Workshop Guide

<body> <p>The page you have accessed uses frames. A non-frames version of this guide follows:</p> <p>Workshop Guide</p> <p>Science for All:  Including Students with Disabilities and Integrating Technology<br> April 3-May 7, 1998</p> <p>Offered by The National Center to Improve Practice in Special Education through Technology, Media, and Materials, Education Development Center, Inc., 55 Chapel Street, Newton, Massachusetts, 02158 </p> <p><strong><a href="toc.htm">Workshop Home Page</a><br> Technical Assistance: Denise Ethier, <a href="mailto:DeniseE@edc.org">mailto:DeniseE@edc.org</a></strong></p> <p><a href="guideset.htm#intro">Introduction</a>   <br> <a href="guideset.htm#tips">Technical Tips </a><br> <a href="guideset.htm#syllabus">Weekly Syllabus</a></p> <p><strong><a name="intro">Introduction</a></strong></p> <p>Goals</p> <p>Our goal is for every participant to leave this online workshop with the following:</p> <p>An understanding that students with disabilities can be included and can succeed as learners in inquiry-based science, if they have appropriate support<br> </p> <p>Images of the ways in which technology, media, and materials can support students and enhance student learning</p> <p>Strategies for adapting and modifying the curriculum to meet curriculum goals and student needs</p> <p>An understanding of the value of collaboration among science, technology, and special education practitioners, and some tools and strategies for fostering this collaboration<br> </p> <p>Deeper thinking about organizational issues that impact on curriculum innovation</p> <p>Specific information about resources related to science, curriculum, instruction, assessment, hardware, and software </p> <p><a name="overview"><strong>Workshop Overview</strong></a></p> <p>The workshop will begin on April 3 and end on May 7, spanning five working weeks. The workshop will follow a basic three-part structure each week:</p> <p>1. Small-group discussion: Small groups of participants will engage in focused discussion around a problem or activity.</p> <p>2. Large-group discussion: All participants and faculty will respond to a provocative text. </p> <p>3. Access to resources: An area set aside for resources that includes an interactive "sharing table." <br> </p> <p>Faculty</p> <p>The lead facilitator for the online course is Dr. Doug Zook, an associate professor of Science Education at Boston University. He is also the director of B.U.'s International Microcosmos program, which works to show teachers and their students at all levels how the microbial world can be an effective learning vehicle in science classrooms. He has recently served as a select member of the National Academy of Sciences' National Science Education Standards Committee. Doug has published many books, including Microcosmos Curriculum Guide to Exploring Microbial Space and Inner Space Journeys to Life on Earth: A Standards-based Companion for Science Educators. <br> <br> In addition to Doug Zook, this workshop has an expert panel that includes:<br> <br> Margo Mastropieri, Professor, Purdue University <br> Patricia Williams, Assistant Superintendent for Special Services, Kalamazoo, Michigan<br> Alan Field, Special Education Technology Coordinator, Cambridge Public Schools<br> Judith Zorfass, NCIP Project Director, Education Development Center, Inc.</p> <p>and</p> <p>The staff from Project ASSIST (All Students in Supported Inquiry-based Science with Technology): Lori DiGisi, Joe Martinez, and Elaine Crowder<br> <br> The expert panel will play several important roles. They will form their own small group, carrying out the same small-group activities you will be doing, which will serve three purposes: (1) modeling interaction within a small group, (2) providing relevant information, and (3) motivating you to ask more specific questions of them at the sharing table. The panel is also invited to join in the large-group discussions and occasionally add comments within your small-group discussions.</p> <p>The Who's Here icon is the place to go for two kinds of information. This is where you can find bios of Doug and the expert panel. Also, it is the place to check for the names of the other participants and for your group assignment.</p> <p>Expectations for Participation</p> <p>We recommend that, as a participant, you visit the workshop at least three times a week (of course, more often is fine). You might want to plan ahead for how you'll spend your time on each visit. For example, one visit might be devoted to reading the current week's assignments and updates from the workshop faculty. On your second visit, you might want to post messages to the small- and large-group discussions. The third visit might be a good time to read responses and post further messages. You might want to visit the resources area or ask questions at the sharing table during any visit. </p> <p>We know from experience that some discussions will have greater momentum and may require you to log on more often in order to keep current. We estimate that allocating two to three hours a week for the workshop should prevent you from feeling overwhelmed. In general, it is better to come online more often for less time each visit, than to log on once a week for a long period of time.</p> <p>In order to receive one CEU credit, you will need to do the following:<br> <br>     Fill out and return the pre- and post-workshop surveys.<br> <br>     Participate actively in the large- and small-group discussions by posting at least two messages per week across the two discussions (Weeks 2-4).<br> <br>     Contribute to the small-group activities (Weeks 1-4).<br> <br>     Reflect on the workshop by posting a key learning and how you might use it in your work to the wrapping up discussion (Week 5).</p> <p>Please notify NCIP immediately if you encounter any technical glitches. The back cover of this Guide contains contact numbers. Given the fast turnaround time of the workshop, we don't want you to fall behind and be prevented from meeting your requirements.</p> <p><a name="tips"><strong>Technical Tips</strong></a></p> <p>What's Where and How to Get There</p> <p>There is a graphical and text-only version of this map on the Web site, accessible from the <a href="map.htm">Site Map</a> link on every page.</p> <p>In addition, there are several links on each page that will help you navigate the workshop. For the small-group discussions, access the link with your group number. To find your group number, check the Who's Here link. To access the panel discussion, use the Expert Panel link. </p> <p>Other major links are:</p> <p>Workshop Home. Links to the home page of the workshop. Check the home page for the week's activities and current announcements.</p> <p>Large-Group Discussions. Links to the large-group discussion and activity for the week.</p> <p>Resources and Sharing Table. Links to the resource area and the sharing table discussion, where you can share resources and post questions for the faculty and other participants.</p> <p>Technical Tips. Links to the Technical Tips discussion, where you can post questions about technical problems you may have. Technical Tips will be up a few days prior to the official start of the workshop for you to practice using the conferencing software.</p> <p>At the bottom of each Web page is a toolbar that includes the following additional navigational links: </p> <p>Site Map. Links to the map of the Workshop pages in graphical and text-only formats. Tip: Since the map is hyperlinked, you can use the map to quickly link to pages in the workshop. </p> <p>Workshop Guide. Links to the online version of this Guide.</p> <p>Help. Generates an e-mail to Denise Ethier, the workshop administrator.</p> <p>NCIP Home. Links to NCIP's home page.</p> <p>Using the Conferencing Software</p> <p>For this workshop, we will use LotusNotes conferencing software. LotusNotes is a powerful organizing database that enables the viewing of messages by defined fields and keywords. If you have never used LotusNotes before, it may take some practice. Prior to the official start of the workshop, you will receive an e-mail notifying you that the Technical Tips discussion is open. Take some time prior to the start of the workshop to experiment with the conferencing software by posting messages to this discussion area.</p> <p>Your user ID and password have been inserted into the front of this Guide. You will also receive them via e-mail prior to the start of the workshop. The first time you access a discussion conference during a new visit to the site, a window will ask you for a user ID and password. Once you have filled in your user ID and password, you won't be asked for them again until you quit and re-start your browser. </p> <p>To Follow a Discussion.  After you have typed in your user ID and password, the message list for the discussion conference will appear. The messages will be organized by week, with the current week listed first. Note: the message list will be collapsed; you will have to click open the week you wish to read to get a full listing of the messages. You also have the option of viewing the messages by author or by date. Select the "By Author" view to see what individual members of the discussion group have said. Select the "All Documents" view to browse the group's discussions by date.</p> <p>To read a message, select its link. From within the message you can move forward or backward in the list to read other messages, change your view, or post a reply to the message you are reading. </p> <p>To Respond to a Main Topic or a Reply.  Open the message you wish to reply to and click on the "New Response" hotspot at the top of the message form. You will access a "Discussion Response" form. The weekly topic will already be filled in for you, and the title of the message you are responding to will be listed under "Response to." Fill in the title of your message in the field for "Subject." Then, type in your message content. To post the message, select the "Submit" link at the top of the message or below the content box. You will receive a feedback form informing you that your message has been posted, with links to take you back to the discussions. If you decide not to submit your message, select "Close." </p> <p>To Begin a Main Topic.  Select the "New Message" hotspot from the links at the top of the message list. This will generate a "Discussion Topic" form. The weekly topic will be filled in with the current week; however, you may select another week from the pop-up list. Type in your own message title in the "Subject" field. Type your message in the message content box. To post the message, select the "Submit" link. After you select "Submit," you will receive a feedback form informing you that your message has been posted, with links to take you back to the discussions. If you decide not to submit your message, select "Close." </p> <p>To edit a message that you have posted, open the message you wish to change. Select the link "Edit Document." Edit as you wish, and select "Submit." Note: You can only edit your own messages.</p> <p>If you are posting a long message, we recommend that you type your message on your word processor and save it as a backup. If you encounter any problems with the conferencing software, e-mail your message to <a href="mailto:DeniseE@edc%20.org">Denise</a> and she will post it for you. <br> <br> Viewing the Video Clips</p> <p>There are a two video clips linked to the vignettes. In most cases, accessing these clips will not be a problem. However, if you try to access a video and receive an error message, you may need to install the appropriate software. Most browsers will give you instructions on how to add the software to your system. In the resources area, we will provide links to sites where you can download video players as well. Alternatively, a link below the clip's title will take you to a transcript of the video. The video clips embedded in the course have been taken from the full video included with this guide. If you don't want to, or can't access the video online, please watch the video you received instead.