 | Summer Institutes
| ||||
| Technology Workshops | ||||
| Curriculum Lesson Plans | ||||
| Teacher Interview Report |
The Summer Institute is designed to:
|
Include presentations by individuals and partner
projects that focused on helping teachers and students enhance and deepen
their content knowledge; |
|
Provide training in the use of the equipment
teachers received for their professional use (laptop computer) and for their
classroom (five computers, T.V./V.C.R. and printer); |
|
Include presentations from teachers that made
connections between content, technology, and instruction designed to improve
students’ skills in reading and writing expository text; |
|
Provide teacher participants time to develop
materials and lessons to use in their classrooms during the 2000-2001 school
year; and |
|
Provide participants, partner projects, and urban
dreams staff time to develop plans for how to best work together throughout
the 2000-2001 school year. |
A major goal of the Summer Institute is to foster a
professional learning environment while simultaneously building a greater
knowledge base of the content presented. Summer Institute participants were also
provided with a number of books related to human and civil rights, as well as
best instructional practices. Throughout
the two weeks, participants were asked to read excerpts from the following
books:
|
Call & Response: The Riverside Anthology of
the African American Literary |
|
Reading
for Understanding: A Guide to Improving Reading in Middle and High School
Classrooms by Schoenback, Greenleaf, Cziko, Hurwitz |
|
Writing and Thinking with Computers – A
Practical and Progressive Approach by Monroe |
|
A Map of Hope – Women’s Writing on Human
Rights: An International Literary Anthology edited by Agosin |
|
A Different Mirror – A History of
Multicultural America by Takaki |
|
The Eyes on the Prize – Civil Rights Reader
edited by Carson, Garrow, Gill, Harding, Hine |
The following tables provide an overview of the Cohort 2 Institute’s daily schedule during the of the summer of 2001:
Monday 7/16
|
Tuesday
7/17 |
Wednesday
7/18 |
Thursday
7/19 |
Friday
7/20 |
|
A.M. Overview of Summer Institute Keynote Speaker - Clayborne Carson, Director Martin
Luther King Jr. Papers Project, Stanford University |
A.M. Working with the Urban Dreams website Working with "Mapmaker" - Working group meeting |
A.M. Julianne Traylor – Chair of Amnesty International
Board of Directors Sushanna Ellington - Amnesty International
Teachers' Committee Preparation - read "Universal Declaration of
Human Rights" in A Map of Hope |
A.M. Working with “Inspiration” – Creating graphic organizers for
students and teachers - Working group meeting "Struggling With the Meaning of
Tolerance" |
A.M. Tech Training- The Gale Group – On line resources “History Resource Center” “Discovering U.S., World, & Multicultural
History” “Contemporary Authors” |
|
P.M. Integrating content and technology –a unit
created in collaboration between Oakland teachers and the King Papers
Project |
P.M. “Expository Reading and Writing:
Beginning a Conversation” Deborah Juarez – Fremont High School Alison McDonald – Fremont High School |
P.M. Preparation – Read relevant content standards, “Essential and Unit Questions,” "From Trivial Pursuit to Essential Questions
and Standards-Based Learning" English teachers – Teaching from the Core literature list and
anthologies |
P.M. Netsearching - exploring information connected to
essential questions, course content, and curriculum project Preparation – read introduction and chapter 1 in Writing
and Thinking With Computers |
P.M. Tech Optional - Exploration, coaching, project development |
Monday 7/23
|
Tuesday 7/24 |
Wednesday 7/25 |
Thursday 7/26 |
Friday 7/27 |
|
A.M. Louis Segal – Center for Latin American Studies,
UC Berkeley,
|
A.M. Tech Integration in the History and English Classrooms Dave and Marilyn Forrest, Logan High School, Union City |
A.M. “California Heritage”
Images and Documents from UC Berkeley’s Bancroft
Library and the “American Memory” Collection from the Library of
Congress |
A.M. Dr. Patricia Liggins Hill, University of San
Francisco, General Editor of Call & Response: The Riverside Anthology
of the African American Literary Tradition |
A.M. Tech Optional – Exploration, coaching, project development |
|
P.M. Harry Kreisler and Nanou Matteson, University of California, Berkeley "Connecting Students to the World" |
P.M. Teacher work time |
P.M. The Urban Dreams home computer program – collaborating with the
Marcus Foster Institute Tech support |
P.M. - Working group meeting - Preparation - read
"The Technology Puzzle" and "Can
Computers Change the System" |
P.M. |
The evaluators developed an exit survey for Cohort 2
participants in the 2001 Summer Institute.
The following table provides an overview of their responses:
|
|
Very |
Unsatisfactory |
No Opinion/ Neutral |
Satisfactory |
Very Satisfactory |
N |
|
King
Papers |
|
|
|
21.43% |
78.57% |
28 |
|
Expository
Reading and Writing |
|
|
7.14% |
42.86% |
50.00% |
28 |
|
Amnesty
International |
|
3.70% |
|
18.52% |
77.78% |
27 |
|
Inspiration/Netsearching |
|
|
7.41% |
33.33% |
59.26% |
27 |
|
Essential
Questions |
|
3.70% |
14.81% |
40.74% |
40.74% |
27 |
|
Gale
Group Training |
|
|
21.74% |
39.13% |
39.13% |
23 |
|
IU
Why Teach Latin American Studies |
|
|
|
17.86% |
82.14% |
28 |
|
IU
Connecting Students to the World |
|
14.29% |
14.29% |
53.57% |
17.86% |
28 |
|
Tech
Integration in History and English |
|
|
|
10.71% |
89.29% |
28 |
|
Cal
Heritage |
|
14.81% |
3.70% |
55.56% |
25.93% |
27 |
|
Content
Expert-African American Lit |
|
|
|
|
100.00% |
28 |
|
Marcus
A. Foster Home Parent computer giveaway |
|
|
25.93% |
48.15% |
25.93% |
27 |
|
Teacher
Group Time |
3.57% |
|
|
50.00% |
46.43% |
28 |
