Monday, October 22, 2012
Breakout Session 1: 11:00am-12:00pm
Unless otherwise noted, there are two 30-minute presentations in each breakout session.
Session 1A (1 hour)
Location: Salon E
Facilitator: Grant Simpson
Facilitator: Grant Simpson
Content Knowledge for Teaching
Geoffrey Phelps - Educational Testing Service
Janice Lopez - Texas Education Agency
Geoffrey Phelps - Educational Testing Service
Janice Lopez - Texas Education Agency
Teaching subjects such as English language arts and mathematics requires unique forms of content knowledge that go substantially beyond simply being able to do mathematics or read well. For example, teachers use content knowledge to select content representations and analyze student errors or unfamiliar solutions. Content Knowledge for Teaching (CKT) describes the subject knowledge teachers need to effectively engage in these critical tasks of teaching. During this session, presented jointly by ETS and TEA, results from research studies of CKT and its relation to instruction and student achievement will be presented. CKT assessment questions will also be reviewed and discussed.
Session 1B
Location: Salon G
Facilitator: Rick Krutchinsky
Facilitator: Rick Krutchinsky
A Strategic Approach for Integrating Technology in the Professional Development of Pre-service Teachers
Credence Baker, Melissa Becker, Kylah Clark-Goff
Tarleton State University
Credence Baker, Melissa Becker, Kylah Clark-Goff
Tarleton State University
This presentation will demonstrate how one teacher preparation program uses creative scheduling to make sure pre-service teachers have dedicated time at the beginning of their program to experience technologies that they will be expected to use when they enter the teaching profession. The strategies of using online modules and hands-on time in lab, as well as a cross-curricular approach for modeling technology in all professional development classes, ensure pre-service teachers enter the field effectively using instructional technology and web 2.0 tools for teaching and learning.
Does Instructional Technology Improve Learning? Three Case Studies
Renea Fike, David Fike, Norman St. Clair
University of the Incarnate Word
Renea Fike, David Fike, Norman St. Clair
University of the Incarnate Word
Three faculty members will present findings from three different studies that focused on the utilization of technology in the classroom. One study determined whether the use of clickers improved student learning outcomes. A second study ascertained whether students using e-textbooks performed differently than their classmates who chose to use traditional hardcopy textbooks. The third qualitative study assessed the efficacy of various online teaching modalities versus face-to-face, traditional classrooms from students’ participating in a blended course. The findings may surprise you!
Session 1C
Location: Salon F
Facilitator: John Kelly
Facilitator: John Kelly
Fostering Resiliency for First-Year Special Education Teachers
John R. Kelly
University of Houston-Downtown
John R. Kelly
University of Houston-Downtown
This qualitative study investigated resiliency strategies, internal and external resources, and new insights of beginning teachers teaching in special education. Findings indicated that teachers utilized a variety of strategies and relied on many internal and external resources. However, some strategies were less efficient than others and the burden for resource-building fell on teachers themselves. Personal knowledge and experiences acquired either in teacher education or in a prior career play important roles for helping new teachers overcome challenges. Implications for teacher education will be
offered.
offered.
As part of a doctoral dissertation, presenter will survey Fall 2012 student teachers in Texas to gain perspectives of knowledge of special education law related to the preparation they received, their perceptions of disabilities, and their self-efficacy. Relationships between these factors will be explored to answer the following research questions: What are preservice teacher attitudes toward students with disabilities? Does the self-efficacy of preservice teachers affect their knowledge and understanding of special education law? Do certain Educator Preparation Programs prepare students
better for dealing with students with disabilities?
better for dealing with students with disabilities?
Session 1D
Location: Salon H
Facilitator: Alma Rodriguez
Facilitator: Alma Rodriguez
Using Scenarios to Help Prepare Educators for Involving Families of English Language Learners
Michelle H. Abrego - The University of Texas at Brownsville
Renee Rubin - Consultant
Michelle H. Abrego - The University of Texas at Brownsville
Renee Rubin - Consultant
Research has indicated the need for educator preparation programs to better prepare teachers, principals and counselors to interact effectively with families. Given the increasing number of English Language Learners (ELLs) in today’s schools the
need to prepare educators to work with culturally and linguistically diverse families is especially important. This interactive presentation will focus on the use of case scenarios as an effective instructional strategy to help educators become better prepared to interact effectively with families of ELLs. Purposeful case scenarios, drawn from the presenters’ own research and experience in working with families of ELLs, will be presented.
need to prepare educators to work with culturally and linguistically diverse families is especially important. This interactive presentation will focus on the use of case scenarios as an effective instructional strategy to help educators become better prepared to interact effectively with families of ELLs. Purposeful case scenarios, drawn from the presenters’ own research and experience in working with families of ELLs, will be presented.