</p> <p><a name="syllabus"><strong>Weekly Syllabus</strong></a></p> <p><a href="guideset.htm#prior">Prior to April 3</a><br> <a href="guideset.htm#1">Week 1</a><br> <a href="guideset.htm#2">Week 2</a><br> <a href="guideset.htm#3">Week 3</a><br> <a href="guideset.htm#4">Week 4</a><br> <a href="guideset.htm#5">Week 5</a></p> <p><a name="prior">Prior to April 3</a><br> <br> 1. Fill out and return the pre-workshop survey that was sent to you via e-mail. <br> <br> 2. Take some time to browse the workshop Web pages and ask technical questions in Technical Tips.<br> <br> 3. Review the Successful Science video you received from us in the mail and read the accompanying print profile.<br> <br> 4. Browse through Doug Zook's book, Inner Space Journeys to Life on Earth, which you received from us in the mail.<br> <br> 5.    Check the resources area for suggested readings during the workshop.<br> <br> <a name="1">April 3-9, Week 1</a><br> <br> The objectives for this week are to:<br> <br> * introduce ourselves and build a sense of community<br> <br> * create a user-friendly, congenial, and work-centered online atmosphere<br> <br> * read a vignette of a science activity and discuss effective strategies for including a student with a physical disability<br> <br> Your tasks include: <br> <br> 1. (for the small-group discussion) Reading the online vignette and using the three questions we posted to motivate your response. <br> <br> 2. (for the large-group discussion) Reading the intentionally provocative statement and using our statements as a jumping-off point for your responses.<br> <br> 3. Visiting the resources area and the sharing table. <br> <br> 4.    Checking out the expert panel's small-group discussion. </p> <p><a name="2">April 10-16, Week 2</a><br> <br> The objectives for this week are to:<br> <br> * analyze a life science unit activity in your small-group in order to determine what strategies and uses of technology benefit students with and without disabilities<br> <br> * debate the value of inquiry-based learning for students with disabilities<br> <br> Your tasks include: <br> <br> 1. (for the small-group discussion) Reading the online vignette and using the two questions we posted to motivate your response. <br> <br> 2. (for the large-group discussion) Reading the intentionally provocative statement and fleshing out one or more of the statements we posted. <br> <br> 3. Visiting the resources area and the sharing table. <br> <br> 4.    Checking out the expert panel's small-group discussion.</p> <p><a name="3">April 17-23 Week 3</a><br> <br> The objectives for this week are to:<br> <br> * practice developing an instructional plan that identifies goals, instructional methods, modifications, uses of technology, and assessment<br> <br> * debate the value of integrating technology into the science curriculum<br> <br> Your tasks include: <br> <br> 1. (for the small-group discussion) Outlining a science activity of your choosing by:<br> <br> * giving it a name and identifying intended grade level<br> * identifying the key learning goals (content and process)<br> * describing the instructional methods (including high- and low- technology applications)<br> * explaining what is specifically built in to the design of the activity to support students with disabilities<br> * explaining what you would look for in student work or actions to know if students had met the intended goals<br> <br> 2.    Reading others' activity plans and giving feedback. After reflecting on the feedback you receive for your activity, feel free to defend your ideas or show how you have revised your thinking.<br> <br> 3.    (for the large-group discussion) Reading the provocative situation and expanding on one or more of the statements we have posted.<br> <br> 4.    Visiting the resources area and the sharing table.<br> <br> 5.    Checking out the expert panel's small-group discussion.</p> <p><a name="4">April 24-30, Week 4</a><br> <br> The objectives for this week are to:<br> <br> * identify and address organizational issues that affect both the inclusion of students with disabilities in a strong science program and the integration of technology<br> <br> * discuss a tool that can foster collaboration in your school, and identify ways it can be used<br> <br> Your tasks include:<br> <br> 1. (for the large-group discussion) Filling out an online survey and responding to questions about organizational factors.<br> <br> 2. (for the small-group discussion) Watching the second half of the video (Project ASSIST) we sent you prior to the workshop and reviewing the Action Reflection Tool (found on pages 12-13 in the print profile included with the video); then, in your small-group, using the questions we posted to generate discussion.<br> <br> 3. Visiting the resources area and the sharing table.<br> <br> 4.    Checking out the expert panel's small-group discussion.</p> <p><a name="5">May 1-7, Week 5</a><br> <br> The objectives for this week are to:<br> <br> * bring closure to the workshop<br> <br> * review and discuss results of the survey<br> <br> Your tasks include: <br> <br> 1. Posting a message that describes one or more key learnings from the workshop and how you plan to implement these learnings in practice.<br> <br> 2. Viewing the graphs that capture the findings of Week 4's survey.<br> </p> </body>