participants will learn about each other’s tool Box and share. Be sure to share best lesson plans and check participant websites for lesson plans and updates. If you are assigned to a grade level that you have not personally designed, go to the TEKS for the grade upper and lower and contact peers for lessons.

Why is it important? Teachers need to have an understanding of what peers are planning in order to share and produce more effectively during the summer.


ACC will provide insight for materials by evaluations of Tool Kits and websites.

Procedure Present Evaluate Add to Tool BoxCelebration


Participants will celebrate completion of the Summer Institute and discuss questions and concerns with former cohort members

Why is it important? Teachers need to have a time to enjoy each other and learn from those who have been through the program.Process of

implementation.ACC will provide final grades and certificates.

Procedure Present Evaluate Add to Tool BoxMaterials Teacher Tool Box / Final Grade Sheets / Certificates; guest speakers; chart paper, etc.

Be sure to use acctcp6_ email and check website for updates. Register for EDTC 3004 by August 1, and complete Holistic Grading online training before start of class.

Be sure that we have your latest contact information for employment contacts.

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Documents

Austin Community College€¦ · Web viewTeachers need to have knowledge of basic technology tools and skills, such as Word, Excel, website authoring, cameras, flash drives, light