Shaping the Future of College and Career Readiness:
Supporting Teacher Educators in the Preparation of Tomorrow's Teachers
Leslie Huling, John Beck - Texas State University
Araceli Ortiz - Texas Higher Education Coordinating Board
Supporting Teacher Educators in the Preparation of Tomorrow's Teachers
Leslie Huling, John Beck - Texas State University
Araceli Ortiz - Texas Higher Education Coordinating Board
Staff from the Mathematics Faculty Collaborative will share highlights and resources from professional development on College and Career Readiness designed to help teacher educators with the preparation of mathematics teachers.
Session 1E
Location: Creekside I
Facilitator: Debby Hopkins-Higham
Facilitator: Debby Hopkins-Higham
Project-Based Learning Partnerships:
Using Partnerships to Implement Project-Based Learning in the Middle School
Mike Burns, Claudia Cazanas, Pam Dennis, Rhonda Alexander
The Ingenuity Center at the University of Texas at Tyler
Using Partnerships to Implement Project-Based Learning in the Middle School
Mike Burns, Claudia Cazanas, Pam Dennis, Rhonda Alexander
The Ingenuity Center at the University of Texas at Tyler
Project-based learning (PBL) is a method of instruction starting to pick up steam in K-12 classrooms over the last several years. While research shows that PBL engages students at a higher level than more traditional means of instruction, the literature also shows that it is a difficult curriculum to implement and manage in the classroom. A Texas university recently started a partnership with a local Title I middle school in its region with the intent to help the campus begin implementation of PBL campus wide. The university placed four content area PBL curriculum specialists on the campus to work daily with
teachers and assist them with PBL implementation. This presentation will highlight and provide details to the partnership
that the university has with the school.
teachers and assist them with PBL implementation. This presentation will highlight and provide details to the partnership
that the university has with the school.
The Project Approach in Course Assignments as an Effective Method to Address the Unique Academic Qualities of 21st Century Adult Learners: Implications for Identification and Utilization of Innovative Strategies, Methods and
Techniques to Reflect the Knowledge, Skills and Experience of the Adult Learner Pre-Service Teacher in the Educator Preparation Program
Rita Mitchell
Huston-Tillotson University
Techniques to Reflect the Knowledge, Skills and Experience of the Adult Learner Pre-Service Teacher in the Educator Preparation Program
Rita Mitchell
Huston-Tillotson University
A Pilot Study was conducted that incorporated the Project Approach for all assignments of the university education courses taught by one professor for one academic school year (fall semester and spring semester). Based on informal
conversations /questionnaires/public school teacher evaluations/field experience observations/class discussions/general written comments from adult learners participating in the study. Results of the pilot study will be outlined and discussed. Examples of unique reality-based/ community-oriented projects developed by adult learners participating in the study will be displayed. This session is based on the theories of Knowles/Smilkstein/Brady and Lampert regarding adult learners in the university setting.
conversations /questionnaires/public school teacher evaluations/field experience observations/class discussions/general written comments from adult learners participating in the study. Results of the pilot study will be outlined and discussed. Examples of unique reality-based/ community-oriented projects developed by adult learners participating in the study will be displayed. This session is based on the theories of Knowles/Smilkstein/Brady and Lampert regarding adult learners in the university setting.
Session 1F
Location: Creekside II
Facilitator: Kathleen Vinger
Facilitator: Kathleen Vinger
Using Children's and Adolescent Literature to Foster a More Inclusive Future for All
Olga Fischer, Chip Fischer - The University of Texas at Tyler
Allison Fischer - The University of Texas at Austin
Olga Fischer, Chip Fischer - The University of Texas at Tyler
Allison Fischer - The University of Texas at Austin
A rationale will be presented for using children’s and adolescent literature containing protagonists with disabilities to positively impact the attitudes of both typically developing students and those with disabilities toward students who are differently “abled,” thereby promoting the creation of genuinely inclusive classroom environments. The presenters will
discuss new, research-based, systematic, and practical approaches for selecting exemplary disability-related books and effective reader response and developmental bibliotherapy-based strategies for curriculum integration PreK-high school. Participants will receive annotated lists of exemplary books; procedures, criteria, and assessment rubrics for book selection; and model inclusion-enhancing lesson plans for children at all developmental levels.
discuss new, research-based, systematic, and practical approaches for selecting exemplary disability-related books and effective reader response and developmental bibliotherapy-based strategies for curriculum integration PreK-high school. Participants will receive annotated lists of exemplary books; procedures, criteria, and assessment rubrics for book selection; and model inclusion-enhancing lesson plans for children at all developmental levels.
New Literacies for 21st Century Learners: Making Text Come Alive for Today's Visual Learners
Neva Cramer
Schreiner University
Neva Cramer
Schreiner University
Offering learning through the arts strategies allows today's visual learners to reach their full language potential and makes reading come alive for reluctant and struggling readers. The "literacy through the arts experience" makes reading and writing active, accessible, authentic, aesthetic, and the result will be changed attitudes. Help prepare your students for STAAR testing in a meaningful and motivating learning environment.
Session 1G
Location: Bonnell
Facilitator: Wendy Storms
Facilitator: Wendy Storms
Integrating Content Methods Instruction to Facilitate Student Learning: Real World Connections
Elaine Hendrix, Debby Shulsky, Kelly Moore
University of Houston-Clear Lake
Elaine Hendrix, Debby Shulsky, Kelly Moore
University of Houston-Clear Lake
In an effort to better prepare teacher candidates with the knowledge and skills necessary to effectively facilitate connected
learning experiences, our university currently offers students an alternative to the traditional program track for teacher preparation. Students accepted for the integrated track take major methods courses concurrently, and have the opportunity to implement content learned in weekly field experiences supervised by mentor teachers, methods instructors, and
assigned field supervisors. This presentation focuses on an on-going study that examines the effectiveness of an integrated content methods model in one teacher preparation program. Outcomes are encouraging and implications are widespread across Texas preparation programs.
learning experiences, our university currently offers students an alternative to the traditional program track for teacher preparation. Students accepted for the integrated track take major methods courses concurrently, and have the opportunity to implement content learned in weekly field experiences supervised by mentor teachers, methods instructors, and
assigned field supervisors. This presentation focuses on an on-going study that examines the effectiveness of an integrated content methods model in one teacher preparation program. Outcomes are encouraging and implications are widespread across Texas preparation programs.
Planning for Differentiation of Instruction through the Use of Case Studies
Rebecca Oekerman - Texas Lutheran University
Carol Staggs - The University of Texas of the Permian Basin
Rebecca Oekerman - Texas Lutheran University
Carol Staggs - The University of Texas of the Permian Basin
This session demonstrates how by using a case study format, university instructors can facilitate candidates’ abilities to
evaluate, and possibly change, lesson plans in order to differentiate instruction based on specific students’ learning needs.
evaluate, and possibly change, lesson plans in order to differentiate instruction based on specific students’ learning needs.
Session 1H
Location: Tannehill
Facilitator: Sue Owens
Facilitator: Sue Owens
AVATAR in Secondary Teacher Education
Mary Harris, Cindy Woods
University of North Texas
Mary Harris, Cindy Woods
University of North Texas
AVATAR (Academic Vertical Alignment Training and Renewal) is a statewide project that involves disciplinary secondary and post-secondary faculty in critical conversations about curriculum aligned with the College and Career Readiness Standards (CCRS). As participants in vertical alignment teams, we will share impacts of such conversations on core
curriculum in science and mathematics. Beyond this, teacher candidates are eager to learn to incorporate the CCRS and related assessments in their teacher preparation. As teacher educators, we will share work of Teach North Texas teacher candidates that demonstrates application of inquiry-based approaches to cross-disciplinary learning in mathematics and science.
curriculum in science and mathematics. Beyond this, teacher candidates are eager to learn to incorporate the CCRS and related assessments in their teacher preparation. As teacher educators, we will share work of Teach North Texas teacher candidates that demonstrates application of inquiry-based approaches to cross-disciplinary learning in mathematics and science.
Making Sense of the Mess: Aligning Curriculum to State and National Standards
Gloria Gresham, Liz Vaughan, Vikki Boatman, Kimberly Welsh
Stephen F. Austin State University
Gloria Gresham, Liz Vaughan, Vikki Boatman, Kimberly Welsh
Stephen F. Austin State University
In one academic year, an Elementary Education Department faculty decided to make sense of the state and national standards in a deliberate and intentional manner. The goal was to align all undergraduate and graduate program
courses so that a cohesive and rigorous curriculum would be achieved. A case study was conducted to provide “intensive descriptions and analyses of a bounded system”(Merriam, 2009, p. 19). Analysis of data revealed an aligned curriculum,
deep understanding of content, and respect for faculty as individuals.
courses so that a cohesive and rigorous curriculum would be achieved. A case study was conducted to provide “intensive descriptions and analyses of a bounded system”(Merriam, 2009, p. 19). Analysis of data revealed an aligned curriculum,
deep understanding of content, and respect for faculty as individuals.