21 st Century Collaboration: Generation X (Mentors), Millenials (Interns) & Technology Ron Siers -...
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Transcript of 21 st Century Collaboration: Generation X (Mentors), Millenials (Interns) & Technology Ron Siers -...
21st Century Collaboration:
Generation X (Mentors), Millenials (Interns) & Technology
Ron Siers - Salisbury University Sara Elburn - Salisbury University
Stacie Siers - Salisbury UniversityLori Menzel - East Salisbury Elementary School
Mary Sarah Kneebone - SU Intern Jennifer Minopoli - SU Intern
Melissa Morrissey - SU Intern
Turning Point: I have …
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Who, where, why…
• A Bit about Us• Workshops for PDS Mentors• Collaborative Internships
Our Shared Vision• Your Challenge: Turning possibility thinking into an
inspired vision that is shared with your intern or mentor.• Be forward-looking and look across the “horizon of time”
and imagine the great opportunities to come with technology (Kouzes & Posner, 2007).
• The image may be vague from a distance, but IMAGINE that the extraordinary is possible and the ordinary can be transformed into something wonderful & noble (Kouzes & Posner, 2007).
• Imagine the possibilities• Find a common purpose
Millennial Generation
Millennial Expectations & Technology (Carter, 2008)
• Millennial Generation – 1982 – 2002 (76 million) (Interns)
• Generation X - 1961 – 1981 (Small Cohort) (Mentors)• Boom Generation - 1943 – 1960 (80 million) (Mentors)• Traditionalist Generation – 1925 – 1942
Millennial Interaction with Multiple Technological Resources1. Unfamiliar with life before networking
technologies. Consider themselves to be technologically savvy (Carter, 2005)
2. No experience with life before cell phones, instant messaging, Internet applications, Blackberries, Palm technologies, IPods, & handheld technologies (Howe & Strauss 2000; Raines, 2003, Carter, 2005)
3. Learning occurs through social collaboration4. Social networking & Social negotiation are the
norm (Howe & Strauss, 2000)
In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.
Exhaustive Description of a Supportive Mentor: Collaborative Internship Experience
"The strength of co-teaching comes from the many opportunities to use innovative practices that would be far less practical in a classroom with one teacher." - Marilyn Friend, 2007
"Teachers (81%) in co-taught classrooms were more likely to provide instruction that involved students in higher dimensions of learning." - James M. Walsh & Barbara Jones, 2004
"Coming up with differentiated and motivating lessons is much easier with two people. Two teachers means that two people can figure out how to "shake up" the lesson and ensure maximum student engagement." - Wendy W. Murawski & Lisa Dicker, 2008
Collaborative Voices
Keep in mind…
• Meaningful use
• Mentors are models
• Intern anxiety
In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor
giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
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In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to
give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
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Imagination Cubed: I have…
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In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for
teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
Google Docs: I have …
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In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of
value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the
intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
TTP: Teammate Technological Pedagogy• Tech goal• Early tech check• Management• Reassure• Plan B
Technology in the H.S. Classroom
• In our history classroom, we try to incorporate technology as much as possible by analyzing how we can enhance information through the use of technology.
• Great Depression lesson– Laptops, LCD projector, and
TurningPoint clickers– Positive Student response
We projected a series of images from the Bayeux Tapestry onto the white board, then had students from the eighth grade class come up to the board and circle parts of the tapestry to explain the story of the Norman Conquest.
Technology in Middle School
Grade 4 Technology Integrated Lesson
Mentor Teacher: Tamara FilippelliStudent Intern: Jennifer Minopoli
Technology used:• CC TV- used for
students with visual impairments to see information up close
• Laptop- used to create Wheel of Fortune interactive game
• LCD Projector- projected information from the laptop onto the screen
• Eggspert- interactive game component with lights and sounds allowing students to compete by buzzing in their answers
•Document Camera- used to project directions students needed to read at the start of class
Third Grade Integrated Lesson:Language Arts and Social Studies
Purpose:• Integrate Language Arts lesson with Social
Studies• Infuse technology – Pixie 2 and Wikispaces • Teacher & Intern to facilitate learning • Students in charge of their learning• Students research information• Expressing their knowledge creatively• Create an artifact that can be shared• Motivate and engage students in their
learning
StandardsReading Standards: Elements of a Poem3.A.4.a - Use structural features such as structure and form including lines and stanzas, shape, refrain, chorus, and rhyme scheme to identify poetry as a literary form.
Writing Standards: Writing a Poem4.A.2.b - Describe in prose and poetry by using sensory details and vivid language with active verbs and colorful adjectives.
Social Studies Standards: Making connections with a USA Symbol5.A.2.a – Collect and examine information about people, places, or events of the past using pictures, photographs, maps, audio, visual tapes, and or other documents.
Technology Standards: Using Technology3.A.1.a - Use technology tools, including software and hardware, from a range of teacher-selected options to learn a new content or reinforce skills.3.C.1.b - Use templates or create new documents to complete learning assignments3.C.1.e - Use various electronic information retrieval sources to obtain information on a topic
LessonSU Intern: Mentor Teacher:
1. Monday – Reteach poetry elements such as rhyme scheme, rhyme, lines, and stanzas.
1. Monday- Intro Statue of Liberty (American symbol). Gather facts (Wikispaces and a piece of text)
2. Tuesday – Reviewed poetry elements. Rough draft of poetry.
2. Tuesday – Reviewed facts about the Statue of Liberty.
3. Wednesday – Monitor the editing & revising process.
3. Wednesday – Introduced Pixie 2 and all the features.
4. Thursday – Students created their poems using Pixie 2. Monitored and assisted students
5. Friday – Publish and shareThis lesson was developed after an GLIT meeting where the results of the Reading Benchmark showed that the students needed an opportunity of improvement in the area of poetry.
Examples:
Contact Information
• Ron Siers– [email protected]
• Stacie Siers– [email protected]
• Sara Elburn– [email protected]
• Lori Menzel– [email protected]
• Mary Sarah Kneebone– [email protected]
du
• Jennifer Minopoli– [email protected]
u
• Melissa Morrissey– [email protected].
edu
Visit our Wiki: rrsiers.wikispaces.com/MdPDS