 | 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 |
|
Teacher
Work Time |
|
|
3.57% |
25.00% |
71.43% |
28 |
The results contained in the above table indicate that
the overwhelming majority of participants were satisfied with the quality and
content of the workshops. The only
“very unsatisfactory” response given indicated that one participant was
unhappy with the amount of teacher group time allotted during the institute.
Samples of the responses given to the open ended questions for this cohort of teachers during the Summer Institute (Cohort 2 2001) follow:
