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Thorson, Annette, Ed.The Reality of Change.Eisenhower National Clearinghouse for Mathematics andScience Education, Columbus, OH.Office of Educational Research and Improvement (ED),Washington, DC.ENC-00-0012000-00-00

81p.; The subtitle of this series is "A Magazine forClassroom Innovators."RJ97071001

Eisenhower National Clearinghouse for Mathematics andScience Education, 1929 Kenny Road, Columbus, OH 43210-1079.Tel: 614-292-9249.Collected Works - Serials (022) -- Guides - Classroom -Teacher (052)ENC Focus; v7 n1 2000MF01/PC04 Plus Postage.Academic Standards; Change Agents; *Change Strategies;*Educational Change; Educational Improvement; EducationalInnovation; Educational Technology; Elementary SecondaryEducation; Inquiry; Learning Processes; *MathematicsEducation; *Science Education; Teacher Attitudes; TeachingMethodsEisenhower National Clearinghouse

This issue of ENC Focus is organized around the theme ofeducational change. It intends to provide teachers with practical resourcesand suggestions for implementing reform ideas in the classrooms. Featuredarticles include: (1) "There Can Be No Improvement Without the Teacher"(Michael Fullan and Andy Hargreaves); (2) "Changing Habits of a Lifetime"(Marsha Paulus Nicol); (3) "Playing to Learn: Systems Change Game Challengesand Teaches" (Carol Bershad and Susan Mundry); (4) "Help in Making Change:SummerMath for Teachers Serves as a Model" (Virginia Bastable); (5) "TeachersTransformed" (Annette Thorson); (6) "Evolving with the Internet: TakingTechnology for Granted--Finally" (Kristine Mueh); (7) "Twelve Small Stepstoward Change" (Lynda Titterington); (8) "First in the World Consortium:Superintendents Lead the Way to Systemic Change" (Leah Poynter); and (9)"Student Discourse in an Inquiry-Based Elementary Science Class" (Kathleen M.Collins, Fe MacLean, Annemarie Palincsar, and Shirley Magnusson). (WRM)

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ENC Focus: A Magazine for Classroom InnovatorsThe Ohio State UniversityEisenhower National Clearinghouse1929 Kenny RoadColumbus, OH 43210-1079

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ENC Focus: A Magazine for Classroom InnovatorsThe Ohio State UniversityEisenhower National Clearinghouse1929 Kenny RoadColumbus, OH 43210-1079

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HERE

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into identify: effective curriculum yresources,

create high-quality.professional development

materials, and _disseminate useful information

and products to improve K-12-mathematics

and scienceteaching Tand learning.

Serves all K-12 educators, parents, and studentswith free products and services.

Acquires and catalogs mathematics and sciencecurriculum resources, creating the most comprehensivecollection in the nation.

Provides the best selection of math and scienceeducation resources on the Internet.

Collaborates with the National Network ofEisenhower Regional Consortia and Clearinghouse andmany other organizations to promote education reform.

Supports teachers' professional developmentin math, science, and the effective use of technology.

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This icon invites you to visit the Internet for more information,more resources, more ideas for your own classroom innovations.The online version of this publication will help you get started.Visit http://www.enc.org/focus/change/

Update: Around the Clearinghouse and the NationThis section features educational news, editorials, essays, classroom stories,columns on topics of interest to classroom innovators, and other informationof the sort formerly published in our newsletter ENC Update.

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EditorialNo Pain, No Gainby Annette Thorson

Calling All Classroom Innovators: Write for ENC.!Turn here for information on future topics and on how teachersand students can contribute to this publication.

ENC's PartnersNASA Educational Workshops (NEW)by Leah PoynterThis regular column features organizations that collaboratewith ENC.

Eisenhower Regional Consortia and ENC Demonstration SitesCheck here for complete contact information for ENC'sprimary partners.

ENC in ActionConnecticut is Buzzing about ENCby Christopher ShepardThis professional developer with the Connecticut Mathematics,Science, and Technology Leadership Council is spreading theword about ENC Online to teachers all over his state.

Using the InternetTaming the World Wide Webby Kimberly S. RoemplerENC's Associate Director of Instructional Resources writes abouther experiences using the Internet in her work as an educator.

Going for GrantsGrant-Writing Tools from the Webby Tracy Crow

Check this regular column for information about finding andapplying for money to support innovative projects inmathematics and science education.

Innovators' Forum OnlineParticipate in ENC's discussion for all those interestedin educational improvement.

7

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)cus On: The Reality of ChangeThis section presents articles on the theme of this issue.

; There Can Be No Improvement Without the Teacherby Michael Fullan and Andy HargreavesExcerpts from an article written exclusively for ENC by twointernationally known authorities on educational change.

Originally published in ENC's professional development package,Teacher Change: Improving K-12 Mathematics. Link to the complete

1..-A article via http://vvww.enc.orglfocusichange'

D Changing Habits of a Lifetimeby Marsha Paulus NicolThe personal journal of a physics teacher reveals the strugglesuccessful teachers face as they leave the safety of familiartechniques and tools.

Originally_

published in ENC's professional development package,Teacher Change: Improving K-12 Mathematics. Link to the article

L.,./N via http://wvvvv.enc.org/focusichangel

4 Playing to Learn:Systems Change Game Challenges and Teachesby Carol Bershad and Susan MundryWhen teachers and district administrators play a simulationgame, they gain insight about the implications of changein their districts.

Help in Making Change:SummerMath for Teachers Serves as a Modelby Virginia BastableThe director of a highly regarded professional developmentprogram describes how it works and shares participants'reactions to the experience.

Originally published in ENC's professional development package,Teacher Change: Improving K-12 Mathematics. Link to the complete

\ article, which includes materials used in the program, viahttp://www.enc.orgifocuskhange,

II Teachers kansformedby Annette Thorson

An elementary teacher who started out with math anxietydescribes how SummerMath for Teachers helped her face thereality of change in her classroom. Other elementary and sec-ondary teachers share their feelings about change.

Originally published in ENC's professional development package,Teacher Change: Improving K-12 Mathematics. Link to this articleand other teacher stories via htcp://www.enc.orghfocusichangei

35 Evolving with the interactTaking Technology for GrantedFinallyby Kristine MuehA middle school teacher in Boulder, Colorado, reflects onhow advances in technology have changed the way she usescomputers in her classroom.

38 hvelve Small5teps Toward Changeby LyndaTitterinatanThis.artide provides specific examples of hovv low-risk changesin instruction can start you on the path towarda standards-basedclassroom.

40 First in the World Consortium: SuperintendentsLead the Way to Systemic Changeby Leah PoynterBy participating as a "mini-nation" in the Third InternationalMathematics and Science Study (TIMSS), 19 schooldistricts found a way to gather information about theireducational systems and curricula.

Originally published in ENC's professional developmentpackage, Teacher Change: Improving K-12 Mathematics.

\ Link to the article via http://www.enc.orgrfocusichange/

42 Student Discourse in an Inquiry-Based ElementaryScience Classby Kathleen Al. Collins, N MacLean, Annemarie Palincsar, andShirley MagnussonAction research focusing on interaction in a second gradeclass helps the teacher reflect on change.

Focus On: The CollectionThis section presents abstracts of materials from the ENCCollection chosen to illustrate this issue's theme, The Reality of

Change.

45 Choosing Resources to Facilitate Change

46

by Terese Herrera.and Kimberly Roempler

Featured Resources

For the fully text ofexcellent journal

articles for educatorsexploring change, go to

ENC Online's Teacher Change::roving K-12 Mathernatici,',

me.ertivz-.orsiti.esources : for Change an

then` SujgesteBEST COPY AVAILABLE

DIRECTOR: Len Simutis

ASSOCIATE DIRECTORSCollaboration:

Instructional Resources:Publishing:

Publications Manager.Manager of Electronic Production:

Editor.Production Editor.

Content Specialists:Graphic Designer.

Interactive Media SpecialistContributing Editors:

Editorial Assistant:Senior Abstractors:

Catalogers:Acquisitions Specialists:

Electronic Publishing:Information Services:

Collaboration:Computer & Network Services:

Fiscal Services:

Administrative Support

Thomas GadsdenKimberly S. RoemplerGay Gordon

Tracy CrowDoug Line

AnnetteThorsonJulia HarrisCarol Dandan,Terese HerreraLisa McLymontNagarajan GopalanJuyong Paz, Leah PoynterVirginia Cook

Judy Spicer, Lynda TitteringtonKaren Plummer, Nima Shafaieh, LindaTrombettiDennis Beaudry, Pam Bentley, LCelvinTrefz

Constance Reining, Deb SchneiderLaura Brendon, Orville MartinGail Hoskins, Steve WeaverKaren Abhari, Roger Cunningham,Richard Huggins,Tom MarkerAyanna Bandele,Viclde ShepardFrances Burkett, Joyce Francis, Linda Price

ENC MATHEMATICS AND SCIENCE ADVISORY BOARDS

Charles Allan,

Erma Anderson,

Ronald Anderson,

Jerry Becker,

Jo Ann Carr,

Mathematics Consultant to the Michigan StateDepartment of Education

Coordinator of SciLINKS; National ScienceTeachers Association

Researcher and Teacher Educator,University of Colorado, Boulder

Researcher and Teacher Educator,Southern Illinois University

Director, Center for InstructionalMaterials and Computing,University of Wisconsin, Madison

Joan Countryman, Head, Lincoln School,Providence, Rhode Island

Shirley DeLaney-Butler, Coordinator, ENC Capital Collection &Demonstration Site, George WashingtonUniversity

Susan Friel, Researcher and Teacher Educator,University of North Carolina, Chapel Hill

Arlene Hambrick, Program Associate, Midwest Consortiumfor Mathematics and Science Education

Elizabeth Horsch, Presidential Awardee and RetiredTeacher of High School Science, Wyoming

Patricia Hosken, Director ofTechnology, Redondo BeachUnified School District, California

Carlo Parravano, Director, Merck Institute for Science Education

Vasha Rosenblum, Presidential Awardee andTeacher of Elementary Mathematics, Alabama

Harry Tunis, Director of Publications,National Council ofTeachers of Mathematics

ENC Focus is published by the Eisenhower National Clearinghouse for Mathematics andScience Education. ENC is funded at (cast in part through Contract No. RJ97071001 with theU.S. Department of Education, 011ice of Educational Research and Improvement (OERI).The contents of this publication do not necessarily reflect the views or policies of the U.S.Department of Education nor does the mention of tradenames, commercial products, ororganizations imply endorsement by the U.S. Government. ENC welcomes readers'comments and questions. Please address them to:

Eisenhower National Cloaringhousefor Mathematics and Science EducationThe Ohio State University, 1929 Kenny Road,Columbus, OH 43210-1079

Around the Clearinghouseand the Nation

editorialNo PAIN, No GAIN

by Annette Thorson, ENC Publishing

When I taught expository writing, I always kept one particularitem on the bulletin board of my dassroom. It was a magazineadvertisement for an exercise machine featuring a black andwhite photo of an extremely fit young man using the equipment.Superimposed on the photo were large black letters: No Pain,No Gain. My hope, of course, was that my students would real-ize that learning to write well would be worth as much sweat astoning their abs.

As teachers, we recognize that learning is hard, at times painful.We help our students with the struggle every single day. Harder,more painful, still is taking the next step, applying that learningby changing one's behavior.

That sounds obvious, doesn't it? But many of the people whomake the loudest demands for the reform of our educational sys-tem seem to overlook the difficulty of making the kind of changenecessary. In fact, some people seem to think if we just requireour students to take more standardized tests or if we fill ourclassrooms with enough computers, somehow education willimprove.

Classroom teachers know better. In their article on page 16,international change authorities Fullan and Hargreaves remindus, 'There Can Be No Improvement Without the Teacher."Recognizing that this is so, we at ENC wanted to help teachersface the future by exploring the Reality of Changethe fact thatit is hard, even painful.

Let us know how ENC can serve you by calling or sending a messagevia email or US mail to the following departments:

General InformationHours: Monday-Friday:

8 a.m.-5 p.m. ETToll free: (800) 621 -5785Telephone: (614) 292-7784Fax: (614) 292-2066Email: info@enc.org

AcquisitionsTelephone: (614) 292-8389Email: submit@enc.org

PublishingTelephone: (614) 292-9249Email: editor@enc.org

Reference DeskTelephone: (614) 292-9734Email: library@enc.org

Technical Help DeskTelephone: (614) 292-9590Email: help@enc.org

For the most up-to-date information on our latest projects,visit ENC's web site: http://www.enc.org/

BESTCOPYAVAiLABLE 9

To be sure, we would like to suggest ways to make change easier. This

issue includes "Playing to Learn" in which game developers Carol

Bershad and Susan Mundry describe how an engaging simulation canhelp districts face change (page 24). Science teacher and ENC staffer

Lynda Titterington provides some low-risk techniques in "TwelveSmall Steps Toward Change" (page 38). On page 28, Virginia Bastable

describes a professional development program that has found someanswers. Teachers Mike Smith (page 20), Valerie Penniman (page 31),and Kristine Meuh (page 35) tell inspiring stories of successful class-

room change.

Nevertheless, at the foundation of every article is the recognition thatsuccesses do not come easily. Looking back on their own experiences

with change, our writers admit:

"It takes a long time and great deal of care...." (See page 18.)"Quite frankly, I'm afraid [using a new technique] is going toreveal too much about what I don't know." (See page 20.)"[You need to] have the courage to listen to resisters." (See page

27.)"[I had to realize] it is okay not to succeed." (See page 31.)"It was really earthshaking" (See page 32.)"I was anxious." (See page 32.)"I was frustrated." (See page 32.)"Questions were churning around and around in my head like atornado about to touch down." (See page 34.)"I was not ready for the questions the students were asking." (Seepage 44.)

As always, we hope you will make use of this issue of ENC Focusto find practical ideas and resources (see page 4-5) that help you

improve your classroom. But we also hope that the honest voicesof educators presented here will give you emotional support so youcan concentrate on the gain rather than the painso you canembrace the Reality of Change. 0

Email the editor at athorson c.org

Several of the articles in this issuewere originally published in ENC'sprofessional development project,Teacher Change: Improving K-12Mathematics. In addition, articlesfrom other educational journals

are featured on the site.Access the entire contents

online at http: / /change.enc.org/

As noted throughout this issue, it is also easy to accessspecific content on ENC's Teacher Change site bylinking to it through the electronic version of thismagazine at http://www.enc.org/focusichangel

CEIZIE-20 :TL7:

MUTE FOR ENOENC invites readers to contribute articlesfor upcoming issues of ENC Focus:A Magazine for Classroom Innovators.

Topics and Deadlines:

Educational EquitySubmissions due March 1, 2000

School-Business PartnershipsSubmissions due June 1, 2000

Literacy in Math & ScienceSubmissions due September 1, 2000

Topics and deadlines subject to change without notice.

Submission Guidelines:Articles should be of interest to teachers of K-12mathematics and science. Content should be groundedin the new educational standards while being short (500to 2000 words) and compelling.

We particularly invite teachers to write about their class-room experiences, using first person and a conversationaltone. Please note that library research papers writtenin academic language for graduate school courses areunlikely to be selected for publication. We do, however,encourage you to include a few, carefully selectedreferences. All content must be original, and allquotations must be properly cited.

We also publish essays by K-12 students about theirsuccesses in mathematics and science. Teachers areencouraged to assist students in writing and submittingmaterials for publication.

Photos or other illustrations add interest, and good illus-trations increase your chances for publication. However,we can use photos of students only if we receive writtenparental permission for those under 18 years of age.

Those considering submission of unsolicited manuscriptsare encouraged to send a proposal via email:

athorson@enc.org

Or by letter:

Focus EditorENCThe Ohio State University1929 Kenny RoadColumbus, OH 43210-1079

Questions? Email athorson@enc.org orcall (800) 621-5785 and ask for Annette Thorson.

encfOCUS5

ENC 5's Partner5f:NASA Educational Workshops (NEW)

In each issue, ENC Focus features one of the many organizations that collaborate

with ENC to promote educational improvement. This time, we take a look at NASA

Educational Workshops (NEW).

How would you like to spend two weeksof your summer building rockets andhot air balloons? Imagine getting aninsider's view at a NASA field centerseeing experimental aircraft, testingspace shuttle tires, or performing flightsimulations! Teachers who participatein NASA Educational Workshops(NEW) experience these types ofactivities each year at the 10 NationalAeronautics and Space Administrationfield centers around the country.(See page 7 for locations.)

Approximately 250 educators areselected to participate each year. During the inten-

sive two-week program, workshop participants meet withNASA scientists and engineers, observe research and develop-ment, and perform related activities in the classroom witheveryday materials. Sometimes putting in 14-hour workdays thatcan start in the early morning hours, teachers gain invaluableexposure to math, science, and technology at work.

NEW provides the opportunity for teachers to improve theirknowledge and skills while working on team projects they canbring back home to their schools. For every activity they do,participants apply national standards for math and science educa-tion and plan how to use these hands-on, minds-on activitieswith their own students. NASA Educational Workshop programmanager Deborah Daniels says the comment she hears mostfrom participating teachers is "I can't wait to go back to school!"

In regular visits to the field centers, NEW participants haveaccess to areas where the general public is not allowed. Each cen-ter offers its own unique projects based on the facilities available.For example, participants at the Glenn Research Center inCleveland, Ohio, visit a "Zero-G" Drop Tower facility, where theyperform an Egg Drop experiment. They test aerodynamic pack-aging they have designed in teams to see if their eggs can survivethe fall. At the Goddard Space Flight Center in Greenbelt,Maryland, educators take a look at the Hubble Control Roomand simulate the launch of a Pegasus rocket at the rocket facility.While learning about rocketry, they also perform a launch activi-ty with a water rocket made from a two-liter plastic bottle.

Visit http://www.enc.orgl6

by Leah Poynter, ENC Publishing

Every center offers a K-6, 7-12, or K-12 program each summer.NEW participants develop lasting relationships with the scien-tists they meet. Some past participants have called on NASA sci-entists for materials for their classrooms or have arranged class-room activities with input from NASA engineers.

In the summer of 1999, six of the NASA field centers also beganoffering NEW workshops for invited teams of educatorsinvolved with urban and rural systemic initiative programs.These workshops provide educational opportunities for inser-vice program staff and professional development providers ofregional or state-based initiatives. Informal educator workshopswere offered at two of the Field Centers.

Teachers who have participated in NEW are encouraged to con-duct outreach programs in their communities. Alumni of theprogram can also look forward to sharing their ideas, classroomprojects, and other experiences in follow-up Share-A-Thons thatoccur at various national conferences and meetings including theNational Science Teachers Association (NSTA) NationalConvention, the National Council ofTeachers of Mathematics(NCTM) Annual Meeting, and the International TechnologyEducation Association (ITEA) Annual Conference. Educatorswho are considering applying for NEW are invited to attendthese informal sessions. Workshop alumni also receive Orbit, anewsletter that keeps them up-to-date on NASA educationalopportunities and special events and encourages them to net-work with other alumni.

I 1

NEW is sponsored by NASA and is implemented through a con-tract with NSTA, which serves as the lead educational partner tothe program and provides administrative support. ITEA, NCTM,ENC, and others provide educational guidance to the program.

NASA distributes educational materials, including CD-ROMs andvideos, to NEW participants. As a Program Review Committeemember, ENC shares its materials with all program participants andspeaks to many of them about ENC resources. ENC also serves as aNASA Educator Resource Center, providing NASA materials toeducators who visit ENC's offices at The Ohio State University.

Educators who would like to apply for NEW must serve K-12students in the areas of math, science, or technology. Expenses suchas travel, housing, and meals are covered by NASA. Visit the website listed below or call NASA Educational Workshops for moreinformation. Qo

National Science Teachers AssociationNASA Educational Workshops1840 Wilson Blvd.Arlington,VA 22201-3000(703) 243-7100 / Fax: (703) 522-5413Email: new@nsta.org

NASA Educational Workshops:

http://www.nsta.org/programs/new.htm

The NASA Education Home Page:

http://education.nasa.gov/

NASA is now providing all of its educational materialsonline: http://space!frelk.nase:gov/products/

I ';aA,

:1'2f4.4

NEW LOCATIONS: NASA FIELD CENTERS

Ames Research Center, Moffett Field, California, hasbeen designated the NASA Center of Excellence forInformation Technology.

Glenn Research Center, Cleveland, Ohio, concentrateson new propulsion, power, and communications tech-nologies for application to aeronautics and space.

Dryden Flight Research Center, Edwards, California,is NASA's primary center for flight research.

Goddard Space Flight Center, Greenbelt, Maryland,expands knowledge of the Earth and its environment,the solar system, and the universe through observationsfrom space.

Jet Propulsion Laboratory, Pasadena, California,is the lead center for robotic exploration of thesolar system.

Johnson Space Center, Houston, Texas, focuses ondesign and development of spacecraft; selection andtraining of astronauts; planning and conducting humanspace flight missions; and participation in the experi-ments carried aboard space flights.

Kennedy Space Center, Florida, is the NASA Center ofExcellence for launch and payload processing. it is thestarting point for all US human space flights.

Langley Research Center, Hampton, Virginia, was thefirst national civil aeronautics laboratory and has becomea world-class center for aeronautics, earth science, spacetechnology, and structures and materials research.

Marshall Space Flight Center, Huntsville, Alabama,is the lead center for Space Transportation Development.

Stennis Space Center, Mississippi, is a Center ofExcellence for rocket propulsion testing and NASA'slead for enabling companies to commercialize RemoteSensing.

12

ENC Partners:Eisenhower Lonsoge_kcDemo Si

Appalachian RegionKentucky, Tennessee, Virginia,West Virginia

Eisenhower RegionalMath/Science Consortium at AEL

E Pam Buckley, DirectorOI 1700 North Moore Street, Suite 1275C; Arlington, VA 22209V l Toll-free: (800) 624-9120

Fax: (703) 276-0266Email: buckleyp @ael.org

aelinfo @ael.orgi URL: http://www.ael.org/eisen/

E:

"EO

C

Far West RegionArizona, California,Nevada, Utah

WestEd Eisenhower Regional Consortiumfor Science and Mathematics EducationArt Sussman, Co-DirectorSteve Schneider, Co-Director730 Harrison StreetSan Francisco, CA 94107-1242Phone: (415) 241-2730Fax: (415) 241-2746Email: asussma@wested.org

program: werc@wested.orgURL: http://www.wested.org/werc/

Mid-Atlantic RegionDelaware, District ofColumbia, Maryland,New Jersey, Pennsylvania

la_es

A1111411116

cy George WatsonMarshall UniversityRoom 101 Jenkins Hall

E Huntington, WV 25755al Phone: (304) 696-2874

Fax: (304) 696-6221Email: watson@marshall.edu

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E Mid - Atlantic Eisenhower Consortium forMathematics and Science EducationKeith M. Kershner, Director

O Research for Better SchoolsC 444 North Third StreetO Philadelphia, PA 19123-4107

Phone: (215) 574-9300 ext. 279Fax: (215) 574-0133Email: kershner@rbs.org

mathsci@rbs.orgURL: httpwww.rbs.org/

Visit http://www.enc.org/_5,-7 8

Anne MalleyBiodiversity Resource CenterCalifornia Academy of SciencesGolden Gate ParkSan Francisco, CA 94118Phone: (415) 750-7361Fax: (415) 750-7106Email: amalley@cas.calacademy.org

Tut Karen Elinich5 The Franklin Institute Science Museum-01 222 North 20th StreetE i Philadelphia, PA 19103

Phone: (215) 448-1338Fax: (215) 448-1274Email: kelinich@fi.eduURL: http://www.fiedu/

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Mid-continent RegionColorado, Kansas, Missouri,Nebraska, North Dakota,South Dakota, Wyoming

Eisenhower High Plains Consortiumfor Mathematics and ScienceJohn Sutton, DirectorMid-continent Regional EducationalLaboratory2550 South Parker Road, Suite 500Aurora, CO 80014Toll-free: (800) 949-6387Fax: (303) 337-3005Email: jsutton @mcrel.orgURL: http://www.mcrel.org/hpc/

North Central RegionIllinois, Indiana, Iowa, Michigan,Minnesota, Ohio, Wisconsin

Eisenhower High Plains Consortiumfor Mathematics and Science2550 South Parker Road, Suite 500Aurora, CO 80014Phone: (303) 337-0990Fax: (303) 337-3005Toll-free: (800) 949-6387

E Midwest Consortium for Mathematics and ScienceEducation

OGil Valdez, DirectorNorth Central Regional Educational Laboratory

C 1900 Spring Road, Suite 3008 Oak Brook, IL 60521-1480

Phone: (630) 571-4700Fax: (630) 571-4716Email: valdez@ncrel.orgURL: http://www.ncrelorg/msc/msc.htm

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cy Susan Dahl= Fermi National Accelerator LaboratO Lederman Science Education CentCenter

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E PO Box 500, MS 777a, Batavia, IL 60510-0500

Phone: (630) 840-3094Fax: (630) 840-2500Email: sdahl@fnal.gov

Northeast and Islands RegionConnecticut, Maine, Massachusetts, NewHampshire, New York, Rhode Island,Vermont, Puerto Rico, Virgin Islands

Eisenhower Regional Alliancefor Mathematics and ScienceEducation ReformMark Kaufman, DirectorTERC

2067 Massachusetts AvenueCambridge, MA 02140Phone: (617) 547-0430Fax: (617) 349-3535Email: mark_kaufmanekterc.eduURL: http://ra.terc.edu/alliance/hubhome.html

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Molly SingsenRegional Alliance/TERC2067 Massachusetts AvenueCambridge, MA 02140Phone: (617) 873-9725Fax: (617) 349-3535Email: molly_singsenOterc.edu

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Contact the Eisenhower Consortium or ENC Demonstration Site that servesyour state for assistance in improving mathematics and science education.

Northwest RegionAlaska, Idaho, Montana,Oregon, Washington

E Science and Mathematics Consortium.=. for Northwest Schoolst. Ralph T. Nelsen, DirectorN Columbia Education Centerc. 171 NE 102nd Street6 Portland, OR 97220-4169

Phone: (503) 760-2346Fax: (503) 760-5592Email: ralph@col-ed.orgURL: http://www.col-ed.org/smcnws/

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Pacific RegionAmerican Samoa,Commonwealth of theNorthern Mariana Islands,Federated States of Micronesia,Guam, Hawaii, Republic of theMarshall Islands, Republic of Palau

a): Kristen McCowanInformation Science Hall

o i Oregon Museum of ScienceE and Industry11 1945 SE Water Avenue

Portland, OR 97214-3354Phone: (503) 797-4585Fax: (503) 797-4568Email: kam@omsi.edu

Pacific Mathematics and ScienceRegional ConsortiumPaul Dumas, DirectorPacific Resources for Educationand Learning1099 Alakea Street, Suite 2500Honolulu, HI 96813Phone: (808) 441-1300Fax: (808) 441-1385Email: dumasp@prel.hawaii.edu

askmathsci@prelhawaii.eduURL: http://w3.prel.hawaii.edu/pr

iv! Alice Borja.7,, Pacific Mathematics and Scienceo Regional Consortium

EPREL Guam Service Center

-cj PO Box 326359Hagatna, GU 96932-6359Phone: (808) 533-6000 ext. 133Fax: (808) 533-7599Email: borjaa@prethawaii.edu

ograms/ms/math-science. html

Eisenhower National Clearinghousefor Mathematics and Science EducationColumbus, Ohio

Gail HoskinsEisenhower National ClearinghouseThe Ohio State University1929 Kenny RoadColumbus, OH 43210-1079Toll-Free: (800) 621-5785Phone: (614) 292-7708Fax: (614) 292-2066Email: ghoskins ©enc.orgURL: http://www.enc.org/

Eisenhower NationalClearinghousefor Mathematics andScience Education

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Southeast RegionAlabama, Florida, Georgia,Mississippi, North Carolina,South Carolina

Eisenhower Consortium for Mathematicsand Science Education at SERVEFrancena Cummings, Director1203 Governors Square Boulevard, Suite 400Tallahassee, FL 32301Phone: (850) 671-6033Fax: (850) 671-6010Email: fdc3530@garnet.acns.fsu.eduURL: http://www.serve.org/Eisenhower/

Southwest RegionArkansas, Louisiana, NewMexico, Oklahoma, Texas

Eisenhower Southwest Consortiumfor the Improvement of Mathematicsand Science TeachingSteve Marble, DirectorSouthwest Educational Development Laboratory211 East Seventh StreetAustin, TX 78701Phone: (512) 476-6861Fax: (512) 476-2286Email: scimast@sedl.orgURL: http://www.sedlorg/pitl/scimastivvelcome.h

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Ed Anderson, Regional CoordinatorMetro Atlanta Georgia Youth Science& Technology Center (GYTSC)PO Box 54244Atlanta, GA 30308Phone: (404) 589-8008Fax: (404) 589-0032Email: edanderson@mindspring.coi

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Phillip EaglinSouthwest Consortium for theImprovement of Mathematics andScience Teaching (SCIMAST/SEDL)211 East Seventh StreetAustin, TX 78701-3281Phone: (512) 476-6861Fax: (512) 476-2286

tml

ENC Capital Collection & Demonstration SiteWashington, D.C.

4,w Shirley DeLaney-Butler;, The George Washington Universityo Instructional Media & Materials CenterE Gelman Library, Room B06

2130 H Street, NWWashington, DC 20052Phone: (202) 994-7048Fax: (202) 994-4520Email: enc @gwis2.circ.gwu.edu

14encfOCUS vol. 7, no. /

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Connecticut is Buzzing about ENCA Connecticut coalition works to introduce K-12 math and science

teachers to ENC Online

by Christopher Shepard, Connecticut Mathematics, Science,and Technology Leadership Council

Where can teachers learn about state and national mathematicsand science curriculum standards? What tools are available toassist them in identifying new instructional activities? How canthey explore alternative assessment practices?

Most importantly, where can teachers find resources to assistthem in investigating the alignment of their instructional andassessment practices with local student performance expecta-tions?

To help teachers answer these questions, many of us have spentyears developing guides, disseminating newsletters, and deliver-ing workshops. But nothing brings up-to-date information into ateacher's classroom and home like the World Wide Web.

A visit to ENC's home base in Columbus, Ohio, revealed toConnecticut leaders that ENC Online provides just what we werelooking for: a singular resource with a vast quantity of qualityinformation made accessible through easy-to-use web tools. Weagreed that every mathematics and science teacher inConnecticut should be introduced to ENC Online.

This goal will be accomplished through the ConnecticutMathematics, Science, and Technology Leadership Council, acoalition of local K-16 education professional associations, theStatewide Systemic Initiative, and the State Department ofEducation.

The Leadership Council, with assistance from the Northeast andIslands Regional ENC Demonstration Site at the EisenhowerRegional Alliance at TERC, will employ a "training of trainers"model to introduce two dozen presenters to ENC Online. Theintended audience is the Leadership Council's own membership,professional development staff of the state's Regional EducationService Centers, and media specialists and faculty at colleges anduniversities involved in teacher preparation.

EST COPYAVAILABLE

Visit htep://www.enc.ore

I °

The training will support participants in incorporating the use ofENC Online into presentations at association conferences, profes-sional development offerings, and preservice classes. It will alsoprovide opportunities for follow-up and feedback.

Select participants will receive additional support to establish andoperate six new ENC Access Centers at professional developmentsites across the state.

Thus, educators in every district in the state will be introduced toENC Online within a year, and the broad array of presentersassembled by the Leadership Council eventually will reach everyschool. We'll keep you posted! O

For more information, contact:Christopher ShepardConnecticut Mathematics,Science & Technology Leadership Council(860) 346-1177Email: cshepard@ctacad.org

For more information about theConnecticut Mathematics, Science, andTechnology Leadership Council, visit:

http://www.ctacad.org/

Link to all the sites mentioned in this magazine byvisiting the online version of E1 C Focus:httpdhinctro.enc.org/lecus/changel

See Your Story on this Page!Do you have a story about how you

used ENC products or services? Pleaseemail it to us at editor@enc.org or mail

to Focus Editor, ENC, The Ohio StateUniversity, 1929 Kenny Road,Columbus, OH 4.3210-1079.

'TrUsing the Internet

Taming the World Wide Web

My basement has been the bane of my existence. It brings out thepack rat in me. It is so convenientI just keep collecting thingsand shoving them downstairs. It takes me forever to find anythingin that junglemany times I just give up. In fact, I probably don'tknow what all I have down there.

At one time, I felt the same about collecting sites I found on theweb. All the fascinating information on the Internet brought outthe pack rat in me. I would find a great site and, with one click,save it on my bookmark list.

Before long, I had a list of bookmarks that defied definition. Icouldn't remember what many bookmarks referred to becausetheir titles didn't bear any relation to the contents of the web pagethey were marking. All too often, I caught myself saying, "Iremember bookmarking a site about this topic, but where is it?" Iwould get that hopeless, searching-in-the-basement feeling. Manytimes I just gave up. In fact, I did not know what all I had on mybookmark list.

In each issue, ENC's Associate Director of Instructional Resourceswrites about her experiences using the Internet as an educator.

by Kimberly S. Roempler, ENC Instructional Resources

I finally realized that when you have invested so much time search-ing for sites that fill all your different needs, it is a shame when youcan't access a particular site immediately when you want it.

Bookmarks (also known as Favorites) are very easy to create inboth Netscape and Explorer: select the Add feature on theBookmarksor Favoritespull-down menu while you are at thesite you wish to save. Maybe this process is a little too easybecause the important part is organizing and labeling the chosensites in a manner that makes sense to you.

Following the three easy steps described here will help you dojust that.

STEP ONE: CREATE BOOKMARK FOLDERS.

As in creating any filing system, establishing bookmark foldersrequires some thought. Are the folders going to be accessed byyour students? Are the sites bookmarked for your own profes-sional development? What about the ones you will use in yourlesson planning?

As you read the excellent advice in the accom-

panying article, you may find yourself motivat-

ed to set up a web site filing system but notsure exactly how to do it. Unfortunately, anyspecific directions for using Internet technolo-

gy that we could provide in this publication

would quickly become dated since there are

often significant changes in the features of

two consecutive versions of Netscape or

Internet Explorer. And who can foretell whatentirely new browser may come along next

week?

Our best advice is for you to use your brows-

er's Help feature to learn more about dealingwith bookmarks (Netscape) or favorites

(Explorer). An advantage of this strategy is

that accessing Help does not require connec-

tivity to the Internet. Best of all, it gives youinformation that is specific to your version of

your browser.

Another option is to go to the web sites

maintained for each browser:

For Netscape users, visit

http://help.netscape.cornthosibookmarics.htmi

For Internet Explorer, visithttp://www.microsoft.corn/windows/lE/

From there, you will need to use the search

function to find help about organizing yourfavorites. For example, the proper question

will take you to http://support.microsoft.com/

support/lE/InProductHelp/web_move_pages.asp,which provides information on organizing

your favorite pages into folders.

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How you plan to use web resources will,of course, determine how you organizethem.The bookmark folders on mycomputer at ENC reflect the work Ido. I create separate folders forupcoming ENC Focus topics such asassessment and equity. Other folderscollect sites about grants, while otherscontain sites from collaborators. Mywork in selecting Digital Dozen sitesrequires its own folder.

Some educators set up folders withthe names of the units they teachthroughout the year. Others createfolders by concept. Teachers tell usthat as they peruse ENC's monthlyDigital Dozen, they file sites that lookinteresting into the appropriate unitfolders and spend more time reallyreviewing the sites when they areready to teach the unit.

vol 7, no. I

STEP Two: EDIT WEB SITE TITLES AS YOUBOOKMARK THEM.

Both Netscape and Explorer obtain the title of book-marks from the name that appears in the title bar for thepage. But will that title mean anything to you later?For instance, the title 'The Home Page of Peggy E.Schweiger" gives no indication that the site is chock-fullof physics lessons.

Make your bookmark titles work for you. While thecontent of the site is fresh in your mind, edit the title ofyour bookmark to reflect what it contains.

STEP THREE: KEEP YOUR BOOKMARK FOLDERSUP TO DATE.

It is important to get into the habit of filing web sites asyou bookmark them. Explorer and Netscape allow youto place web sites into existing folders as you save them.Explorer even allows you to create new folders inwhich to place web sites as you bookmark them.

It is also very important to take a critical look at yourbookmark organization periodically. It won't take longto delete old sites and update and delete folder cate-gories. I try to do this every month or so.

Learning to organize my own bookmarks gave me theconfidence to use this technology in the classes I teach.Any time I ask my students to do research as part of aproject, I ask them to email me a list of web sites thatthey used in researching their topic. They do this as abookmark file. Students who don't have email save thebookmark file to a disk and turn in the disk as part ofthe assignment.

Once I felt the satisfaction of taming the World WideWeb through use of these techniques, I knew I couldalso tame my basement. It took me a weekend and acouple trips to the local discount store to buy containersto store everything, but I now have an organized spacewhere I can find things when I need them.

Link to all the sites mentionedin this magazine by visiting theonline version of ENG Focus:

http://www.encorgtfocus/chang el

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17

Roempler's RecOSIMended 'RetearteS:

Here are just a few of the bookmark folders I have created alongwith recommended resources to place inside.

Polder Title:Math andIdente ReseUrcesENC Onlibe - http://wWw.enc.org/ENC Digital Dolen - http://wilvwenc.Orgidassroom/ddinf index.htmNASA Education Program- http://eckipitiOn.nasa.goV/Math Forum - http://forum.swarthmbre.edu/Explorecorn - http://expkirezone.condex.htmAccess Excellence - http://www.accessexcellence.org/CIESE Curriculum Projectshttp://njnie.dIstevens-tedledukUrritultimkurrichoMe.htmlNew York limes Learning Network - httP://www.nytimes.00m/leaming/

Folder Title: Search ToolsAltavista - http://www.altavista.com/Yahoo! - httpi/www.yahoo.com/Google - http://google.com/HotBot - http://www.hotbot.com/Ask Jeeves! - http www.a0c.com/

Folder Title: Educational ResearchAsk ERIC - http://ericir.sytedu/index.htmlSearch ERIC - http://ericae.nethearch.htmPathways to School Improvement -httpJ /www.ncrel.orghdrs/pathwayg.htmThird International Math and Science Study- http://nces.ed.gov/timss/National Center for Education Statistics K-12 Practitioner's Circle -http://nces.ed.gov/practitioners/

Folder Title: Professional OrganizationsAssociation for Supervision and Curriculum Developmenthttp://www.ascdbrg/National Science Teachers Association - http://www.nsta.org/National Coundl of Teachers of Mathematics - http://mAnN.nctm.org/American Association of Physics Teachers - http://www.aapt.org/National Association of Biology Teachers - httpJ / www.nabt.org/

Folder Title: Online Magazines and NewslettersENC Focus - http://www.encorgifocus/NPR Online- ht4i://www.npr.org/index.htmlEducatibn World.- http://www.education-world.com/Education Week - http://www.edweek.org/

Folder Title: ReferenceZip Code Lookup'= httpJMiww. asps.corn/ncsdlookups/lookup_zip+4.htmlMerriam-Webster Dictionary and Thesaurus -http://www.m-w.cOrnfhome.htm,555-1212 - http://www.555-1212.com/Telephone Directories on the Web - http://www.teldircom/eng/namc/usUniversal Currency Converter - http://www.xe.net/ucc/MapBlast! - http://www.mapblast.com/mblast/index.mbMegaConverter - http://www.megaconverter.com/

Folder Title: PersonalEpicurious: Food, Wine, Cooking, and Recipes - www.epicurious.comTravelocity - http://www.travelocity.com/Weather Channel - http://www.weather.com/homepage.htmlAsk the Dietician - http://www.dietitian.corn/Library Spot- http//www.libraryspot.com/FTD - http//www.ftd.com/Amazon.com - httpJ/www.amazon.comBlue Mountain Electronic Greeting Cardshttp://www.bluemountain.com/

The ultimate place to go to find reference and personal links:Hot Sheet - http://www.hotsheet.com/

o_u2 for GrfintsO

Grant-Writing Tools from the WebLearn about web resources that will assist you in writing grants.Concrete ideas from each site are included.

by Tracy Crow, ENC Publishing

Counting courses, books, newsletters, consultants, and websites, there are hundreds of ways to learn how to write winninggrants. Each book or web site outlines a variety of steps to takein preparing project proposals, but you need to give yourselftime to tour several resources before you create your own step-by-step procedure. The web sites described on the left-hand sideof each column in this article will give you a jumpstart. A handygrantwriting tip from every site mentioned is also provided.

Fir's-t of All, Know the RFP

One piece of advice is common to every grantwriting guide onthe planet: Read the RFP (Request for Proposal) and any propos-al submission instructions extremely carefully. The RFP tells youthe goals and objectives of the funding program, what granteesare expected to achieve and deliver, how proposals will be evalu-ated, and all of the specifics about length of the proposal, num-ber of copies to send, and the deadline. If you have questionsabout the RFP, call the funding agency. Most RFPs have a contactname or at least an organization phone number.

om tAs. we were preparing this column for publication, the

following email arrived. Thanks to JudiWilsonfirsharing her experience:

I just had an interesting experience in writing afoundation grant. I had a project that I wantedfunded, contacted the organization via phone, anddecided to write the grant.

The night before I submitted the grant, I looked upthe foundation on the Internet. Listed on the sitewere the grants that had been awarded for the pasttwo years. To my surprise, the size of the smallestgrant awarded was at least double what I hadrequested. Since the project was due the next day, itwas too late to revise my budget. That really wouldhave required revising my entire project and submit-ting something different.

I decided to submit the proposal as it was and hopefor the best, but I will never miss checking on the

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hr.

Then, Apply Advice to Your Own Situation

i3441040thort OF GRANTWRITINGFROM 'CPB

http://www.cpb.org/grants/grantwriting.htmlThe Corporation for Public Broadcastingis a funding organization that reads hun-dreds of applications every year. They havecreated a guide that helps CPB grantseek-ers and applicants to other organizations.The web site is divided into three majorsteps: Preparation, Writing the Proposal,and Followup. The first two categoriescontain several substeps; for example, theWriting the Proposal section covers thenarrative, the budget, and the appendicesof a proposal in brief, as well as othertechnical aspects of the proposal.

WRITING A SUCCESSFULGRANT PROPOSAL

http://www.mcf.org/mcf/grant/writing.htmThe Minnesota. Council on Foundationshas created this guide for grantseekers inMinnesota, but like other sites listed here,the information is useful for many appli-cants.The logical outline of the parts of aproposal narrative and of a budget providesexamples to illustrate most of the sugges-tions. Variations for different types ofprojects are also described, and a fewfrequently asked questions are answered.

Internet site for a grant funder before I even startthe grant application! So much for ignoring theInternet as a valuable source of information forgrant writing and project development.

Sincerely,

Judi WilsonDirector, Science & MathCounty Office of EducationSan Joaquin, California

TIP ON...DEFINING THE PROJECTClarify the purpose ofyour project and write amission statement.Define the scope of workto focus your fundingsearch.Determine the broadproject goals, then iden-tify the specific objec-tives that define howyou will focus the workto accomplish thosegoals.

From httpf/www.cpb.org/grants/grantwriting.htmlAccessed on 12 / 1 / 1999.

0

DESCRIBING THE NEEDFOR YOUR PROJECT

Describe a problem thatis about the same size asyour solution. Don'tdraw a dark picture ofnuclear war, teen suicide,and lethal air pollution ifyou are planning a mod-est neighborhood artsprogram for children.Describe your issue in aslocal a context as possi-ble. If you want to edu-cate about HIV/AIDS inyour county, tell the fun-der about the epidemicin your county, not in theUnited States as a whole.

From http://www.Mcf.org/mcf/grant/writing.htm

Accessed on 12 / 1/ 1999.

encfOCUS no. 113

A GUIDE FOR PROPOSALWRITINGNSFhttpJ/www.nsf.gov /pubs/1998/

nsf9891/nsf9891.htm

As one of the major funding agencies inthe country, the National ScienceFoundation is an authoritative source ofinformation for grantseekers. This webguide was written for applicants withinthe Division of UndergraduateEducation and serves more as generalguidelines for an applicant than as specif-ic guidelines for a particular program.

The first half of the guide covers thereview process and evaluation criteria,while the second half offers writing andpreparation advice. Steps under prepara-tion include getting started, buildingcoalitions, and thinking about the targetaudience.

A PROPOSAL WRITINGSHORT COURSE

http://fdncentenorg/onlib/shortcourse/prop1.html

The Foundation Center should be onany list of grantseeker's resources. Thisweb-based short course is thorough andfilled with examples. Like other goodguides, the course stresses the prepara-tion required to create a winning pro-posal as well as the different parts of aproposal itself. Strengths are the sec-tions on developing goals and objec-tives, methods to achieve the goals, andthe evaluation plan.

e

REMEMBERING WHOBENEFITS FROM YOUR

PROJECTThe target audience of thegrant should be clearlyexplained in terms ofdemographic characteris-tics, size, and special char-acteristics or problems/chal-lenges faced by the group.The project design shouldbe developed in a mannerthat will effectively assistthe target group inaddressing those specialproblems or challenges.The disparity between theeducational sophisticationof the project and the edu-cational naivete of theaudience (e.g., a softwarepackage which is primarilybeing used for researchthat is proposed to be usedin a developmental mathe-matics class) is usuallynoted by the reviewers andcan be one reason for dec-lination of funding.

Fromhttpi/www.nsf.gov /pubs/1998/nsf9891/nsf9891.htm

Accessed on 12/ 1 / 1999.

Ti?.YOUR EVALUATION PLAN

An evaluation plan shouldnot be considered only afterthe project is over it shouldbe built into the project.Including an evaluationplan in your proposal indi-cates that you take yourobjectives seriously andwant to know how well youhave achieved them.Evaluation is also a soundmanagement tool. Likestrategic planning, it helps anonprofit refine andimprove its program.

From http://fdncenter.org/

onlib/shortcourse/propthtml

Accessed on 12/1/ 1999.

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Visit http:11www.enc.orgr1rie 14

EPA GRANTWRITING TUTORIAL

http://wwvv.epa.gov/seahome/grants/src/grant.htm

From the Environmental ProtectionAgency (EPA), this tutorial providesusers much of the same informationfound in other guides but in a differentformat. The site can be a challenge tonavigate, since it leads users through agrantwriting activity while offering tipsand examples on different screens.However, the information is valuableand worth exploring in full.

PROPOSAL WRITER'S GUIDE

http://www.research.umich.edu/research/

proposals/proposal_dev/pwg/pwgpage.html

While this guide from the University ofMichigan is geared to academicresearchers, the information works forall grantseekers. This site is strong on thedescriptions of the different parts of aproposal, from the table of contents tothe introduction to the references. Theplanning and preparation sections areless comprehensive than those in someof the other guides.

1.9

TECHPROF: TIPS FORSUCCESSFUL GRANTWRITING

http://www.nmsu.edu/techprof/

backgrnd/31698.htmUnlike some of the morecomprehensive guides referencedhere, this is a quick list of relevanttips for grantseekers. These ideaswere part of a course on grantvvrit-ing taught at New Mexico StateUniversity. Visitors to this site willfind other course materials as well.

PROJECT DESIGNDescribe in detail heactivities thattwill takeplace in order to achievedesired results.Make sure your methodsare realistic.Describe WHY you havechosen these activities.Justify them over all otherapproaches you couldhave taken.Show your knowledgeof the bigger pictureInclude a timetable ofmajor milestones.

From http://www.epa.gov/seahome/grantstsrc/grant.htm

Accessed on 12 / 1/ 1999.

APPENDICESSome writers are proneto append peripheraldocuments of various kindsto their proposals on thetheory that the bulk willbuttress their case.Reviewers almost neverread such appendices, andmay resent the padding.The best rule of thumb is:When in doubt, leave it out.

From http://www.research.umich.edu/research/propos-als/proposal_ciev/pwg/pwg-page.html

Accessed on 12 /1 / 1999.

COMMON PITFALLSTO. AVOID

Titles are cute butdistracting, too long,confusing, or notproject related.Summaries are notcomprehensive, omitsignificant elements,too long, and oftencontain no overview.Introductions fail tofocus the reader onproject objectives ordo not add to proposal.Problem statements dealwith wants not needs.Problems are notdocumented or arenot supported bycurrent research.

From http://www.nmsu.edu/techprof/backgmcV31698.htm

Accessed on 12/ 1 / 1999.

Finally, ReviewYour Own Proposal

Once you've followed your own path tocreating a winning proposal, you'll needone final web resource. A self-assessmentfor grants puts you in the reviewers' shoesto do a detailed reading of your proposal.The National TRU ProgramTechnologyTransfer at http://www.t2ed.com/ shareswith the public many of the ideas devel-oped with federal funds for theirDepartment of Energy project; you'll findquite a variety of documents on the site.One of them happens to be GRANTSAT, acomprehensive self-assessment. Other rel-evant documents include facilitator andparticipant notes for two grant-writingworkshops. ID

Link to all the sitesmentioned in this

magazine by visitingthe online 'version of

NC Focus:

am/change/

Innovators' For Online

While no one has answers for all the issues facing educators today, progress ispossible when classroom innovators, like yourself, exchange ideas.

To make such an exchange possible, the online version of ENC Focus: A Magazinefor Classroom Innovators http://www.enc.org/focus/ features an electronicInnovators' Forum. Readers are invited to send concerns and comments via emailto editor@enc.org. Selected messages will be published online, and of those, afew will appear here, so that readers of the print version of the magazine canparticipate.

Dear Innovators,

Wow! The recent issue of ENC FOCUS on the topic Inquiry and ProblemSolving (Vol. 6, No.2, 1999) was the most realistically informative todate. I actually read this issue from cover to cover and acquired a num-ber of pedagogical tools that I'm sure may result in concrete studentachievement.

Ronald D. Anderson states in the article "Inquiry in the Everyday Worldof Schools, "(p. 16-17) that "it is possible to put inquiry teaching intopractice, but it is a demanding task, and it is not clear how widespreadone can expect it to become." I have mentored and modeled and dis-cussed inquiry teaching with many a science teacher, and an alarmingnumber, both young and old, have told me that they just don't want toput in the physical and mental work that it professionally demands.

Some of the constraints to the practice of classroom inquiry, accordingto these teachers, are the repetition of this arduous process at least fivetimes a day in a traditional secondary school setting and a lack of richcontent knowledge for its implementation by the teacher. There is alsoan awareness of parents' concern for student achievement as measuredby regurgitation of memorized facts in the multiple-choice setting oftraditional standardized tests. Although some colleagues are willing topractice in an inquiry-based learning community, I've discovered thatmany science teachers have no interest in teaching strategies beyondhaving the students "complete every odd question at the end of thechapter" or leading "cookbook labs" since they have a genuine belief inthe value of conventional instructional methods.

I'll also add that there is a recurrent nationwide focus on teacher educa-tion/training and government-subsidized study committees, but very lit-tle money for equipment resources that a classroom innovator caneffortlessly purchase to enhance student hands-on, minds-on learning.

Don DereszScience TeacherMiami-Dade County Public SchoolsFlorida

Please keep in mind that Innovators' Forum offers a way for you to discuss issueswith other classroom innovators. You can get information and answers to manyeducational questions from ENC's Information Services Department. Contactthem by email Iibrary@enc.org or telephone (614) 292-9734.

When you contribute to Innovators' Forum, please include your full name, yourtitle or the grade you teach, the name of your school or district, and your city andstate. Please note that comments selected for publication may be edited forbrevity and clarity and that by submitting them you are giving permission foryour comments to appear in both the print and the online versions of this publi-cation.

Again, the ENC Focus email address is editor@enc.org. Or send your commentsby mail: Focus Editor, ENC, The Ohio State University 1929 Kenny Road,Columbus, OH 43210-1079. If you send a letter, please include your telephonenumber so we can contact you if necessary.

.$,

20BEST COP AVAIILAUF

encfraiS vo1.7, no. 115

This article is excerpted fromFullan & Hargreaves' introduction

to ENC's professional developmentproject, "Teacher Change: Improving

K-12 Mathematics." Link to thefull text of the article by visitinghttp://vvww.enc.org/focus/change/

e of Chan e

THERE C BE No IMPROVEMENT

ITHOUT THE CHERTwo internationally known authorities on educational change provideadvice and support for classroom teachers who they believe must be at the

heart of the improvement process

by Michael Fullan and Andy Hargreaves, Ontario Institute for Studies inEducation ofThe University ofToronto

The greatest problem in teaching is not how to get rid of the "deadwood," buthow to create, sustain, and motivate good teachers throughout their careers.

Interactive professionalism is the key to this. For us it entails:

° discretionary judgment as the heart of professionalism;° collaborative work cultures;° norms of continuous improvement where new ideas are sought inside and

outside one's setting;° reflection in, on, and about practice in which individual and personal

development is honored, along with collective development and assessment;° greater mastery, efficacy, and satisfaction in the profession of teaching

We have pursued the theme of teacher transformation in our What's WorthFighting For series, in particular in What's Worth Fighting For in Your School (Filllan &

Hargreaves, 1992) and What's Worth Fighting For Out There (Hargreaves & Fullan,

1998). In the former, we developed a set of 12 action guidelines to help createcollaborative cultures within the school; in the latter we concluded that teachersmust also form alliances outside the school if they are to succeedsix guidelinesare formulated to this end.

Editor's Note: The remainder of this article consists of highlights of the authors' explanations

of each of the 12 points from What's Worth Fighting For in Your School; highlights of

the six points from What's Worth Fighting For Out There will be published in an

upcoming issue of ENC Focus. Link to the full text of the article now by visiting

http : //www.enc.org/focus/change /. More information about both books is available on

page 55 of this magazine.

Michael Fullan is the Director of and Professor in the International Centre for Educational Change at

Ontario Institute for Studies in Education at the University ofToronto. Andy Hargreaves is the Dean of

the Ontario Institute for Studies in Education."IN

21

CREATING COLLABORATIVECULTURES WITHIN SCHOOLS

In essence our argument is that teachers and others mustcommit themselves to "reculturing"creating profes-sional learning communities that focus on the continuousimprovement of instruction in light of constantly examin-ing how well students are doing (see also Newmann &Wehlage, 1995).

To that end, we developed 12 guidelines to enable teach-ers to foster collaboration within the school(Fullan & Hargreaves, 1992).

1. LOCATE, LISTEN TO, AND ARTIC-ULATE YOUR INNER VOICE.

...Teachers have strong val-ues about doing work thatmakes a difference. Becauseof overload and the rush ofdaily events, we often neg-lect our basic values.Guideline 1 suggests thatwe must ask and remindourselves what values andgoals are most important, whatfrustrates us most, and what westand for. Locating and articulatingour inner voice provide great sources ofclarity and energy for transcending overload. Themorality and practicality of improvement require thatteachers locate this inner voice, that they listen to it seri-ously, and that they articulate it so as to make its powerfelt among their colleagues...

3. DEVELOP A RISK-TAKING MENTALITY.

....Teachers get exposed to countless new practicesthrough professional development in the course of theyear. Many will be attempted in one's own school. Tryingout a new practice is immediately risky. It is new for stu-dents as well as for the teacher. It requires skills, coordi-nation and familiarity, which are not acquired instantly.(See p.21.)Take one of these new practices that appealsto you, and try it out on a small scale....It is all right tofail as long as you learn from it...

4. TRUST PROCESSES AS WELL AS PEOPLE.

Thinking is nothiiiin'etaDeeper re ection thatleads to

improve_new insights and mentsin practices is rarer...

2. PRACTICE REFLECTION IN ACTION, ON ACTION, ANDABOUT ACTION.

...In many cases "reflective practice" has become a buzz-word or slogan. Sometimes, virtually any act of thinkinghas been hailed as embodying the principles of reflectivepractice. Because of this, the rhetoric of reflective prac-tice has sometimes been used to dress up what wealready do in new language, instead of inspiring us to dosomething different and better. Thinking is nothing newDeeper reflection that leads to new insights and improve-ments in practices is rarer... (See example on p.29.)

22

.Trust in individuals is no longer suf-ficient. When key individuals leave

and leaders move on, exclusivereliance on personal trust cancause massive instability. This is

why innovative schools spear-headed by charismatic leadersoften revert to mediocritywhen they leave. Another kindof trust is therefore called for in

modern organizations like ourschools: trust in processes...

[including] improved communica-tions, shared decision-making, creation

of opportunities for collegial learning,networking with outside environments, experi-

menting with new ideas and practices, commitment tocontinuous inquiry, and so on...(See p.40.)

5. APPRECIATE THE TOTAL PERSON IN WORKING WITH OTHERS.

...Case studies from Nias et al. (1989) show that "valu-ing individuals as people" is a strong feature of collabora-tive schools. Interest in and consideration of the life cir-cumstances of individual teachers are difficult becausethey mean balancing concern on the one hand, withrespect for privacy on the other. Research on life cycles,career cycles, and gender factors in teaching all showhow teachers' personal circumstances differ and varyover time (Huberman, 1991). If we do not relate appro-priately to other people, we increase the chances of con-flict, alienation, and mismatched responses or strate-gies...

encfOCUS vol.7, no.

6. COMMIT TO WORKING WITH COLLEAGUES.

...It takes a long time and a great deal of care to buildcollaborative work cultures. This is done through multi-plying the number of small-scale examples [planning aunit with a grade partner, engaging in peer observation,etc.] engaged in by more and more teachers within andacross schools. When it becomes natural fare for the vastmajority of teachers to seek and engage in professionalexchanges and action, we will know that we areapproaching collaborative work cultures...

7. SEEK VARIETY AND AVOID BALKANIZATION.

...Some school cultures are balkanized, containingcliques of teachers keeping to themselves (Hargreaves,1994). We usually think of such teachers as groups ofreactionaries. However, groups of innovators can alsobecome compartmentalized into subcultures. Sometimesthis is because they have been deliberately sealed off bytheir colleagues. At other times, it is because they pursueinnovation in a manner that distances themselves fromother teachers. The solution is to seek some diversity incollegial action, and to avoid becoming part of an exclu-sive "club"...

8. REDEFINE YOUR ROLE TO EXTEND BEYOND THE CLASSROOM.

...Reform is systemic. Improveroom depend on improvements

ments inside the class-outside it. Theteacher...must "takeresponsibility for morethan the minimum,more than what goes onwithin the four walls ofour classrooms" (Barth,1990, p. 131).... Eachand every teacher has adirect responsibility forhelping to shape thequality of the next gen-eration of teachers.However good newteachers may be in aca-demic qualifications andexperiences, they still

There are schoolswhose teachersregularly stayon until 7 pm

and where theirprincipals expect

this. But theseschools do not last

longneither dotheir teachers....

Visit http://wwwenc.orglI8

represent only raw potential. The conditions of teaChing,especially at the beginning, influence and sometimesdetermine how good a new teacher will become. Thisone teacher will in turn affect the quality of learningexperiences of hundreds of children over the next thirtyyears. What's worth fighting for is to make sure that thesenew teachers have better, much better, conditions forbeginning their careers...

9. BALANCE WORK AND LIFE.

...The worst scenario emerging from our guidelineswould be one where teachers treated their commitmentto collegiality as add-ons to all their existing work. It isimportant to avoid still further overload. (We are advo-cating interactive, not hyperactive professionalism.) Thereare schools whose teachers regularly stay on until 7 pmand where their principals expect this. But these schoolsdo not last longneither do their teachers....The workis important, but so is the life.... Workaholics andcareerists do not always make the best teachers...

10. PUSH AND SUPPORT PRINCIPALS AND OTHER ADMINISTRA-TORS TO DEVELOP INTERACTIVE PROFESSIONALISM.

...As teaching is a lonely profession, the principalship is all

the more so. Lack of time, overload of responsibilities,uncertainty about their roles in leading change, fear ofappearing unknowledgeable, and the stress of attempting tobalance professional and personal lives put the principal in a

difficult position to meet expectations.... While some prin-cipals may be... ambivalent about their new roles as change

facilitators, our guess is that most principals would wel-

come positive initiatives coming from individuals and

groups of teachers. (See p.34.) After all, it helps them doand be seen to be doingtheir job more effectively...

11. COMMIT TO CONTINUOUS IMPROVEMENT ANDPERPETUAL LEARNING.

...The single distinguishing characteristic of the bestprofessionals in any field is that they consistently strivefor better results, and are always learning to becomemore effective, from whatever source they can find. (Seep.38.) The teacher as career-long learner is central toour guidelines....Teachers should push themselves to cre-ate the professional learning environments they want...

23

12. MONITOR AND STRENGTHEN THE CONNECTION BETWEENYOUR DEVELOPMENT AND STUDENTS' DEVELOPMENT.

...The value of teacher development and teachercollaboration must ultimately be judged by whetherthese changes make teachers better for their studentsin ways that teachers themselves can see. (See p.33.)As Huberman (1990) puts it: "Most teachers wouldderive more professional satisfaction from resuscitatingthree sullen, low-performing pupils on the brink of drop-ping out than on raising class-level achievement tests byhalf a standard deviation in six months" (See p. 29)...

REFERENCES AND SUGGESTED READING

[Editor's Note: This is the full list of references published with the originalonline version of this article.]

Barth, R. (1990). Improving SchoolsfromWithin:Teachers, Parents and PrincipalsCan Make the Difference. San Francisco, CA: Jossey-Bass.

Block, P. (1987). The Empowered Manager. San Francisco, CA: Jossey-Ras.

Campbell, E. (1996). Ethical Implications of Collegial Loyalty as One View ofTeacher Professionalism. Teachers and Teaching:Theory and Practice, 2(2), 191-208.

Connelly, F.M. and Clandinin, D.J. (1988). Teachers As Curriculum Planners:Narratives of Experience. NewYork: Teachers College Press.

Fullan, M., & Stiegelbauer, S. (1991). The New Meaning of Educational Change.NewYork: Teachers College Press; Toronto: OISE Press; London: Cassell.

Fullan, M., Connelly, M. &Watson, N. (1990). Teacher Education in Ontario:Current Practices and Options for the Future. Toronto: Ontario Ministry ofColleges and Universities and Ontario Ministry of Education.

Fullan, M., Galuzzo, G., Morris, P. & Watson, N. (1998). The Rise and Stall ofTeacher Education Reform. Washington, DC: American Association of CollegesofTeacher Education.

Fullan, M. & Hargreaves, A. (1992). What's Worth Fighting For? Working TogetherforYour School. Toronto: Ontario Public SchoolTeachers' Federation; NewYork:Teachers College Press.

Giddens, A. (1990). The Consequences of Modernity. Oxford: Polity Press.

Goodson, I. (1991). Sponsoring the Teacher's Voice: Teachers' Lives andTeacher Development, in A. Hargreaves & M. Fullan, (Eds.), UnderstandingTeacher Development. London: Cassell.

Goleman, D. (1995). Emotional Intelligence. NewYork: Bantam Books.

Hargreaves, A. (1986). Two Cultures of Schooling:The Case of Middle Schools.Lewes: Falmer Press.

Hargreaves, A. (1994). Changing Teachers, Changing Times: Teacher Work andCulture in the Postnuclear Age. NewYork: Teachers College Press.

Hargreaves, A., Earl, L., & Ryan, J. (1996). Schooling for Change. NewYork:Falmer Press.

BEST COPY AVAILABLE

Hargreaves, A. & Fullan, M. (1998). What's Worth Fighting For Out There. NewYork:Teachers College Press.

Hart. A. & Murphy, M. (1990). New Teachers React to Redesigned TeacherWork. American Journal of Education, 98 (May), 224-50.

Huberman, M. (1990).The Social Context of Instruction in Schools. Paperpresented at the meeting of the American Educational Research Association.Boston, Mass.

Huberman, M., (1991). Teacher Development and Instructional Mastery, inA. Hargreaves, & M. Fullan (Eds.), Understanding Teacher Development. London:Cassell.

Louden,W. (1991). Understanding Teaching. London: Cassell.

Lytle, S. and Cochran-Smith, M. (1990). Learning from Teacher Research: AWorkingTypology. Teachers College Record, 92(1), 83-103.

Manitoba School Improvement Program (1997). Toronto; Winnipeg: Walterand Duncan Gordon Charitable Foundation.

Mortimore, P., Sammons, P., Stoll. L., Lewis, D., & Ecob, R. (1998). SchoolMatters: The JuniorYears. Somerset: Open Books.

Newmann, E &Wehlage, G. (1995). Successful School Restructuring. Madison,WI: Center on Organization and Restructuring Schools.

Nias, J., Southworth, G., &Yeomans, R. (1998). Staff Relationships in thePrimary School. London: Cassell.

Oatley, K. (1992). Best Laid Schemes: The Psychology of Emotions. Cambridge,MA: Cambridge University Press.

Rudduck, J., Day, J., & Wallace, G. (1997). Students' Perspectives on SchoolImprovement. In A. Hargreaves (Ed.), Rethinking Educational Change withHeart and Mind, The ASCDYearbook. Alexandria,VA:The Association forSupervision and Curriculum Development, 73-91.

Richardson,V., & Anders, P. (1990).The Role ofTheory in Descriptions ofClassroom Reading Practices. Paper presented at the meeting of theAmerican Educational Research Association, Boston, Mass.

Saul, J. (1995). The Unconscious Civilization. Toronto: Anansi Press.

Schon, D. (1987). Educating the Reflective Practitioner. San Francisco, CA:Jossey-Bass.

Sikes, P. (1997). Parents Who Teach. London: Cassell.

Storr, A. (1988). Solitude. London: Flamingo Press.

Werner, E., & Smith, R. (1992). Overcoming the Odds. Ithaca, NY: CornellUniversity Press.

Resources to assistteachers in facing theReality of Change have

been selected from ENC'sCollection. See page 45a

encfOCUS vol. 7, no.

19 I

Changing Hahitsof a Lifetime

Perhaps the most valuable results of all education is theability to make yourself do the thing you have to do,when it ought to be done, whether you like it or not.Thomas Henry Huxley, Technical Education, (cited inGallian, 1986, p. 333)

There are many facets of teacher change. Teachers who want toI change have decided that they need to change:Their class-

room experience, social interaction with colleagues, or perhapstheir participation in professional development programs hashelped to build that desire to change. Teachers who want tochange are teachers who want to grow. They are teachers who donot believe that the status quo is adequate. They are teachers who

are reflective and who are con-

Teachers who want to

change are teachers who

want to grow.They are

teachers who do not

believe that the status quo

is adequate. They are

teachers who are reflective

and who are continually

trying to do what is best

for their students.

tinually trying to do what isbest for their students.Schubert and Ayers (1992)contend that "It is only reflec-tive teachers (not those whoteach by recipe, technique, ordoctrine) who are able to growcontinuously." It seems that apervasive factor of teacherchange is ongoing reflection.

Mike Smith, a physics teacherin Worthington, Ohio, is justsuch a reflective teacher, onewhose teaching and mathemat-

ical understanding went through much change as he implementedtechnology in his classroom. Although I was the researcher in thisstudy, the story that follows is Mike's story. Because Mike is a pro-fessional colleague, I want him to be recognized and credited forhis contributions to educational reform (Shulman,1990).

Mike and I used to teach together. Among other subjects, hetaught physics, and I taught pretalculus and calculus. I used thegraphing calculator in my classes, but Mike refused to use it inhis. He believed it would hamper his students' understanding ofphysics if they used the graphing calculator, and we had many dis-cussions about it. I eventually left high school teaching to pursuemy Ph.D. I found out that Mike had an emerging interest in

Visit httpalrfwmenc.ore20

A physics teacher's journal entries reveal the struggle successful

teachers face as they leave the safety of the familiar and learn to use

new tools and techniques.by Marsha Paulus Nicol, Capital University, Columbus, Ohio

graphing calculators, and since teacher change was my researchfocus, I asked Mike about doing a case study on him. Mikeagreed, and I became a participant observer in a case studyinvolving Mike and his change as he struggled to implementgraphing calculators into his classroom teaching.

The CatalystMike and I attended a week-long professional development pro-gram, the Connecting Mathematics and Science (CMS) Institute,in which we used a graphing calculator and Texas InstrumentsCalculator-Based Laboratory (CBL).The CBL is a hand-held datacollection system that uses probes, such as temperature, light, andvoltage probes, to gather data into a graphing calculator. The listsof data can then be graphed, regression models can be fitted tothe graphs, regression equations can be determined, and thegraphs can be traced and analyzed.

During the year-long case study, I asked Mike to keep a journal.After the second day of the CMS Institute, Mike recorded:

My reaction after a second day is that I'm realizing that thepower of that calculator intimidates me. A tremendousamount of math appears to be necessary to knowso thatyou can answer the questions that the calculator is askingyou. . .quite frankly, it's like I'm afraid it's going to reveal toomuch about what I don't know. And it does it at such a ratethat it never allows you to recover. Some functions I'mbecoming more familiar with, and I feel that maybe they'renot as scary as I thought. There is a tremendous amount ofknowledge needed to operate it. It's not a matter of just ablack box.

Mike learned much at the Institute and was excited about what hehad learned. He began to understand that there is more to themathematics in physics than merely the algebraic manipulationthat he was using. He was seeing a need to understand moremathematics.

25BEST COPY AVABLABLE

Changes in Mike's TeachingI phoned Mike shortly after the school year started. He told me,"I keep checking my ID to see if it's really me!" He was becominga real convert to the use of the graphing calculator. Among otherclasses, Mike taught a ninth grade Investigative Physical Science(IPS) class, which was a required introduction-to-science class,and a marine biology class. He had planned on using the newtechnology in his marine biology class, but he had been unsure ofhow to implement any of what he had learned.

During our telephone conversation, Mike told me about a lessonhe had taught his IPS class. He wanted to teach them unit conver-sions, so he had students take measurements in both centimetersand inches. They recorded their data in lists on the calculator andgraphed their results. The equation proved to be linear with theslope equal to 2.54- cm/in (when the inches were assumed to bethe independent variable). The discussion then centered aroundthe slope and its implications for unit conversion.

I asked Mike if he had ever attempted to give students a visualdescription of the conversion of units. He said in previous classeshe simply had given them the formulas. He was excited about thenew way of teaching conversions because students could partici-pate in deriving the formulas and in interpreting the graphicalmodels. Mike had already begun using the graphing calculator ininnovative ways to facilitate student understanding.

In Mike's marine biology class, some students asked if it weretrue that every seventh wave that came in onto the beach waslarger than the others. Mike answered with the graphing calcula-tor! He showed them that wavelengths are sinusoidal and theyhave different frequencies, depending on what caused them. Heput several sine functions with different frequencies together andshowed them that there was a pattern in which one of the waveswould be larger than the others, and that the pattern was arepeating one.1 was excited that he had thought about answeringthe question with a graph, especially since he had avoided sinefunctions in previous courses that he had taught.

One day I visited Mike's IPS class. They were discussing thePeriodic Table of the Elements. The day before, Mike had givenstudents several colored rectangles with notches and holes cutinto them. The colors were various shades of red, yellow, andblue. Students were asked to discover patterns in the rectanglesand place them together so that an obvious overall patternemerged. By doing this, students could tell how a missing pieceshould look. Students worked in groups trying to discover pat-terns, and when they finished they had experienced some of thebeauty of how the Periodic Table was developed.

When I asked Mike if he had ever done anything like this before,he said that his mode of teaching had been generally straight lec-ture. He had seen the manipulatives somewhere and had decidedthat using them would be beneficial to his class.

Then he reflected on our week at the CMS Institute. Mike andanother teacher and I had worked together on a group projectthat we presented to the others at the Institute. He rememberedhow well our group had worked together, and he reflected onhow valuable it was to be able to interact with othershe hadhelped me with the science, and I had helped him with the mathe-matics. He decided that he would try a similar approach in hisclass by putting his students in groups. He also liked the discoveryapproach we had taken during the institute, and he wanted toexperiment with that.

This highly reflective teacher had attempted to teach his students,not from the theory he had learned from a textbook, but ratherfrom the practical things he had learned in his experience. At thattime, he did not even realize how much mathematics he was usingas he taught his students to learn by discovering patterns.

So, what major changes hadMike made up to this point?He said when we returnedfrom the CMS Institute hehad a difficult time "gettingback to reality." He hadfound a new toy and hewanted to get comfortablewith it. The way he put itwas, "Throw me some rawhamburger and leave mealone!"

0000

000000

It is really difficult

to take risks as a teacher

because so many people

believe that the good teacher

knows all the answers and

can explain them effectively

to his /her students. (See

Guideline 3 on p. 17.)

The major change as Mike saw it was:

I'm seeing the calculator as a tool to get where I want to gorather than as an obstacle to keep me from going where Iwant to go.

Mike also saw his courses evolving to more and more hands-onwork. I saw that, too, as I observed his IPS class a few more times.Where he would have formerly given students a worksheet totake home and complete, he would now allow students to workin groups during class becausefrom his own experiencehebelieved it was what was best for his students.

OCUS vol.7, no.21

t ., x43.0

Stumbling Blocks to Implementation

LOSING CONTROL

One of Mike's biggest stumbling blocks in implementing the cal-culator in his lessons was his concern about losing control of hisclassroom. Why is it so difficult to remember that teachers do notneed to be omniscient? Mike and I talked about that.

It is really difficult to take risks as a teacher because so many peo-ple believe that the good teacher knows all the answers and canexplain them effectively to his/her students. We teachers our-selves often believe it. Even when we say we do not, we show byour actions that we do. Mike mentioned on several occasions that,when his students knew more about the calculator than he did, hefelt a lack of control. Mike recorded his feelings about control inhis journal:

There was this part of you that when you first started teach-ing that, I don't know, somewhere deep within me, I had thisbelief thatyou knowthe teacher always knows every-thingthe teacher's never wrong. And I don't know if that'swhen I was growing up, I always looked at the teachers withthat kind of admiration, or if it's just my own ego problem.But I think one of the things that I really enjoy as being ateacher of 15 years plus is that I'm no longer in that insecureposition anymore, because, number one I am very comfort-able with the subject, and second, I thought I had reached thepoint where I understood I don't know all the answers, andthat's not a big deal. That's one of those times it's an oppor-tunity to let the student learn as you learn. But the calculatorwas a new technology that totally put me back into that inse-cure moment of being a new teacher again. Here I was ateacher for 15 years and kids were walking in with thismachine that did things that I had no idea how they did whatthey didI had no idea what its capacities were, and I feltvery insecure.

He recounted a story in which students had shared answers dur-ing a test via the calculator, and Mike had been oblivious to it allbecause he did not understand the capacity of the calculator. Hethen continued:

And so, it suddenly hit me that a lot of my problem with thiscalculator may be the fact that I fear not being in control. Ifear not being in a position that I'm controlling what's goingon, because I don't know its limitations. And part of the dif-ference that's happening right now, is even though the kids.know the calculator, they don't know the CBL, and that putsme back in control again. I've got the ability to teach them,because they don't know as much as I do. So maybe part ofmy willingness to jump into this is the newness of the CBLputting me just as knowledgeable as they, and second, theCBL has forced me to find out that the graphing calculatorsaren't as scary as I thought they were.

Visit hetp:Ilwww.encotgl22

Mike told his physics students about his experience with tennisand related it to his change in teaching. He had taught himselfhow to play, and as a consequence, he had developed some badhabits. However, his tennis game was quite good, and he had apowerful serve. When he got on the freshman tennis team at TheOhio State University, his coach told him to change the way heheld his racket. It was quite difficult for him to change, and afterhe made the change he never got his game back. His journalrecords what he told his students:

I was self-taught. I had bad habits, and because I had badhabits, they were very well entrenched. Well, I'm self-taughtin physics. I hated it in high school. I hated it in college, and Ihad to teach myself physics when I had to start teaching it.So, I'm scared to death that by changing my grip right now, Imay get very insecure with you guys. So, if I cry a lot, that'smy problem. . . . So, let's hope it doesn't mess me up.

Notice how real Mike was with his students. He was always hon-est with them and did not try to cover up any weaknesses. Withhis confession, he was making himself vulnerable to his students,and that is not an easy thing for a teacherespecially for onewho wants to maintain control of the classroom. For a teacherlike Mike, who is well respected by students and colleagues, thiskind of vulnerability can be an asset. Students have told me thatthey appreciate a teacher who does not profess to know all andwho is not afraid to admit weaknesses and mistakes. However,acknowledging weakness is still difficult.

LACK OF TIMEOne of the major obstacles to teacher change is the teacher's lackof time to do what is necessary to implement change. In his jour-nal, Mike addressed the time factor as being a great stumblingblock.

I've spent a lot of time with this machine. I guess that's thebiggest drawback.And it's a temporary drawback because it'ssomething new and it takes a lot of time when you're justlearning it. That's probably one of the reasons I held offnotlearning it, because it just wasn't something that was goingto happen overnight. It was going to only happen if I tooksome concentrated timespent time with it and got com-fortable with it. And I didn't have the time and I didn't seethe need to do it because I felt I was successful without thetechnologywithout the device. Not knowing the machine,I had no idea how I could use it to teach, and I was using adifferent way of teaching; and the machine, I felt was inter-fering with that different method. And I kept resisting it,thinking that my method was better because I had been suc-cessful ten years ago with it, and I really didn't see the needto change.

He talked about the students being more responsive to the calcu-lator than to other methods, and he speculated as to why. Maybeit was because they had grown up in a technological age, an era oftc,

27

instantaneous gratification. Whatever the reasons, as he preparedfor his physics classes, he was more willing to spend time on les-sons and experiments that were calculator enhanced. He said thathis students were enjoying doing their laboratory assignments andthat was unusual. He continued:

The same subject now taught through the calculator seems tomaintain their interest. . . . Because of their response it'smade it easier for me to put the hours in and to try thingsthat are a little bit different. . . . So it's been different, andyet it's starting to produce.

TIME MANAGEMENT IN THE CLASSROOMMike mentioned the time-management problem in two differentjournal entries. One entry was made at the beginning of hisphysics class. At that time he had said:

I wish we would have had a little bit more time [to completea laboratory experiment]. . . . Of course the one thing that'shappening is that the number of chapters I'm looking at cov-ering this year has dropped drastically. And I'm not talkingjust one or two chapters. I'm talking about possibly cutting itin half if I continue going at the rate I'm going. And so I'mfacing the dilemma of which is of a higher priority--allow-ing them to develop this critical approach to data and labora-tories, or whether I need to maintain the survey status of thisclass where I'm giving them an exposure to various areas ofphysics. At the moment I've kind of given up the surveyapproach for the analytical approach. I'm not sure if that's agood decision or not, but it's the direction I'm heading, andI'll continue thinking that through. And a lot of it again isbecause of this new tool.

Toward the end of his physics class, Mike was still struggling withtime management in his classroom. He recorded another journalentry:

I guess the biggest problem I'm facing right now is all thesetype of processes in class take much longer than a quick "putthe values in an equation and kick out an answer."And so Ifind myself running into a time restraint. And that's why Ikeep oscillating back and forth betweenyou know, my oldapproach of straight, what I used to call plug and chugputthe numbers in the equation and kick out an answerintomore of an intuitive approach. I don't have time to do thewhole course that way [using the intuitive approachwiththe calculator], so I've either got to leave out sections or I'vegot to become more efficient about what I'm doing. But yetwhat I've taught I've felt very good about. And I haven'tresolved that time management right now.

(.1 28

It is a dilemma that all of us ineducation face. Sometimes less ismore. In Mike's own field, sci-ence education, the recommen-dation is to teach less materialbut more in depth: "To ensurethe scientific literacy of all stu-dents, curricula must be changedto reduce the sheer, amount ofmaterial covered" (AmericanAssociation for the Advancementof Science, 1989, p. 5).

PerseveringIn spite of all of the stumbling blocks, difficulties, insecurities,and risks, Mike persevered. His classes continued to become morestudent centered and less teacher centered. His understandingof mathematics increased. He implemented the "less is more"philosophy.

0

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66 . . .probably one of the

reasons I held offnotlearning it, because itjust wasn't somethingthat was going to happenovernight. It was going

to only happen if I took

some concentratedtimespent time withit and got comfortablewith it.. And I didn'thave the time. . .

Mike Smith now travels all around the United States teaching inprofessional development institutions. He helps other teachers in -their own process of change in implementing technology in theirclassrooms. In preparing for one of his first presentations, Mikedecided to begin by telling the participants that he wanted to usean instrument that did not need batteries, was not expensive, wasnot intimidating, and could be used by students without fear ofcheatingthe slide rule. He told me, "I want them to know that Icame into this kicking." Change is difficult for us all, and we need

to recognize that. ®

Marsha Nicol is a professor of education at Capital University in Columbus,

Ohio. She formerly was the mathematics education specialist at ENC.

REFERENCES

American Association for the Advancement of Science. (1989). Science for AllAmericans:A Project 2061 Report on Literacy Goals in Science, Mathematics, and

Technology. Washington, DC: Author.

Gallian, J. A. (1986). Contemporary Abstract Algebra. Lexington, MA: D.C. Heath

and Company.

Schubert, W. H., & Ayers, W. C. (Eds.). (1992). Teacher Lore: Learning from Our

Own Experience. White Plains, NY: Macmillan.

Shulman, J. H. (1990). NowYou See Them, NowYou Don't: Anonymity VersusVisibility in Case Studies ofTeachers. Educational Researcher, 19(6), 11-15.

esi:PCUS van no. /23 '1

irtodltvitmex.org/

What do you do about staff in your own school or district who resist

when you are trying to implement change? Should Will, Pat, and

Irene, (the perpetual resisters in the simulation game described in

this article), get lifelong cafeteria duty, be fired, or be included in the

process of change? When should you include Al (the superintendent)

in your activities? Who else needs to be involved? These are just

some of the many questions teams who play the Systems

Thinking/Systems Changing simulation face. One participant, Karen

Falkenberg, Program Manager for Elementary Science Education at

the NSF Local Systemic Initiative, Atlanta, Georgia, commented,

"All teams began with the same resources and all appeared to beequally 'busy,' but in the end, not all teams were as successful as

measured by benefits gained. This clearly illustrated that being

strategic is critically important to successful reform efforts. Working

smarter, not necessarily harder, is what is important."

by Carol Bershad and Susan Mundry, Co-developers, SystemsThinking /Systems Changing Simulation Game

Swohmo Chgrigo REMMg_ng..7:1 cbachNo

SystemsThinking/Systems Changing is a complex, interactivesimulation boardgame that is experienced by teams in a work-shop setting. The simulation creates a lively environment thatengages people in learning what it takes for school districts tomake effective systemwide change. Playing the game encouragesparticipants to reflect on how change happens in their own set-tings; as a result, they can plan more effective strategies for use inreal life.

The teams play the simulation game with the goal of changingahypothetical school district into a continuously improving learn-

.

ing organization. They do this by moving staff and studentsthrough the stages of change on the gameboard and accumulatingas many learner benefits as possible. The teams actively makedecisions about what to do and who to involve. Along the way,they get constant feedback that forces them to reflect on theirprogress and process.

A

Lessons to be Learned

Working through the simulation helps participants learn at leasteight important lessons about effective systemwide change:

LESSON 1: EMBRACE YOUR CURRENT REALITY.

During the simulation, participants learn that to put systemsthinking to work, they must understand their current reality andbe willing to examine both the good and bad news. Getting themost complete picture of what is going on right now provides theinformation needed to make good choices for the future and tosolve the right problems. School leaders must select or designprograms that address their school's particular needs and goals,keeping in mind the knowledge from research and practice thatdefines effective learning. To do so, the whole school communitymust know the current reality and see if there are gaps betweenwhere they are and their vision f'or the future.

LESSON 2: KNOW YOUR ASSUMPTIONS.

We are always acting on our assumptions even though we oftendon't consciously know what they are! Trying new approacheswithout examining our deeply held beliefs may bring about smallincremental change, but not the transformation most of us wantfor our schools. The simulation creates situations that help teach-ers and administrators examine how holding on to old assump-

Carol Bershad is an independent educa-

tional consultant who has worked in edu-

cational settings for 30 years. She is a

recognized authority on a variety of top-; ics, including personal behavior change

for adolescents, health and wellness, and

process management, as well as organiza-

tional change. Her early experience as a

high school biology teacher in the Newton, Massachusetts, Public

Schools shaped her ecosystems approach to education and change.

She is currently serving as chair of the board of Educators for Social

Responsibility.

Susan Mundry has been a teacher, educa-

tional researcher, and developer of educa-

tional products for many years. She is cur-

rently Senior Research Associate atWestEd

where she conducts projects to improve the

quality of professional development for

teachers for the National Institute for

Science Education. She also co-directs the

National Academy for Science Education Leadership, which prepares

educators to lead change efforts and direct educational reform.

tions about teaching and learning may undermine the effective-ness of the changes they want to make.

The simulation also brings to the surface people's assumptionsabout competition versus cooperation. In all the times we haveled the simulation, only a couple of participants have ever gottenup to talk with other teams during the playing of the game. Teamshave voiced their belief that this learning from others would be"cheating." They also don't think of sharing resources by borrow-ing from a team with more "bits" (which stand for money andother resources) left near the end of a game segment or "schoolyear."

Thus, the simulation demonstrates how our assumptions limit us,preventing us from thinking more creatively about possibilities.

LESSON 3. DEVELOP A SYSTEMS VIEW.

Systems thinking helps us understand that the cause and effect ofactions are not always close together in space or time and thatonly through questioning and looking for patterns and root causescan we begin to see what is truly happening in the system. Buthaving a systems view requires getting all key stakeholdersinvolved, it involves gathering and questioning data from a varietyof perspectives, and it requires thinking outside the immediateboundaries of the school, into the community and the larger sys-tem of which the school is a part. The simulation helps partici-pants see that when they fail to include a variety of perspectivesor when they look at data narrowly, they will not be successful.

The simulation also gives participants an experience that helpsthem reflect on the past successes and failures they have had intheir own schools. Something may not have worked, but they maynot have examined whyWere people ready for the particularchange? Were the leaders on board? Were important stakeholdersincluded in the process? Had they failed to do some importantplanning before they made a change? Did the change fit withinthe school's culture and environment?

Also during the simulation, teams are guided to learn from oneanother during the "summer break," a short time segmentbetween the simulated school years. Significant learning canresult when a team doesn't fully understand the uniqueness of itsown system. Here's what one participant said about that experi-ence: "Benchmarking is not always what it seems to be! The firsttime I played the game, our team went around during summerbreaks and benchmarked other teams. When we tried to imple-ment techniques other teams had used successfully, we did notclearly understand what they had done. In our circumstances,those same practices did not carry the same net positive out-comes. Copycat reform is not productive! Applying new knowl-edge to our specific context would have been a much wiser idea,i.e., we needed to design our own model...."

30encf0CDS vol.7, no. I

2 5

LESSON 4: LEARN TEAMWORK.

One of the best ways to build a team is for a group of people towork on an important and challenging problem and solve ittogether. The simulation creates such a situation. Participantswork together, experiencing frustration and excitement as theymeet the challenge before them. They get so caught up in the playthat they engage in their real behavior, bringing out the ways theyusually interact in a group and the assumptions or mental modelsthey hold about teamwork. In educational settings we often don'tteach people how to work in teams, but we expect them to worktogether effectively without building the skills and team behaviorthey need. High-performing teams develop conscious processesto make decisions, evaluate effectiveness, and take action.

The simulation creates an environment in which co-workers talkwith one another about things they rarely discusstheir vision,assumptions, and beliefs about education, and how to bring aboutimprovements. They are encouraged to engage in dialog, suspendtheir assumptions, and think together as a team. Some school dis-tricts have used the simulation to prepare teams of people whowill work together in the future. It gives them a common experi-ence and language and helps to connect people from differentroles and grade levels in the districta side benefit that peoplehave appreciated and commented on.

In addition, as one participant commented, playing the game,"allowed them to make 'mistakes' in a risk-free, no-cost environ-ment. In real-life systemic reform, some decisions do not allowfor 'another chance' and can use valuable resources or createunintended consequences. In this simulation, participants canlearn through those mistakes without 'real' consequences."

t LESSON $: BUILD A SHARED VISION.

The simulation demonstrates the use of vision as a driving force.Most school districts say their vision is to get all children to meetthe education standards set for them and reach their highestpotential. However, they rarely get collective agreement that allmembers are part of the vision, nor do they take the next stepand align their systems, structures, and learning practices withtheir vision. What they get is a school community whose vision isone thinglearning for allbut whose practices create some-thing else entirely.

The simulation suggests that organizations need to develop a col-lective vision. Often, many good things are going on in schools,but these successes are isolatedthey aren't guided or connectedby a vision, nor do others in the school and wider communityknow about them. Having a collective and communicated visionwith actions tied to it conveys a powerful sense of purpose andaccomplishment. People understand why they are doing what

Visit httplittnemone.ortfl

they are doing and know what results count. This helps tomotivate people and to build momentum for further success.

Vision has gotten a bad name in education largely because it hasbeen seen as an end in itself, rather than as the guiding force forthe collective energy and action in the community. Simulationparticipants usually haven't thought about vision this way andexperience a real breakthrough when they see how vision tiestogether everything in the organization.

riEssolv Givr'4 CHANGEir-ArzEns:.

THE TIME AND PERSISTENCE

People who play the game tell us that their change efforts in reallife are not given adequate time to show impact and that leadersoften have unrealistic expectations for immediate results.Systemic change takes a long time; in fact, it never ends. But peo-ple planning systemwide change must set realistic milestonesalong the way to assess and recognize progress and make mid-course corrections.

During the simulation, players earn points that represent learnerbenefits. These provide indicators of their progress. One thingthat emerges as they play is that if they don't get some results andbenefits early on, people lose the energy they need to change. Inreal life, too, we need to gather continuous evidence of progressand benefit for students and to communicate it to everyone. Thishelps to build the momentum and the energy needed to persistthrough tough times.

LESSON 7: PAY ATTENTION TO PEOPLE.

Organizations learn when people learn. Unfortunately, many dis-tricts only value the time teachers spend with students. Theydon't see the importance of teachers interacting with each otherand learning continuously themselves to create and model thekind of place they want their schools to be. The simulation pointsout the need for people in school organizations to have qualityprofessional development experiences tied to the vision of theschool, opportunities to reflect with colleagues, and time to learnfrom other schools that have faced similar situations.

The game also illustrates that leaders of successful change effortscontinuously assess where people are in the change process andhow they are growing along the change continuum. Participantslearn activities that must be tailored to meet the wide range ofneeds of people in the school. They also plan strategically toinvolve representatives of all the different stakeholder groups inthe community to ensure that all viewpoints are included in thechange effort.

BEST COPY AVAILABLE

LESSON 8: UNDERSTAND THAT RESISTANCECAN BE A GOLDMINE.

In facilitating the simulation, we have found that many people areinterested in discussing resistance to changehow you addressit, turn it around, and use it to your best advantage. As peopleplay the game, they encounter Irene, Pat, and Will, who areannoyingly resistant to change:These representative charactersare alive and well in all districts. One man called us over whileplaying the simulation and said, "I'm Pat and he's Irene !"(pointingto his teammate.)

There may be some of Pat and Irene and Will in all of us, and forgood reason. All change is not for the better. Sometimes it's thewrong time or the wrong change. Resisters can surface these con-cerns early and help you avoid a mistake. We have found that ifyou have the courage to listen to the resisters, rather than justwriting them off, they can be a goldmine of information.

eking 11.1 est Use of the Experience

As we have traveled around the country and worked with manyeducators in different settings, we have seen the game used in avariety of ways. Some school districts plan thoughtfully abouthow to use the simulation. They use it to kick off to a majorreform initiative, build teams, develop an understanding of themany parts of the system that need to be addressed in large scalereform, and/or to reinforce prior learning. Others use it as aleadership development experience to increase leaders' under-standing of systemwide change and provide an opportunity toinventory their own past efforts and plan next steps. These are allvery effective uses of the simulation.

We have also seen some poor uses of the simulation that we hopepeople will avoid in the future. We've seen situations in which theorganizers did not create the context for why they were offeringthe game to their staff. In these "y'all come" situations, peopleoften don't know why they are there or what expectations thedistrict has for them.

Even worse, we have found that some groups have shortchangedthe debriefing activities that must always follow the simulationplay. The game should never be used unless there is ample timefor processing. Learning comes not from the simulation experi-ence so much as from reflecting on and connecting the experi-ence to one's real-life situation. One participant wrote, "Thedebriefing sessions were productive learning times for me and mygroup. It once again confirmed for me...that reflection is an inte-gral part of learning."

f,`32

The simulation works best when people are encouraged to thinkcarefully about their own situation before, during, and after thesimulation. Otherwise it's a fun learning experience, but it does-n't help participants move their own schools forward. As one par-ticipant said, "Learning is more powerful when it can be directlyconnected to a person's life, and this simulation provided me withthat kind of experience. As a participant, I was able to identifysimilarities between the simulation and the real-world projectwith which I am involved."

One technique that helps participants link the simulation withtheir own setting is to ask them to read a related article ahead oftime or to think about past change efforts in their own organiza-tion so they have something to ground their experience as theyplay the game. We have also seen some organizations use the sim-ulation over a longer period (multiple days and weeks), whichgives them time to reflect in teams on their own school practicesand how they compare to the simulation.

At one site, the game was used to train teacher leaders; partici-pants conducted a follow-up session to decide how to take thelearning from the simulation into their work with other teachers.Another district looked at changes they had attempted in theirschool district over the years and reflected about the changes thatdid not work, guided by the experience of playing the game.Based on this reflection, they then thought about what they coulddo differently in the future.

Immersion into a change process for a full day heightens aware-ness and engagement. As one participant who had been part of aleadership team in her district for three years commented, "I hadmore insights playing this game for one day than I did in threeyears of workshops." With the simulation, something physicalhappens; it creates a lot of energy and the time goes by veryquickly. In fact, the time goes so fast that we often hear a collec-tive groan when we announce that the game is oversometimesthe participants even talk us into playing for a little longer! AsBarrie Bennett of Ontario Institute for Studies in Education at theUniversity ofToronto put it, "It's brain friendly, safe, (with) timeto talk and make connections." 0

For more information on purchasing the simulation, attending a simula-

tion training, or organizing a Facilitator's Institute, please contact:

Carol Bershad

ST&C Associates

25 Hammond RoadNatick, MA 01760

(508) 652-9954Email: cbers ol.com

Additional information about the game is in the Focus on the Collection

Section of this magazine. (See page 57.)

encfOCESS voL 7, rm.

27 I

elp in Change:SummerMath for TeachersServes as a Model

This professional development experience allows teachers to become learners in the

kind of classroom they are expected to create for their students. See page 31 for an

article about the participants

"The institute has made me question some ofmy practices as an educator.When you seriouslyquestion what you are doing, then that's thebeginning of change."

Contemporary reform efforts in mathematics education arebased on a view of pedagogy that is very different from the onemost current teachers experienced when they were learners.Now classrooms are viewed as places where students pose ques-tions, formulate and test conjectures, debate, and develop theirown procedures to solve problems. Additionally, mathematics isseen as a process of testing and revising hypotheses, rather than asa collection of rules to be memorized.

A basic premise of SummerMath for Teachers (SMT) is thatbefore teachers can create such classrooms for their students,they need to have opportunities to experience learning this wayfor themselves. Only when teachers experience learning in class-rooms that enact these instructional principles and reflect ontheir own learning processes will they be able to create suchclassrooms for their own students. SMT supports teachers as theyexamine their beliefs about the nature of mathematics, as theyanalyze how children develop mathematical ideas, and as theyconsider the implications of these ideas for classroom instruction.

This article describes just one of many excellentprofessional development programs that helpteachers change their practice. For information

about some of them, see ENC publications IdeasThat Work: Mathematics Professional Development

and Ideas That Work: Science Professional Development,which are available online at httpltwww.enc.org/ (Freeprint copies are also available; see the inside front coverfor ordering information.)

Visit http:11www.enc.orgl28

by Virginia Bastable, Program Director, SummerMathfor Teachers

How the Institute Works

"There is a different feel hereone of coopera-tion, not competitionbut still high standards."

SMT offers two-week, open-enrollment summer institutes: onefor teachers of grades K-6, one for teachers of grades 7-12, andone for teachers of all grade levels returning for a second or thirdexperience. All SMT institutes have three objectives:

1.To provide teachers with the opportunity to revisit the math-ematical concepts in the elementary curriculum through aproblem-solving and inquiry approach.

2.To provide a model of a classroom predicated on the beliefthat people learn by constructing their own meaning and toenact the pedagogical techniques inherent in such a class-room.

3.To enable teachers to create lessons and classroom structuresthat provide this model of instruction for their own students.

These goals are not addressed separately but are interconnectedthroughout each two-week institute. For instance, math sessionsled by the staff not only provide opportunities for teachers toexpand their mathematical understandings but also serve as acontext for reflections on learning and teaching.

Please note that this is a condensed version of an articlepublished on ENC's web site Teacher Change: ImprovingK-12 Mathematics. Visit hirtp://change.enc.org/ and clickon Exploring Teacher Practice, then Cases and Narrativesfor the complete article and for sample activities usedat SummerMath for Teachers.

33

Program Activities

iiThe institute has certainly had an impact [onmy thinking] regarding group work, question-ing, perceptions of student learningto namebut a few. I was challenged to change my wayof thinking as an educator."

In the introductory institutes, the first week's activities consistprimarily of mathematics lessons and discussions reflecting onthose lessons. Participants are encouraged to take the role oflearner and to try problem-solving approaches, such as using dia-grams, computers, or writing, that might be new for them. Thebeginning of the second week is devoted to preparing and con-ducting two-day interviews with children in which participantshave the opportunity to experiment with new ways of workingwith students, such as asking open-ended questions and workingto follow the thinking of others. The latter part of the secondweek is devoted to issues of implementation.

The advanced institute has a similar structure; the first week isdevoted to mathematics lessons and reflection. However, the sec-ond week focuses very specifically on implementation includingassessment and lesson design. In the culminating project of thesecond week, each participant develops a lesson plan that is ana-lyzed and modified by teams of peers.

While the specifics of the SMT curriculum are different eachyear, program activities fall into four main categories:

Doing MathematicsReflecting on the SMT ExperienceListening to Mathematical ThinkingMaking Connections to the Classroom

Doing Mathematics

"SMT lessons led me to learn to think andexplore, formulate rules, test them out, and

finally conceptualize. I had only memorizedmath previously."

SMT mathematics activities allow participants to explore moredeeply the mathematical ideas embedded in the curriculum theyare responsible for teaching. The topics in the elementary insti-tutes include the nature of the base-10 number system, the mean-ings and structures of operations, the procedures of multi-digitcomputation, and perimeter and area.

In the secondary institute, math topics include the interplay ofalgebra and geometry, a study of rational numbers, an examina-tion of measures of central tendency, using graphs to expresschange, and probability. The advanced institute includes work onarea and perimeter, combinatorics, rational numbers, and a studyof rates of growth related to pattern-making.

SMT staff conduct lessons in ways that are compatible with theways teachers are being asked to teach in their own classrooms.Participants work in groups, use a variety of manipulative materi-als to model their ideas, are asked to explain their thinking, andcome together as a whole group to share their results and to iden-tify further questions. Computer software and calculators areavailable, but these are seen as tools to support participants'mathematical work rather than as the object of the lesson..

Reflecting on the SMT Experience

"I was pleasantly surprised when I caughtmyself not being able to stay uninvolved andintellectually aloof I bit the bait and wastaken for an incredible ride of self-discovery."

All SMT institutes include opportunities for participants to ana-lyze their own experiences as learners in the program. Dailyjournal writing is the main tool for reflection. While participantsare free to write about whatever is of interest, sometimes specifictopics are suggested. (See Guideline 2 on p.17.)

For instance, on the second day, participants are asked to reflecton the experience of working in a group and to write a responseto this statement, "There is sometimes a tension between whatyou need to do for yourself as a learner and what you need to doto participate in a group. What are some of the tensions you have

34enfOCUS vol. 7, no. I .4'.---NVik

- 29

experienced and what do you do to resolve them?" Journalentries are read but are not commented upon by staff.

Each week, participants write brief papers in which they articu-late their current ideas about learning and teaching mathematics.Staff comments on the papers serve as a beginning point for dia-logue during the second week.

Listening to Mathematical Thinking

"Previously, my perspective about questioningstudents was to guide their thinking to get it insynch with mine. Now I realize that my ques-tions need to facilitate my discovery of whatthey know and understand. 95

Many SMT program activities focus participants' attention on theimportance of listening to the mathematical thinking of students.The prime activity occurs during the second week of the intro-ductory institutes, when participants conduct interviews with stu-dents. Elementary-aged students are recruited from the localcommunities. Middle and secondary school students are fromSummerMath, a six-week residential program for young womenon the Mount Holyoke campus.

Several program activities are designed to prepare participants forthese interviews. One activity has been specifically designed topromote discussion about the process of listening and an analysisof questioning techniques. SMT participants discriminatebetween questions that lead students to specific solutions andthose that ask for clarification of the student's ideas. To providethemselves with examples of clarifying questions, the groupcompiles a list of questions such as: What are you thinking? Whydid you decide to do that? Can you explain what you just did?

In addition, video and print cases presenting the mathematicalthinking of students are used in the program. Participants analyzethe mathematical thinking of students on videotape and examinestudent thinking in teacher-written narratives.

Making Connections to the Classroom

"SMT allowed me to experience change formyself.... Now, I am equipped to use thesetechniques in the classroom."

As SMT participants reflect on their experiences as learners in theinstitute, they begin to ask how they can structure mathematical

Visit httpd/www.enc.org/30

investigations for their own students that are similar to ones theyhave experienced. During the second week, activities supportparticipants as they consider how to change their classroominstruction.

In addition, sessions devoted to issues of implementation arescheduled for the last two days of the program. Topics vary eachyear but have included alternate assessment, how to encourageeffective group work, how to communicate with parents, how tocreate project-oriented assignments, and/or how to incorporatewriting in mathematics classes.

In these final sessions, staff participate as fellow-teachers.Everyone in the group works to pose questions, to share experi-ences, and to offer possible solutions. These sessions provide amodel of collegial interaction for teachers to take with them asthey return to their schools. 0

The SummerMathfor Teachers (SMT) has been offering inservice programs

on the teaching and learning of mathematics since 1983. For the latest

information, please contact:

Virginia BastableSummerMath for TeachersMount Holyoke CollegeSouth Hadley, MA 01075-1441(413) 538-2071 / Fax: (413) 538-2002Email: vbastabl@mhc.mtholyoke.edu

RECOMMENDED RESOURCES

Butts,T. (1980). Posing problems properly. In: Problem Solving in SchoolMathematics. National Council ofTeachers of Mathematics 1 980Yearbook. Krulik, S. &Reys, R.E. (eds). Reston, VA: National Council ofTeachers of Mathematics, Inc.

Chakerian, G.D., Crabill, C.D. & Stein, S.K., (1987). Geometry ,A Guided InquiryPleasantville, NY: Sunburst.

Rhoad, R., Milauskas, G. &Whipple, R., (1988). Geometryfor Enjoyment andChallenge, Evanston, IL: MacDougal, Littell.

Schifter, D. & Fosnot,T.C., (1993). Reconstructing Mathematics Education. NewYork: Teachers College Press.

Schifter, D., (In press) Developing Mathematical Ideas. Cuisenaire, Dale Seymour.

Schifter, D., (1996). What's Happening in Math Class? NewYork:TeachersCollege Press. (Volume 1: ENC 120057; Volume 2: ENC 120059).

Whiten, D.J., (October, 1993). Becca's investigation. ArithmeticTeacher, pp. 78-81.

35

BESTCOPYAVAILABLE

Teachers TransformedOnce an advocate of skill drills, this elementary teacher

now bases her mathematics instruction on her students'

understanding. A professional development program,Summer Math for Teachers (see article on page 28),

helped her make the change.

by Annette Thorson, ENC Publishing

Valerie Penniman

Like many elementary school teachers, Val Penniman's own learning experiences inmathematics were somewhat negative:

"I was never a great math student. At one point in algebra class in high school,I was told to stop raising my hand!"

That she can remember this with a laugh illustrates Penniman's current confidencein her accomplishments as a math educator. At this point in her 20-year teachingcareer in Amherst, Massachusetts, Penniman has been chair of the district-widemathematics committee. She recently served as the district's first mentor teacherassigned specifically to assist teachers new to the district, and she has developedand marketed an innovative set of calendar-based mathematics materials.

Perhaps even more significantly, Penniman has several years experience as staffmember and Director of the Elementary Institute at SummerMath forTeachers(SMT) at Mount Holyoke College. It is this program that Penniman credits withtransforming her from an elementary teacher who clung to skill drills and homoge-nous grouping to one who creates problem-solving lessons for students with a widerange of abilities. Formerly an advocate of text-based teaching, Penniman is nowadept at planning classroom activities based on careful attention to what her stu-dents tell her about their mathematics understanding.

Making the change was not a quick or easy process.

leesistinJ themeThe first steps of Penniman's journey began in 1989, right as the standards of theNational Council ofTeachers of Mathematics (NCTM) were being published. Atthat time, Penniman's building was set up as a multi-age school organized in teach-ing teams. She'and a partner team-taught 50 to 55 children in a combination sec-ond and third grade class. Penniman's first contact with SMT was through herteaching partner.

Penniman remembers, "She said that she was going to be taking this course thatwould help her teach math. At that time, we split the students by ability grouping;I took the `high' kids, and she took the `low' kids. I can remember the conversation.She was explaining that this was a program that would help her teach students toreally understand the concepts about math more than just the skills, and, forinstance, they might spend the entire period working on one problem."

She laughs, "We had a big argument. I said, 'No way are they going to learn math ifthey only do one problem a day. This is crazy!' In fact, it gqI to the point that shereminded me that I didn't work with the students who `dfinit get it' and that I

BESLCOMAVAILABLE36

Other Teachersgef(ect on their

Own Transformations

Valerie Penniman is just oneof many teachers who havesuccessfully transformedtheir classrooms after a

summer professional devel-opment experience. The

quotes below are taken from thechange stories of four other teach-ers. Full accounts of their changeexperiences are available on ENC'sweb project, Teacher Change:Improving K-12 Mathematics. Visit:http://change.enc.org/

_WU

BETSY ADAMS,HIGH SCHOOLMATH TEACHER,RANCHO PALOSVERDES,CALIFORNIA

After herfirst experience at SummerMath for

Teachers (SMT), Adams struggled to make the

changes she knew she wanted for her classroom.

The second summer, in a conversation with pro-

gram director, Virginia Bastable (see page 28),

Adami confided:

...I hadn't been successful. I had wanted totry all of these things, and I wanted to do allof these things, and I was just having a lot ofdifficulty. And she said something to me thathas become a memorable thought to keep inmy mind when things get rough.

She said: "Betsy, vision always precedespractice."

It was such an eye-opening statement and yetso obvious. What you want to do and whatyou are able to do are not going to be con-gruent. Her statement has helped me realizethat it is okay not to succeed at the level Iwant to succeed with my students. I can stillkeep striving for that vision and my practicewill improve as long as I am willing to keepthe vision.

Continued on p. 32.

encfOCUS vol.7, no.31

Continued from p. 31.DONNA JACOBS NATOWICH,ELEMENTARY TEACHER,

BRATTLEBORO, VERMONT

Natowich found that keeping a journal ofher reflections on her teaching, a habit

she developed at SMT, helped her truly

transform her classroom:

As I spent more time thinking andwriting about what the children hadactually said, I began to see that I wasformulating new ideas based on theirthinking. So much of what had goneon the day before provided wonderfulfodder for the next day's activities.

Still, I was frustrated that my reflec-tions revealed opportunities I let slipaway. I began to focus on taking timeto think during the lesson or discus-sion. I gave myself 'wait time,' some-thing I ordinarily reserved for the chil-dren.

Slowing down helped me rememberthat my role should be that of a ques-tioner, not a teller. I began to catchmyself as I was about to answer aquestion that should not be answeredyet. Instead of an answer, I learned totake time to think of another questionthat would help students find theirown solutions. As I caught myselfbefore I gave away the answer, I grewmore pleased with the resulting dis-cussions. It began to feel more like theinquiry type of environment I waslooking for

ontinued on p. 33.

didn't understand. With that challenge, I started working with some of the struggling stu-dents, too."

By the next summer, Penniman was ready to try the first two-week course at SMT; herteaching partner was scheduled for the second, advanced SMT institute. Penniman wasstill skeptical, and she later discovered that her partner "actually warned some of the staffthat I was coming and that I was going to be a hard sell since I was a complete non-believ-er at that point."

Accepting (home in Your Approgch to Pro4(enfSMT was a challenging experience for Penniman. "Remember, I don't come from a strongmath background. So here I was taking this two-week math institute, and my friend wasnot with me. I was pretty much on my own. It was really earthshaking to me because a lotof what I believed was questioned, and a lot of what we were doing was pushing me pastwhere I was comfortable."

She continues, "SMT is very intense. It is set up to question your foundations in teachingand learning. The first week focuses on problem solving, and it begins with some fairlychallenging problems that I just didn't know how to begin to solve. I suppose you couldsolve them using algebra, but I had forgotten most of my algebra. . . . We learned aboutaccepting different ways people solve problems and learning to value that; we spent a lotof time paraphrasing how people solved the problems to begin to understand better. SMTstaff members would never tell you or show you how to solve the problems. They wouldask you questions to keep you thinking.

"SMT is really different from the stereotypical math class in which someone tells you howto do something and then you practice it until you can do it. That is not what this wasabout. They were actually modeling what we were supposed to do later in our own teach-ing. I could see it was working for me, and that convinced me a little bit."

Still, Penniman reports, "I was anxious. A lot of people were anxious. The idea is to look atyour mathematical understanding, and if you don't think you have any, you are anxious.Plus, I thought I did a good job as a math teacher, and then all of a sudden, I am findingout that maybe I didn't do so well. It kind of shakes your confidence in yourself as a learn-er and a teacher."

Penniman was relieved to find that fortunately, "The institute is not at all competitive. SMT staff set the whole tone for work-ing together and valuing each other. We read about Piaget and learned a very important word: disequilibrium. Each night youwrite in a journal, and at the end of each week you write a synthesis paper on what has happened for you, what you have beenlearning. The staff, responds with more ques-tions for you.

"I can remember writing, maybe not the firstyear but later, 'When am I ever going to getthere? I want to be there.' My instructor's writ-ten response was 'Just as you are getting closer,you will find a new place where you want tobe. So you are never going to get thereyouwill keep expecting more of yourself.' As youlearn more, you realize, of course, that there ismore to learn."

Visit http://www.enc.orgl 37

REST CAP2L1421 it

Accepting Change in Your Approach to Teochins

The second week of the initial SMT institute focuses on applying newly formed under-standings to actual work with youngsters. Elementary-aged students come to the Mt.Holyoke campus, and participants each interview a student, then prepare a lesson forthat child based on his or her current understanding. To help them prepare the lesson, theinterview is taped and then participants listen to the tapes in pairs and discuss how toplan the lesson.

Penniman relates, "This is a whole new thing to interview a child and ask about mathknowledge;which is done with some kind of manipulative or drawing or pictures. It isn'tskill work. Everything is new. Nothing is 'Open your book and learn how to do this.'"

SMT also guides participants to listen to one another solve problems and to frame ques-tions that help them understand the way people go about solving a problem. Pennimanexplains, "The ideas of listening and asking questions rather than telling someone how toperform a task are themes that are repeated often and that are modeled often."

_ -By the end of her first two-week session at SMT, Penniman relates, "I was pretty muchconverted." Now she faced the challenge of applying her new beliefs in her classroom.

luNkinj (h4nJe WorkSince both Penniman and her teaching partner had been to SMT, they agreed on thechanges they wanted to make in their classroom. Says Penniman, "The support for eachother was magnificent. We did not break the students into homogeneous groups; we keptthem in heterogeneous groups, and that was a very big change."

The two also decided not to use the textbook, which was a tremendous challenge. "It wasvery hard work," recalls Penniman. "There were no materials out there at that time, sowe would write a couple of problems to try out during the day with the students andthen we would get together and ask 'What are the next steps? What should we do?Where should we go?' We were just staying about one step ahead."

She describes an example of the type of problem they tried to find: "We have coat hooksout in the hakand at the beginning of the year we have something like 60 new studentsin the quad. That year when we were trying to figure out how many coat hooks each kidcould have, we looked at each other and said 'We shouldn't figure that outthat is aproblem for the students!' Those second and third graders took about a week and a halfto solve that one problem."

In addition to the day-to-day challenges of running the classroom, each teacher had inter-nal issues to work through. Penniman recalls, "I had the textbook scope and sequencememorized. I would be comparing, thinking, 'If we were using a book, we would beworking on this sldll. . . I was feeling a little less comfortable [than my partner] due todifferences in teaching style. I couldn't really leave the textbook behind because it was inmy brain so much."

The two teachers were fortunate to have received a grant that allowed Virginia Bastable,who was then the Assistant Director of SMT, to come to their school throughout the yearto support them in the changes they were making. Says Penniman, "She would help usfocus on questions like, 'What is it you want them to know? What could you do next?'She also enlightened us about the long-term goals embedded in the math we were teach-ing. At-that time,- working as a team was crucial for me."

38

Continued from p 32

JAN SCHOTT,JUNIOR HIGHSCHOOL MATHTEACHER,HADLEY,MASSACHUSETTS

Schott describes in detail the environmentshe creates to encourage her algebra

students to begin thinking, for themselves,

butfirst she explains why she changedher practice:

My previous definition of teaching canbe simply summed up as follows:

Pour information into the stu-dents' brains with clear, conciseexplanations and lectures whilesimultaneously stopping the leaks.

This philosophy recognizes, but doesnot really address, the problem that allinformation that doesn't make senseor assimilate into students' scheme ofthings will indeed leak out and be lostforever. To address this issue, I realizedthat I needed to do less preaching andteaching. Instead I have been urgingmy students to explore their ideas andvoice their thoughts. In essence, I havebeen working on encouraging themto be mathematicians.

I have found that by working togetherin small groups and in whole class dis-cussions, students discover mathemat-ics for themselves. I believe that theylearn more from each other than frommy preaching. Students often under-stand each other better than I under-stand them because they often havejust recently 'been there' themselves.(See Guideline 12 on p.19.)

Continued on p. 34.

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encfOCUS vt,.+ (lc%

33

't;"

Contiriued fromp. 33.

MARY FLYNN, HIGHSCHOOL MATH TEACHER,NORTHHAMPTON,MASSACHUSETTS

.4 highly successful veteran

teacher, Flynn experienced a

moment of truth on the very

first day of an algebra II class with a group ofstudents she had taught in seventh grade, eighthgrade algebra I, and ninth grade geometry Here'swhat happened:

On that September morning, when I questionedthe students about topics I had taught soeloquently and thoroughly in the previous years,no one responded with any acknowledgement. Iknew that I had before me a group of dedicatedyoung people who had performed all that I hadasked of them in past years and yet no one"remembered." Very often teachers wonderwhat the previous teachers did or didn't teach.However, in this case, the previous teacherwas me, and I knew that the material hadbeen taught.

Although with some review we were back ontrack again, this experience made me questionthe traditional methods of teaching and what Ithought learning was.... What had happened?Was I losing my confidence? Had I been doing itthe wrong way all those years with all those stu-dents? Questions were churning around andaround in my head like a tornado about totouch down....

My conflicting thoughts increased as I participat-ed in many courses and summer institutes,including SMT. In these experiences I found outthat not only could I learn a great deal from mystudents but that the students could learn agreat deal from each other.

I also learned that I was not the only teacherwho felt ineffective in my own domain, in searchof the invincible. I learned to be a learner andnot just the teacher. I learned to be a listenerand not just the teller. I learned the value of a

student-centered classroom, a place where stu-dents were actively engaged in building theirown learning. I learned that the student whobuilds on past experiences has a deeper andmore comprehensive understanding than a pas-sive learner. I learned that a change had to occurwithin me before I could direct my effortstoward change in the curriculum.

I was inspired with the challenge of change.

Not one of these inspired teachers wouldsay thattheir stories have a"happy ending." As Penniman

relates in the accompanying story, when she asked

her SMT mentor,"IVhen am I ever going to getthere? I want to be there,"the response was, Just as

you are getting closer, you will find a new placewhere you want to be. . ."

That is one of the greatest challenges of change.*

ornerin,y Support for (homePenniman and her partner found that their second and third graders were quick toaccept this way of learning math, and even the parents did not question it. This sheattributes to preparation, "At the beginning of the year, we had borrowed a tapefrom SMT to show at parent night to begin to explain to them what we weredoing. We didn't say this is earth shattering. We didn't say this is new math. Whatwe did talk about is children getting to a better conceptual understanding of themath that they were learning."

The school administrators were also receptive. Says Penniman, "The principaldidn't really quite understand, but he had heard of SummerMath and he was asupporter.(See Guideline 10 on p.18.) There were a few people who had attend-ed SMT before, so this wasn't a brand new idea. And we didn't talk about it awhole lot to other staff members unless they were interested. It wasn't like wewere trying to reform anyone or say this is what you should be doing.

"The principal would sometimes send people in to observe what I was doing.Sometimes they would understand and sometimes they didn't.The assistant prin-cipal in our school liked what I was doing a lot, and she would often come in. Ifthere were something fun going on in class, I would invite her in to see it. Sheencouraged me to do mathematical bulletin boards out in the main hall, whichwas something we had not done much before."

eoltimittinj to ChangeIt is easy to stay committed to a change decision when things are going well. Thenthere are the difficult days. Penniman admits, "There were a lot of times when wewere stuck. We would say, 'What are we doing?' I would be thinking that studentswere way behind where they should be, or we would be worried about some ofthe kids who didn't seem to be getting it.

"I can remember once when I was having a very hard time with getting the stu-dents to multiply, and I remember what I call sort of 'falling off the wagon'because I just couldn't get [the concept] across with what we were doing."Penniman showed the children the traditional algorithm, and when she turnedaround, "these kids are staring at mejust these blank faces, like, 'What are youtalking about?'

"I realized then that I couldn't go back to the old method of teaching. We hadalready made such a change in the way students were learning math that just toget up and show them how to do something wasn't going to work anymore. I canremember thinking, 'Well, we have made the change, and I can't just switch backto the way we used to teach."

And Penniman would not have it any other way. Her students' scores on standard-ized tests have remained high and are especially strong in mathematical applica-tions. Even more important to Penniman is the attitude her students have towardmathematics. "Students like getting up and telling the class how they see things. Itis empowering when you say to a kid: 'How did you solve this problem?' Whenthe child explains, and the other students listenhopefully attentivelythey areexposed to a new way of solving a problem. Then we all clap." pp

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EVOLYNN W UMN IMMIMElfo'TAKING TECHNOLOGY FOR GRANTED FINALLY

A teacher who has used computers with students for years

reflects on how advances in technology have improved

its use in the classroom.

by Kristine Mueh, Science Teacher,

Centennial Middle School, Boulder, Colorado

About five years ago, I wrote a story about my experiences and those of my students

during an interactive Internet project called Kids as Global Scientists. The story was

included in WestEd's 1995 publication Tales from the Electronic Frontier.

As I re-read that story recently, I remembered some things about the earliest

years of the project that [ hadn't mentioned in the articledays that the Internet was down in our building because direct connectivity

was a new experiment in our district;the adventure of trying to evaluate the quality of student email correspondence

by going into 60 different student accounts and searching for pertinent sent

and received mail;the challenge of trying to learn about different aspects of meteorology by

surfing around in the archaic, text-based "gopher" Internet browsing system.

We learned a lot about meteorology in the process, but we also had to struggle with

plenty of "computer stuff" to get there.

In the early years of the Kids as Global Scientists project, we had a computer lab

with 15 tiny black-and-white Macintosh computers, and we were sometimes corre-

sponding with entire classrooms of kids who were working from only one computer

and a modem. Only a few of our computers were capable ofreceiving some of the

more interesting weather images. Students from the University of Colorado who

were working on the project had to constantly download those images in complex

ways so that my students could have some semblance of "real time" images.

Oins SCCY, WARM.' VOICES

Kids as Global Scientists (KGS) began in 1992

with a grant awarded from the National Science

Foundation. The KGS project focuses on maxi-

mizing the educational potential of a middle

school weather curriculum through the use of a

CD-ROM with Internet capabilities. This media,

which can be used with or without an Internet

connection, provides access to archived weather

maps and data, as well as real-time and archival

satellite and weather imagery.

Currently, there are more than 250 school or

home-based sites from the United States and

around the world registered to participate. The

project goal is to help students use leading-edge

technologies and resources to learn about

weather and environmental science issues. The

hope is that as students participating in KGS

communicate with each other and with content

experts via the Internet, they will not only collab-

orate in learning about weather, but will also

get to know other students from different

regions of the United States and the world, and

learn about their geography and cultures.

The Hurricanes project is implemented during

the month of October. This four-week project

provides students with an exciting opportunity

to collaboratively explore and study hurricanes

with other classrooms all over North America.

Participants can communicate with scientists and

other students across the country through a

threaded discussion board and track live hurri-

canes as they occur. The curriculum includes a

106-page book with lesson plans, activities, and

student worksheets. During the four-week

course, students learn about the structure of

hurricanes, how they form and move, and the

effects they can have on humans and habitats.

Additional resources included in the Hurricanes

project is a CD-ROM with interactive explo-

rations, an animated science glossary, interactive

hurricane tracking maps, and a game that chal-

lenges students to predict the path of a hurri-

cane. Teachers can participate in a listsery to

share ideas and experiences, exchange hints and

problem-solving tips, and provide support.

For More OnlainnetOon ebout 9,57tese

and othetr ptogreins, vilsilt theOne Sky, Many Vokes web silts at

htap://vemff.ones4y.umfet.eekeior Oink to b't v5ehttp://nwesv.ent.ouvflomns/change/

enc.rJC11.22i 440.7, no.,35 `k

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Additionally, although this may seem trivial, the very process oftyping in long email addresses and gopher sites was a frustrationfor my sixth graders. Even when they did make it to a promisingmeteorology site, they were often disappointed by meaningless(to I 2-year-olds) strings of weather data or difficult-to-interpretinformation. There wasn't much on the web for them. And hav-ing 60 student teams, each with its own email address, was diffi-cult for me to orchestrate at times. SO although the experiencewas Ultimately positive, it required a tremendous amount oftechnical support and preparation to make it work wellfor us.

AND NOW...

Even then, the increasing benefits of kids sharing data and talk-ing to other kids around the world about science were evident,and the experience was powerful. But now...well, our currentexperience with Internet-based projects is beyond anything Iwould have envisioned when I first became involved in this kindof learning. Internet technology has evolvedand continues toevolvefrom a sometimes-tedious tool with glitches that oftenovershadow the scientific concepts to be learned, to an invisibleinterface that we can generally take for granted. Increasingly, theInternet is less a distraction and more an effective tool forenhancing student learning.

Teaching and learning with Internet technology are becomingever more enticing because the necessary hardware and softwareare improving exponentially. This year we participated inHurricanes '98, administered by some of the same people wholearned how to do it with Kids as Global Scientists. They sentme a CD, I stuck it into our school's server, sent it out to the 25Macintosh G 3s my students would be using, and myhardware/software preparation was done!

The Hurricanes '98 software had an efficient menu of buttonsfrom which students could choose. Students could write andrespond to other students and meteorologists on a messageboard and explore hours-old satellite photos of hurricanes andsee them in rapid succession to analyze pat-

As this article demonstrates, a greatdeal has changed since Tales from theElectronic Frontier was,published in 1995.Nevertheless, the stories Still arecompelling for classroom innovators.Visit the electronic version athtto://-wwvv.vvested.orgitaies/08windOthtmiThis publication is also described in ENC'sResource Finder (ENC-004277).

http:IlwWw.enc.orgl36

terns. They learned about air pressure and the coriolis effectwith beautifully animated modeling activities and competedwith other students around the country to predict the path of anactive hurricane. The contrast between this experience andwhere I started is inspiring; I feel as though I am taking part inan amazing revolution.

GRAPPLING WITH CHANGE

At the end of "OfWind and Weather," the article I wrote for Tilesfrom the Electronic Frontier, some questions are posed about theeffect of all this new technology on my teaching and on mv,stu..dents' learning.Throughout that story, I described my personalstruggle with the need to tightly choreograph lessons in myclassroom and the desire to simply let student learning happenas'it would, without a lot of structured plans.

Because I've experimented with technology inmy science curriculum since the beginning ofmy career, that struggle seems to me to he anatural and productive part of teaching. Andbecause there arc always exciting new tech-nologies in science and in science education,there will always be uncertainty for teacherswilling to try new things. A willingness toexperiment doesn't mean that a teachermust scrap student learning to experimentwith new technologies, but it does meanthat a teacher must learn to plan flexiblelessons. It means he or she will be designingexperiences in which the exact outcome isnot certain, but certainly will be valuable.

41 BEST COPY AVAIL/Ant

Our experiences during the early days of the Kids as GlobalScientists project revealed how very importantand sometimesuncomfortablesuch flexibility can be. Student learning wascertainly happening, but since we were exploring a new tech-nology together, the things my students were learning via theirInternet communications were not exactly the science conceptsI felt they needed. They also had to wade through quite a bit offrustratingly non-applicable information to get to some-thing useful.

Today's ongoing advances in hardware andsoftware have created a more appropriateflexibility. In the Hurricanes '98 project, Ididn't know exactly what my studentswould learn from their Internettravelssince communications withother students and scientists, real-timesatellite images, and real-life hurricanescan't be choreographed or planned.However, I did know the nature of whatthey would see to a greater extent than Iknew what my Kids as Global Scientistsstudents would encounter. And I also knewthat the Hurricanes '98 CD came with resourcesthat would facilitate learning the specific meteorolo-gy concepts I found important. So although students stilllearn through inquiry and there's still exciting flexibility in con-tent, the newest Internet projects allow some strategic scriptingof experiences to optimize student learning.

cussions because of a myriad of adolescent reasonsfear ofseeming too smart or interested, fear of drawing attention tothemselves because they.don't like how they look, and so forth.The Internet offers comfortable anonymity: my reticent stu-dents can talk online to other students and to meteorologistsabout science, and no one knows what they look like, how popu-lar they are, how shy they are, or what their grades are. I have

seen many special education students, quiet types, andothers who don't generally participate in or enjoy

science class really thrive during Internet dis-course. Also, I've seen students who are

A WILLINGNESSTO EXPERIMENT DOESN'TMEAN THAT A TEACHER

MUST SCRAP STUDENT LEARNINGTO EXPERIMENT WITH

NEW TECHNOLOGIES, BUT ITDOES MEAN THAT A TEACHER

MUST LEARN TO PLANFLEXIBLE LESSONS.

TECHNOLOGY INCLUDES EVERYONE

I think the most significant way Internet technology affects mystudents' learning is in giving a voice to those students whodon't traditionally have much to say in a science classroom.Typically, there are a few boisterous, confident kids who claim abig chunk of my attention and energy. And, particularly in mid-dle school, there are kids who don't enjoy participating in

intimidated by adultsand adults whohave a hard time talking to kids of thisagehave wonderfully fruitful con-versations over the Internet. Thesekinds of interactions just cannot beachieved via traditional classroomexperiences.

As Internet technologies advance, weevolve with them. Because technolo-

gy has always been part of my teaching,and because it's becoming increasingly

more comfortable to use, I approach newtechnologies (and new things in general) with

less and less trepidation. Similarly, every year I secless initial student fear of technology; more and more studentsare willing to dive in fearlessly because each new class has grownup surrounded by such resources to a greater extent than has theclass before. And now that Internet technologies have becomeso seamless, we can begin to take them for granted and reallyuse them to optimize teaching and learning. ®

Kristine Mueh has taught middle school science for nine yearsminus a

two-year hiatus to get her master's degree in biology at the University of

Colorado. She currently teaches sixth graders at Centennial Middle

School in the Boulder Valley School District in Boulder, Colorado. She

welcomes email at muehtina(iPwsd.k12.co.u.s.

.

1.-

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a37 y

42.

A veteran science teacher shares some low-risk

techniques that can smooth the way toward

a standards-based classroom.

by Lynda Titterington, ENC Instructional Resources

The last time I had a substitute teacher cover my biology class, Ileft her a copy of all of my materials for the unit on digestion. Ididn't think she would get through half of it, but I thought she'dlike to see the big picture. When I returned from the conference,I was amazed at all the information she presented. Thanks to her,I was a whole week ahead!

Now for the bad news: my students were overwhelmed and con-fused. As one student told me, "It was a waste of time. She justtalked too fast and I couldn't keep up with her, so I decided to goand read the book." However, the entire class was absolutelythrilled to have me back. I had never before felt so appreciated.We took a day to review, and then got back on track.

So, what is it that I do differently? It's not that I don't lecture. Infact, I lecture a lot more than I want to, especially when I'm feel-ing like time's running out and we still have so much to do!Every time I hear about a teacher who is using conceptual changeor problem-based learning in her classroom, I hear myself whis-per, "I wish I had the time/materials/courage to try that."

Changing our teaching requires more than just time to investigatenew methods. It also involves a personal commitment andcourage to try new things. Leaving our "comfort zone" is, well,pretty uncomfortable, if not somewhat scary. However, as I com-pared my current classroom dynamic with the substitute's tradi-tional lecture style, I felt encouraged. I realized that, over theyears, I have taken some small steps that have moved me not tobut toward the place I want to be and that have brought bigchanges to my students' learning experience.

One key thing I have learned is not to limit myself to materialsor ideas developed for my particular level, which happens to becommunity college. (See Guideline 11 on p.18.) In my workwith K-12 teachers and materials at ENC, I have found lots ofideas for all levels that are easily modified to fit my needs. In fact,I started out by borrowing ideas from elementary school teachersfor some simple writing and discussion activities to engage mystudents during non-laboratory classes. By the same token, youwill be able to adapt the 12 ideas described here to suit a widevariety of situations.

Lynda Titterington is senior science abstractor for ENC. She also teaches

life science courses at Columbus State Community College. Email her at

Ititter@enc.org

Visit http://wtmenc.orgl." 38

"" 0

0 GETTING TO KNOW STUDENTS BY ASKING THEM TO"WRITE YOUR AUTOBIOGRAPHY AS A SCIENTIST."

I pass around brightly colored note cards and ask them to write ashort autobiography about their science classes to give me a han-dle on their background. This brief history also benefits the stu-dents because it allows them to reflect on how science affectstheir lives outside of school. I hope that they will conclude thatthey are more "scientist" than they previously thought.

(1) USING STUDENT QUESTIONS TO INTRODUCE A UNIT.Everyone writes a question about the topic at hand and puts it ina fish bowl. Student groups pull a question from the bowl and tryto answer it in three minutes. Not only does this techniquedemonstrate that science is more about questions than answers,but it also focuses students' attention, stimulates deep processing,and promotes active learning.

STARTING THE LESSON WITH A QUESTION.At the beginning of class, give students a question that reviewsyesterday's material or introduces a new topic. Review questionscan be very open ended, such as "What questions do you haveabout last night's homework?" Or they can be more specific tothe day's topic, such as, "What would happen if ." I askmy students to write their responses on half a sheet of paper.They are also welcome to collaborate with a partner. The writinghelps students gather their thoughts and focus on the topic athand. Take another minute to ask one or two students to sharewhat they wrote, or collect a sample of papers to share with theclass. I don't recommend grading this assignmentit works a lotbetter when students feel safe to explore and experiment withideas.

FRAMING THE UNIT WITH A VISUAL.Show the students a picture or flowchart, say of a wetland ecosys-tem, and ask them to make a list of what they see. Alternatively,you can show them a graph and ask them to interpret it. Collectthe papers and put them away. Put up the same picture at the endof the unit and ask the student to make another list of what theysee, then write a paragraph that explains the events or relation-ships in the visual to a friend. Invite students to share their writ-ing with a partner, and then write another paragraph for theteacher to read. We always have fun comparing the "Before" and"after" writings and sometimes my students even ask me to gradetheir final product!

43

ACTIVE

(AND EMBEDDED ASSESSMENTS)

VALUING SMALL GROUP TASKS.

Give students a task on an overhead or on a handout that specifiesthe question or problem to address, the time limit, and the finalproduct. The time can range from a few minutes to a full classperiod as long as you allow time for group reporting. To keep stu-dents on task, their discussion should yield a product, such as anidea map, a flow chart, or a list of questions. In addition to sharingtheir work with the class, I collect and comment on their papers tolet them know that I take their group work seriously.

USING THE JIGSAW.Once or twice a term, I use this technique to help students makeconnections and distinctions. The jigsaw, a cooperative learningtechnique, works by dividing students into groups and giving eachgroup a "piece" of the material to investigate. The task of these"expert" groups is to master the content and be prepared to sharewhat they know. Next, the groups are reformed into mixedgroups that have a representative expert for each topic. Usually Idevise a problem for the mixed groups to solve that will requirethe expertise of each member.

O CLARIFYING DIFFICULT CONCEPTS.

After you have covered a tough topic, take a break and ask studentsto summarize the main points. They can also identify the mostconfusing points. Sometimes I ask them to make a written list,and sometimes we go around the room and invite everyone tomake a comment. Alternatively, I'll pause and ask students to do a"Think-Pair-Share" in which they jot down their understanding ofthe topic, then take turns explaining the material to a partner.

O CONSIDERING THE TAKE-HOME MESSAGE.Take a break from classroom activities and ask students, "Pleasesummarize the main ideas of this lesson in one clear sentence." Iusually have them write their sentences on colorful 3x5 cards,then I collect the cards and mark all of them with a check mark sothe students know I read them. The next day, I choose five toshare with the class and discuss. Some of the discussion questionsmight include, Is this really what the class was about? Is anythingleft out? Are the details in the proper order? Did we emphasizethe right things? Writing a single sentence that says it all is diffi-cult. To do this, students must think over the information andevaluate it to weed out the minor details. It also helps me identifytrouble spots early.

41) EXPANDING CONCEPTS WITH METAPHOR REVIEWS.

In Writing to Learn Science, Bob Tierney uses metaphors as an imagi-native way to find out what students understand. For example,during a unit on cells, he asks students to discuss this question:Mitochondria are like

a. a batteryb. Wheaties

44BEST COPY AVAILABLE

c. a tornadod. a river

Although this question is framed as multiple choice, there is noclear right or wrong answer. As students explain their choices,they are encouraged to think about mitochondria (or any newtopic) differently and in terms of what they already know.

TOWARD ACTIVE ASSESSMENT

41) INCORPORATING HIGHER-LEVEL THINKING IN AMULTIPLE-CHOICE WORLD.

Provide space beneath multiple choice questions for students toexplain why they chose their answer. Not only does this strategydiscourage guessing, but it also encourages students to think care-fully about the question.

ENCOURAGING ESSAYS.One option I include on tests is "Write your own question andanswer it. Tell me about something you studied that wasn't on thetest." An accompanying rubric reminds students that their ques-tion must be relevant to the course, that their answer must containa prescribed number of key words, and that each key word mustbe clearly defined or used properly in the context of the question.An additional point is available for answers that are "dazzlinglycomplete."

OFFERING STUDENTS A CHOICE OF PROJECT TOPICSAND FORMATS.

I provide a menu of projects for students to choose from. Themenu, designed to address multiple learning styles, allows them tochoose to present information as a pamphlet, poster, or studyguide; to write a science fiction story or children's picture book;or to create a PowerPoint presentation, home video, or model. Ideveloped a simple rubric for each format and have the studentsuse the rubric as both a checklist and a means of self-assessment.

ENC would love to hear about the stepsboth big and smallthat you have taken to change your teaching and enhance studentlearning. See page 5 and plan how you can share your ideas withother teachers nationwide. Op

SUGGESTED READINGSBean, J.C. (1996). Engaging Ideas:The Professor's Guide to Integrating Writing, CriticalThinking, and Active Learning in the Classroom. San Francisco, CA: Jossey-Bass.

NSTA. (1996, 1997, 1998). NSTA Pathways to the Science Standards: GuidelinesforMoving the Vision into Practice. Arlington, VA: National Science Teachers Association.

Rezba, R. J. (1996). Readingsfor Teaching Science in Elementary and Middle School.Dubuque, IA; Kendall/Hunt Publishing Company

Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject. NeedhamHeights, MA: Allyn & Bacon.

Tierney, B. (1996). Write to Learn Science. Arlington, VA: National ScienceTeachers Association.

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39

First in the Work' 1"4"rfl°7'Superintendents lead theWay to Systemic Change

By participating as a "mini-nation" in the Third InternationalMathematics and Science Study (TIMSS), this Consortium of 19 school

districts found a way to gather not only achievement data but also

information about their educational systems and curricula. (See

Guideline 4 on p.17.)

by Leah Poynter, ENC Publishing

"If you are going to support reform efforts and deep change,you have to think seriously about breaking the old molds andlook at new ways of thinking. If the leadership does not comefrom the superintendent, the teaching staff and other administra-tors have absolutely no reason to have any investment in this.Superintendents have to be passionate about change."

These are the passionate words of Paul Kimmelman and DavidKroeze, two of 19 Illinois superintendents who have joined in across-district effort to face the challenge of goal 5 from the Goals2000 Educate America ActUS students will be number one inthe world in math and science achievement by the year 2000.

Calling their effort the First in the World Consortium, educatorsfrom the 19 participating school districts have developed partner-ships with the US Department of Education, other governmentalagencies, and local and national businesses.They began their workby asking how districts could benchmark their math and scienceachievement, and what they could do to guarantee they wereproviding a world-class education for their students.

Supporting Change Through TIMSS

By participating as a "mini-nation" in TIMSS, the Consortiumfound a way to gather not only achievement data but also infor-mation about their educational systems and curricula.Kimmelman asserts, "First in the World now has a benchmarkthat tells how our districts have done as an aggregate group incomparison to other countries around the world."

Looking atTIMSS as a system rather than just a piece of research,Consortium schools are using the study as a reform instrument toimprove mathematics and science instruction. The superintend-ents explain, "If you are asking teachers to use that information tobe part of the improvement process, then you have to work withthe staff to help them understand what TIMSS has to say, and pro-vide opportunities for them to reflect on instructional strategiesand improve their skills. "A commitment to providing profession-al development is an essential component of the Consortium'smission.

Visit http:Ihnmenc.orgl40

I

Visit the First in the World web site,maintained by one of its partners, the NorthCentral Regional Educational Laboratory (NCREL)at itap://www.ncrei.corg/fitwfhornepage.htm

In support of this goal, the Consortium maintains four self-gov-erning teacher learning networks (TLNs) in which groups ofeducators from member districts examine TIMSS data, formulateproblems, and generate hypotheses and research questions to fur-ther explore curriculum and instructional practices. TLNsexplore the achievement and contextual data from TIMSS as away to re-examine classroom practice. The groups construct find-ings that will guide staff' development. Over time, the networksmight decide to reorganize or combine efforts to better serve theneeds of member districts. Additionally, another network ofinstructional support personnel, primarily comprising curricu-lum supervisors and administrators, collaborates on getting moreinformation and using it in their districts.

A critical goal of the Consortium is to cross traditional bound-aries and collaborate across districts. These partnerships becomeadult learning communities that support the change process.However, the focus and details of instructional change will not bemandated at the Consortium level. Kimmelman points out, "TheConsortium assembles the data and provides information, buteach local district is responsible for making decisions as to how touse that information."

"Once you have the achievement data, there are other compo-nents to TIMSS that help inform systemic improvement as well,"suggests Kimmelman.The study has provided a framework forreflection on instructional practice. For example, the videotapestudy showing classrooms in Germany, Japan, and the UnitedStates has been a valuable tool for working with teachers to rec-ognize differences in instructional strategies. Kimmelman pre-dicts that the Consortium will be using the comprehensive casestudies of the educational systems in those three countries to fur-ther examine different approaches to teaching.

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The First in the World Consortium also was selected to partici-pate in the video study when TIMSS was repeated in 1999.TIN1SS-R (TIMSS-Repeat) only tested students in Population 2,seventh and eighth grades.The Consortium, along with thenations that participated in the original study, will be able toexamine the progress of students who were previously inPopulation 1, third and fourth grade.

First in the World will soon have the results of the curriculumanalysis component ofTIMSS being performed by Michigan StateUniversity. Initial findings suggest that Consortium schools teachhigher-level thinking skills at an earlier age than is generally donein the United States, which might have contributed to some ofthe higher achievement levels obtained by the Consortium.Complex problems appear to be introduced at a younger age, andConsortium students more frequently are required to use reason-ing skills as opposed to drills. Kimmelman makes another initialobservation based on the study, "Our teachers appear to havemore time to communicate with one another than their US coun-terparts; however, we certainly have a distance to go to improveourselves."

Achieving Change Through Leadershipand Cooperation

All 19 superintendents serve on the Board of Directors, whichusually meets once a month. Throughout the course of the year,they are involved in book discussions that broaden their knowl-edge of contemporary leadership and change theory.They areusing hooks such as Intellectual Capital:The NewWealth of

Organizations by Thomas Stewart (Doubleday, 1997) and Political

Leadership and Educational Failure by Seymour Sarason (Jossey-Bass,1998) to facilitate their own change as educational leaders.

Consortium superintendents are committed to developing whatKimmelman calls the intellectual capital of the teachers andadministrators in their districts because, he notes, "They are theones who are going to make the difference." Intellectual capitalrefers to higher level, deeper understanding of important infor-mation that imparts a competitive edge. Kimmelman and Kroezebelieve that to scale up their programs, superintendents musthelp teachers know more about what the research is saying aboutteaching practices along with providing curriculum information.

Kimmelman and Kroeze are emphatic in stating that deep changein curriculum and instructional practice requires a systemicapproach. "One of the things we have learned from TIMSS is thatno one single factor is going to make a difference." Instead, they

and the other superintendents are looking at a number of"silverbullets" or strategies for change that can, as a whole, lead toimprovement in math and science achievement. Kimmelman haswritten an article for The American School Board Journal titled"Looking for the Lone Ranger: Six Silver Bullets That CouldSave our Schools." (This article is available online; see webaddress on this page.)

Sharing What They Have Learned

Part of the First in the World Consortium's mission is to dissemi-nate information about its work nationally. Kimmelman pointsout that while additional districts may not be able to join theConsortium, other groups of districts can organize themselves forsystemic change. "It is about replicating what the Consortium hasdone in your own area or region. This type of cross-district, coop-erative venture requires a great deal of effort and understandingthat you are attempting to improve your instructional strategiesand your curriculum."

The superintendents hope other groups of schools and districtswill look at the Consortium's work and then engage in their ownnetworks for learning and improvement. "Bringing peopletogether to work for change as a cooperative group has a far morepowerful impact upon what you are doing than asking thousandsof school districts in the United States to operate in isolation?'

The First in the World Consortium's web site contains compre-hensive information about its efforts including TIMSS findings,curriculum analysis and other research, and presentation slides.The materials provided are in the public domain so any school inthe nation can benefit from the work being done by theConsortium. 0

Complete information about TIMSS isavailable at ENC's web site, Teacher

Change: Improving K-12 Mathematicsat http://change.enc.org/ The site also

provides the article about the First in the WorldConsortium printed here, from which you canlink to the full text of Kimmelman's article"Looking for the Lone Ranger: Six Silver BulletsThat Could Save our Schools."

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STUDENT

DISCOURSE IN AN

INQUIRY-BASED

ELEMENTARY

SCIENCE CLASS

Involvement in classroom research deepens a second grade

teacher's understanding of how her own role may change as she

uses inquiry science with her students.

by Kathleen M. Collins, University of San Diego;Fe MacLean, Paddock Elementary School, Milan, Michigan;

Annemarie Palincsar, University of Michigan;Shirley Magnusson,Washtenaw-Livingston

Mathematics &Science Center

The Authors:

A former high school teacher, Kathleen Collins is now an assis-tant professor of literacy at the University of San Diego,California.

Fe MacLean is a second grade teacher at Paddock ElementarySchool in Milan, Michigan.

Annemarie Palincsar is an educational researcher interested inthe design of learning environments that provide childrenmeaningful occasions to acquire and use literacy.

Shirley Magnusson, formerly professor in science education atthe University of Michigan, is currently director of theWashtenaw-Livingston Mathematics and Science Center, whichprovides resources in K-12 math and science education for twocounties in southeastern Michigan.

Visit http://www.enc.crg/42

MORE ABOUT RESEARCH IN THE CLASSROOM

Our community represents a professional development project in

which university and school-based members work together to devel-op a particular form of inquiry-based science teaching, Guided

Inquiry supporting Multiple Literacies (GIsML) (Magnusson and

Palincsar, 1995). GIsML is an orientation to teaching developed from

a social constructivist perspective (Palincsar, 1998). GIsML engages

individuals in sustained inquiry about the physical world and pro-

vides opportunities for social interaction in ways that mirror theknowledge-building practices of the scientific community.

This paper is drawn from a strand of our work that focuses on sever-al important features of clsssroom discourse within GIsML instruction:

1. attention to the multiple forms of representation, such

as graphic documentation and oral discourse, in GIsMLscience;

2. explication of the ways in which these multiple

forms enable classroom communities to refine their

understanding of scientific principles over time; and3. reflection on the ways in which teachers guide their

students' representation and interpretation of thephenomenon they are investigating.

While we do not have the space to discuss our work fully in the

accompanying article, we hope to represent enough of the spirit ourresearch to help teachers reflect on their own classroom interactions.

Development of the Guided Inquiry Community of Practice is dis-

cussed fully in Palincsar, Magnusson, Marano, Ford, and Brown, 1998;

Brown, Palincsar, and Magnusson, work in progress; and Marano,

Palincsar and Magnusson, work in progress.

The authors of this article have collaborated for more than twoyears as members of the Guided Inquiry Community ofPractice (see box above). Through classroom research, thecommunity has investigated various aspects of inquiry in sci-ence education. This experience has led the school-basedmembers of the community to develop a special interest in thereporting or public-sharing phase of instruction. Videotapingof classroom discourse and close analysis of the tape transcriptshas allowed teachers to reflect on the power of public sharingand how their practice supports it.

In the public-sharing phase, students typically work in pairs orsmall groups to present their data and their interpretations ofthat data to the class. Other members of the classroom learn-ing community then have the opportunity to question andrespond to the ideas presented by the students who are sharing.

Public sharing represents an important opportunity for devel-oping two different kinds of understandingsubstantive and

4

syntactic Substantw e understanding is comprehension of scien-tific principles, w hile syntactic understanding involves learninghow to negotiate the norms of scientific investigation (Schwab,1964, see also Collins, Palincsar, and Magnusson, 1998)

The part of our group's research reported here focuses on howthese two kinds of understanding unfold in a guided inquiry inves-tigation of the phenomenon of light in Fe MacLean's second-gradeclass In anal\ 7mg the classroom Nide°, our attention was capturedb the participation of one student in particular, Robert (all stu-dent names are pseudonyms), who has been identified as learningdisabled (Collins, MacLean, Palincsar and Magnusson, 1998)

Analyzing Classroom Interaction

To illustrate not only the interplay between substantive and syn-tactic understanding but also how to look carefully at classroomdiscourse, we share an excerpt from the transcript of Robert'ssharing session (see also the analysis in Collins, 1997). Thisexcerpt is taken from a point late in the sharing session, afterRobert presented his data and was in the process of answeringquestions about his documentation. Photos show students work-ing with their classroom-made lightbox and the sharing sessonrecorded here.Lenny: Why is there light outside, is that black or white outside?(Lenny was referring to the area of Robert's drawing that depict-ed the shadow cast by the edge of the light box, which protrudedup into the window and cast a lighter shadow than those createdby the sides of the light box.)

ROBERT: We colored that part with the side not with the tip[of the crayon].

MACLEAN TO ROBERT: Why did you color it black?

ROBERT: Because that was the shadow, part of the shadow, too.

MACLEAN: Where was the shadow coming from?

ROBERT: When we had the block right there (indicates square

marked "block") there was light right there (indicates path oflight, drawn in orange). There was light beside it but the lightdidn't go on the side (indicates shadow from box, colored gray).

MACLEAN: The light didn't go on the side. Why do you think thelight didn't go on the side?

ROBERT: Because we had the block right there. It was like that(indicates path of light coming from source and hitting block) andit didn't spread out wide enough (stretches arms wide apart).

MACLEAN: Oh, it didn't spread out wide enough. OK.

This excerpt illustrates the ways in which MacLean's questioningsupports both the students' syntactic understanding of theprocess of documentation in scientific investigation and their sub-stantive understanding of the nature of light. Lenny's openingquestion invites Robert to clarify his documentation. WhenRobert responds, he does not connect the documentation to thephenomenon but rather describes the coloring technique he used.

MacLean then invites Robert to make the connection to his sub-stantive understanding by asking, "Why did you color it black?"In this way MacLean supports the students in moving from talk-ing about the documentation by itself to reflecting on the docu-mentation as representative of the phenomenon they observed.

In her next question, MacLean supports this move further by ask-ing for more clarification of the shadow as depicted on Robert'sdocumentation, "Where was the shadow coming from?" Robertagain clarifies the relation of his documentation to the phenome-non he observed. To push him to develop his substantive under-standing, MacLean responds with another question that calls uponRobert to interpret his data further, "Why do you think the lightdidn't go on the side?"

4enc JO CUS ,

43

ReflectionCareful analysis of this incident illustrates the multiple roles playedby the teacher in such interactions, and the ways in which theteacher's ability to serve in these roles is enabled or constrained byher own knowledge. The discursive choices made by the teacher:

1. may either construct or constrain opportunities forstudents to build understanding of the phenomenonthey are investigating,

2. may facilitate students' participation in the inquiry andcommunicative practices of scientists, and

3. may provide opportunities for students who strugglewith print literacy, such as Robert, to construct andshare understanding in other ways.

As we thought about the success of this classroom exchange,MacLean reflected on the contrast between her ability to guidestudents in this inquiry about light and the problems she faced in a

different inquiry, which focused on reflection and refraction.

One of the materials MacLean provided for the students was anempty compact disc case. The students soon discovered that thecase could, as several announced, "make a rainbow!" Making rain-bows then became the focus of the investigation. MacLean reflect-ed on how this unexpected turn in the inquiry was frustrating forher because of her own lack of understanding of the phenomenon:

I was not ready for the questions the students were asking.For example, what was causing the rainbow? What wascausing multiple rainbows? How can we project the rainbowto the ceiling? Will it reach the sky? What was frustratingat the time of my class investigations was my inability toprovide direction. I was unable to ask the relevant questionsthat might have led the students to reasonable explanationsof their discoveries.

A year after his class engaged in the guided inquiry investigationof light described in this article, Robert reported to us that thepublic sharing he participated in was the most memorable experi-ence of that school year. He emphasized that the opportunity to"talk about my idea" and to "hear what other kids say about it" wasimportant for him.

In addition, after reviewing the transcripts of MacLean's teaching,Collins and MacLean both independently reached the conclusionthat Robert's public sharing had been a turning point in theinquiry conducted by this classroom community, particularlybecause of the opportunities for constructing substantive under-standing it provided. The opportunity to combine his verbalexplanations with his graphic documentation in dialogue withothers was important for both Robert and the classroom commtilAnity (Collins, MacLean, Palincsar, and Magnusson, 1998). 0

k

This work is supported byfundsfrom the Eisenhower Professional

Development Funds from the Michigan State Department of Education

and the Spencer /MacArthur Professional Development Program. The

authors wish to acknowledge the support and contributions we received

from our university colleagues (Nancy Brown, Jane Cutter, Danielle Ford,

Adrienne Gel pi Lomangino, Susanna Hapgood, Karen Hopkins, and

Nancy Marano) and from our school-based colleagues (Mario Bearman,

Pat Delaney Jasmine Dudzik, Elaine Flaugher, Sally Freeman, Gretchen

Geverdt, Cari Gittleson, Gwen Guthrie, Char Hanchak, Bev Ingraham,

Lynne Kochmanski,Jane Levy, Margaret Mayol, Karen Morrison, Debbie

Swanson, and Linda Verhey).

REFERENCESBrown, N., Magnusson, S., and Palincsar, A. (work in progress). The QuietQuadrant: Inter and Intra Reflection in a Community of Practice.

Collins, K.. (1997). Talking .4bout Light:The Construction of a Shared Discourse byFirst Grade Students in Guided Inquiry Science. Paper presented at the annual meet-ing of the National Reading Conference, Scottsdale, AZ.

Collins, K., MacLean, F., Palincsar, A., and Magnusson, S. (1998). Verbal andPrint Literacy in Guided Inquiry Science: The Case of Robert. Paper presented at theannual meeting of the National Council ofTeachers of English, Nashville,TN.

Collins, K., Palincsar, A., and Magnusson, S. (1998). Thinking Like a Scientist:Exploring Support for Knowledge Construction in Guided Inquiry Science. Paper pre-sented at the annual meeting of the American Educational Research Association.

MacLean, F. (1997). Guided Inquiry About Light: A Reflection. Paper present.ed at the annual meeting of the National Reading Conference, Scottsdale, AZ.

Magnusson, S. J. & Palincsar, A. S. (1995). The Learning Environment as a Siteof Science Education Reform. Theory into Practice, 34(1), 43-50.

Marano, N., Palincsar, A., and Magnusson, S. (work in progress). The Emergenceof a Community ofPractice: The Dynamics ofShared Understanding.

Palincsar, A. S. (1998). Social Constructivist Perspectives onTeaching andLearning. Annual Review of Psychology, 49, 345-375.

Palincsar, A. S., Magnusson, S., Marano, N., Ford, D. and Brown, N. (1998).Designing a Community of Practice: Principles and Practices of the GIsMLCommunity. Teaching and Teacher Education, 14 (1), 5-19.

Schwab, J. (1964). Structure of the Disciplines: Meanings and Significances. InG. W. Ford and L. Pugno (Eds.), The Structure of Knowledge and the Curriculum. (p-6-30). Chicago: Rand McNally.

Visit trttpdtwww.enc-orgi

4 4

BEST COPY AVAILABLE

Focus on the Collection:

thoosini &sourcesto FocditoteTewher (home

BEST COPY AVAILABLE

by Terese Herrero and Kimberly Roempler, ENC Instructional Resources

As classroom innovators, you are among those most aware of the reform efforts codi-fied in the mathematics and science Standards documents, and most aware that it isteachers' classroom practice that Nvill give substance to the vision of those Standards.This issue of Focus looks at some realities of teacher changehow teachers are re-inventing their practice, the issues they struggle with in the process, and the supportthey need as they accept the challenge to innovate. Often underestimated, the real costsof attempting new methods can be substantial. Workload increases. Students often ini-tially resist the change, as do parents and, at times, the principal. The materials we fea-ture in this issue focus on the teacher as an individual coping with the complexities ofchange within the classroom setting

Please note that this section is based on abstracts found in ENC's database of K-12materials. All ENC abstracts are descriptions rather than evaluative reviews. If yousearch the full collection of materials through ENC Online http://www.enc.orgi youwill find complete records for these selections. Some records provide links to online,third -party reviews and/or references to journal reviews. Pricing and ordering infor-mation was verified in September, 1999, and is subject to change.

Searching E CWhen you go online to learn more about the materials highlighted here and oth-ers, you will find more than one option for searching through ENC's vast collec-tion. Here are a few general tips for making best use of ENC's database of teach-ing resources.

The simplest search on ENC Online allows you to type in any word, and selectcost and grade level. Links at this search provide assistance in choosing words.

The more advanced search options allow you to construct even more specificsearchesthis is great if you have very clear requirements in mind.

The materials in this section were carefully selected by ENC's content special-ists to fit the theme of this issue. If you would like to see more materials onthis topic from ENC's collection, you can create your own search. Hint: To doour initial searches, we used terms such as

"teacher change""inquiry teaching""reform""instructional improvement"

(Be sure to include quotation marks around search words.)

The catalog records printed in this part of the magazine contain just the high-lights of the full catalog record. To go directly to a specific record, type in theENC number in the search window of any search option. It is important totype the ENC number exactly as it appears at the end of the item's abstract inthis magazine.

encfOCUS vol. 7, no.45 A

A

QUALITY STAFF DEVELOPMENT

tr S bow

If teachers are asked to move from one place to anotherin terms of their teaching, they need a sturdy bridge tothe futurea critical link that is carefully and uniquelydesigned to meet particular needs.The resources in thissection provide strategies, descriptions of programs, anddetails on how to build that bridge.

Ideas That Work: Mathematics Professional Development (Grades K-12) 49Ideas That Work: Science Professional Development (Grades K-12) 49Learning Circles: Creating Conditions for Professional Development (Grades K-12) 49Standards for Staff Development, Elementary School Edition (Grades K-6) 50Standards for Staff Development, Middle Level Edition (Grades 5-8) 50Standards for Staff Development, High School Edition (Grades 9-12) 50

STANDARDS & IMPLEMENTING

STANDARDS

The resources in this section provide the benchmarks forwhere we want to be in terms of our teaching and whatstudents need to learn.These resources examine mathematicsand science content standards and describe ways to reach thosestandards.

National Science Education Standards (Grades K-12) 51Professional Standards for Teaching Mathematics (Grades K-12) 51Blueprints for Reform (Grades K-12) 52Blueprints On-Line (Grades K-12) 52NSTA Pathways to the Science Standards:

Guidelines for Moving the Vision into Practice (Grades K-6) 52NSTA Pathways to the Science Standards:

Guidelines for Moving the Vision into Practice (Grades 5-8) 53NSTA Pathways to the Science Standards:

Guidelines for Moving the Vision into Practice (Grades 9-12) 53Science Standards: MakingThem Work forYou (Grades K-6) 53

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51

CHANGING TEACHERS,

CHANGING SCHOOLS: GENERAL

In this section you will find stories told by teachers in theprocess of transforming their practicetheir struggles,their successes, and the lessons they learned from failureWhat we offer here are insights brought from the field by pro-fessionals "in the trenches" and reflections on what they havetaught us about facing the reality of change

467%e4kO

Sir10011-V.w

Surviving School Reform: AYear in the Life of One School (Grades K-6) 54Transforming Classroom Practice:The Best of ASCD's Update Newsletters (Grades K-12) 54What's Worth Fighting for Out There? (Grades K-12) 55What's Worth Fighting for inYour School? (Grades K-12) 55Teachers Transforming Their World and Their Work (Grades K-12) 55Creating and Sustaining the Constructivist Classroom (Grades K-12) 56Improving Schools from Within: Teachers, Parents, and Principals Can Make the Difference (GradesK-12) 56Casebook on School Reform (Grades K-12) 56Oops! What We Learn When Our Teaching Fails (Grades K-12) 57Rethinking Educational Change with Heart and Mind (Grades K-12) 57Charting School Change: Improving the Odds for Successful School Reform (Grades K-12) 57SystemsThinking, Systems Changing: A Simulation Game forTransforming Organizations (GradesK-12) 57

CHANGING TEACHERS,

CHANGING SCHOOLS: SCIENCE

This section is specifically dedicated to professional developmentresources for science educators. In it you will findmaterials on ways in which students learn science, themes ofscience education reform, and practical advice on incorporatinginquiry-based sciencefor both teachers and studentsin theclassroom.

Private Universe Teacher Workshops (Grades 1-12) 58Reforming Science Education: Social Perspectives and Personal Reflections (Grades K-12) 58Case Studies in Science Education (Grades K-8) 59Lisa Nyberg; Jane Morton (Grades K-5) 59Young People's Images of Science (Grades 4-11) 59They Don'tTell theTruth About the Wind: Hands-on Explorations in K to 3 Science (Grades K-3) 60Organizing Wonder: Making Inquiry Science Work in the Elementary School (Grades K-6) 60Boats, Balloons & Classroom Video: Science Teaching as Inquiry (Grades K-6) 60Inquiry at the Window: Pursuing the Wonders of Learners (Grades K-6) 61Meaningful Science:Teachers Doing Inquiry Plus Teaching Science (Grades K-8) 61Creating a Context for Learning (Grades K-8) 61Preparing to Teach Science (Grades K-8) 62

52

CHANGING TEACHERS,

CHANGING SCHOOLS; MATHEMATICS

This section focuses on professional development resourcesfor mathematics educators. You will find a selection of videos,essay collections, and other books on topics such as CognitivelyGuided Instruction (CGI), problem-centered learning, and prac-titioner-based inquiry.

Reconstructing Mathematics Education:

Stories ofTeachers Meeting the Challenge of Reform (Grades K-12) 62Fractions, Decimals, Ratios, & Percents:

Hard to Teach and Hard to Learn? (Grades 1 -12) 63Algebra: It Begins in Kindergarten (Grades K-8) 63Children's Mathematics: Cognitively Guided Instruction (Grades K-2) 63Making Change in Mathematics Education: Learning from the Field (Grades K-12) 64Mathematics in the Middle (Grades 5-8) 64LearningThrough Problems: Number Sense and Computational Strategies

A Resource for Primary Teachers (Grades 1-3) 64Teaching Math: A Video Library, K to 4 (Grades K-4) 65Teaching Math: A Video Library, 5 to 8 (Grades 5 -8) 65Teaching Math: A Video Library, 9 to 12 (Grades 9-12) 65ThinkingThrough Mathematics: Fostering Inquiry and Communication

in Mathematics Classrooms (Grades 9-12) 66What's Happening in Math Class? Volumes 1 and 2 (Grades 1-12) 66Living and Learning Mathematics: Stories and Strategies for Supporting Mathematical Literacy (Grade 1) 66Beyond Arithmetic: Changing Mathematics in the Elementary Classroom (Grades K-5) 67Wrestling With Change:The Dilemmas ofTeaching Real Mathematics (Grades K-12) 67Putting ItTogether: Middle School Math inTransition (Grades 5-8) 67Empowering Students by Promoting Active Learning in Mathematics:

Teachers Speak toTeachers (Grades K-12) 67

ONLINE PROFESSIONAL DEVELOPMENT

The online resources in this section include web sites where teacherscan communicate with others about the change process, resourceswhere teachers can find opportunities to support their professionaldevelopment, and information on the reform effort in both mathematics and science.

The Millennium Project, from Debate to Understanding:The Evolving Role of Technologyin Learning (Grades K-12) 68

LETSNet: Learning Exchange forTeachers and StudentsThrough Internet (Grades K-12) 68MCI Worklcom Marcopolo: Internet Content for the Classroom,

Teacher Training Kit (Grades K-12) 68Teacher2Teacher (Grades K-12) 69Middleweb: Exploring Middle School Reform 1998 (Grades 5-8) 69INTEC (Grades 5-12) 69Pathways to School Improvement (Grades K-12) 69WWW.4teachers (Grades K-12) 70The Guidebook of Federal Resources for K-12 Mathematics and Science (Grades K-12) 70Teacher Change: Improving K-12 Mathematics (Grades K-12) 70

53

QUALITY STAPP DEVELOPMENTSusan Loucks-Horsley uses a bridge as an analogy in describing professional development. "A bridge, like pro-fessional development, is a critical link between where one is and where one wants to be" (Ideas That Work:Science Professional Development, p. 2). If teachers are asked to move from one place to another in terms oftheir teaching, they need a sturdy bridge to the futurea critical link that is carefully and uniquely designedto meet particular needs. The resources in this section provide strategies, descriptions of programs, and details

on how to build that bridge.

Ideas That Work: Mathematics

Grades K-121998

Author editor, Annette Thorson

Ordering Information:Eisenhower National Clearinghouse

1929 Kenny RoadColumbus, OH 43210-1079

(614) 292-7784 / Fax: (614) 292-2066

Toll-free: (800) 621.5785

Email: editoraenc.orghttp://www.enc.org/

FREENote: Full-text available athttp://www.enc.org/reform/ideas/

Standards: NCTM Curriculum andEvaluation Standards (1989)

Based on the book Designing ProfessionalDevelopment for Teachers of Science andMathematics by Susan Loucks-Horsley, et al, (1998),this guide uses the metaphor of a bridge to describethe role of professional development. Effective pro-fessional development, according to the booklet,bridges the gap between where educators are nowand where they will need to be to help studentslearn more challenging mathematics. The guide isdesigned for anyone interested in breaking with thetraditional schemes for professional developmentand exploring new designs for learning. It aims toprovide structure to those with responsibility fordesigning or conducting professional developmentprograms or initiatives. The goal is to show how suc-cessful professional development practices must be

Grades K-121999

Author editor, Annette Thorson

Ordering Information:Eisenhower National Clearinghouse

1929 Kenny Road

Columbus, OH 43210-1079

(614) 292-7784 / Fax: (614) 292-2066

Toll-free: (800) 621-5785

Email: editor@enc.org

http://www.enc.org/

FREENote: Full-text available athttp://www.enc.orgilefonsfideast

This booklet, the companion to the onedescribed above, describes principles andstrategies for designing professional devel-opment programs to help teachers learnmore challenging science content and howto teach it. The first section identifies fiveprinciples of professional development andproposes a sequential four-step process ofgoal setting, planning, action, and reflec-tion. Section II describes 15 strategies forprofessional development that can be com-bined in different ways to maximizediverse learn-ing goals. The

description of each strategy includes a real-life example of the strategy in action. SectionsIII and IV feature descriptions of additionalprograms, with full contact information, andSection V furnishes a list of organizations thatoffer professional training and information.(Author/ LCT) ENC-014753

BEST COPY AVAILABLE

rooted in a five-part foundation that includes students and theirlearning at the core, the imperative to increase teacher knowl-edge of math content, and the belief that programs must bedeveloped in an active learning style for the teachers. Outlinedare descriptions of 15 successfulstrategies for professional develop-ment that include the elements neces-sary for its design and implementa-tion, issues to be considered, and areal-life example of the strategy inaction. Also found are longer descrip-tions of existing programs that effec-tively apply several of the strategies.Contact information is included.(Author/JRS) ENC-013274

e

Grades K-121998

Author: Michelle Colley, DianeDunlap, Walter Enloe, George. W.

Gagnon Jr.

Ordering Information:Corwin Press, Inc.

2455 Teller Road

The stories, theory, and examples in thisbook describe a professional developmentapproach that supports the formation ofcollaborative learning groups for teachersto improve the quality of teaching andlearning. Six requirements are identified asnecessary to initiating, maintaining, sus-

Thousand Oaks,CA 91320-2218 i

tabling, and completing these teacher

(805) 499-9774 / Fax: (800) 4172466 communities: building a community withEmail: order@corwinpress.com i other learners; constructing knowledgehttp://www.conNinpress.comf through personal experience; supporting$22.95 per book (paperback)

Order # 82114I other learners; documenting personal

reflections; assessing expectations; andimproving the classroom culture. The authors share personal stories ofhow they identified each requirement and the role it plays in creatinglearning circles. They also give suggestiOns for using these six activities todevelop larger learning communities beyond the framework of teacherlearning circles. Suggestions include creating learning groups at theschool, community, and district levels and moving classrooms towardbecoming healthy communities of learners rather than collections of stu-dents. References are included. (Author/JRS) ENC-015130

54encfOCUS vol. 7, no. I

49

QUALITY STAFF DEVELOPMENT

nr

'!-:t ElementarySIandardstug

School

Grades K-61995

Author: NSDC in cooperation with theNational Association of Elementary

School Principals

Ordering Information:National Staff Development Council

PO Box 240

Oxford, OH 45056

(513) 523-6029 / Fax: (513) 523-0638

Toll-free: (800) 727 7288

http://www.nsdc.org/

$15.00 per book (non-member price)

$12.00 member price

DevelopmEditio

Based on the belief that improvement is anongoing process, the standards in thisstudy guide can be used to stimulate dis-cussion and analysis that lead to greaterstaff development effectiveness, no matterthe current level of performance. Thestandards can be used by individuals andby groups who wish to understand andimplement effective staff developmenttechniques. The study guide rejects "sit andget" sessions, in which relatively passiveparticipants receive the latest ideas fromso-called experts, in favor of study groups,

action research, and peer coaching. Thestandards are organized into three cate-gories: context, process, and content. Theappendix includes a self-assessment andplanning tool intended to help groupsdetermine their school's current state ofimplementation of the context, process,and content of effective staff development.Information gathered by the tool can beused to stimulate discussion and to preparean action plan. (Author/RMK) ENC-012655

NATIONAL STAFF

DEvELormEnri COUNCIL

NATIONAL ASSOCIATION IXELEMENTARY SCHOOL

PRINCIPALS

STAN DARDS FOR

:21 STAFF DEVELOPMENT

S4tavlards.4 Wild le

DevelopEdition

Grades 5-81995

Author: NSDC

Ordering Information:National Staff Development Council

PO Box 240

Oxford, OH 45056

(513) 523-6029 / Fax: (513) 523-0638

Toll-free: (800) 727 7288

http://www.nsdc.org/

$15.00 per book (non-member price)

$12.00 member price

This study guide, part of the same seriesdescribed in the preceding entry, is intend-ed to be used by middle schools andschool districts to improve the quality oftheir staff development efforts. The goal is

, to increase student learning throughgreater staff development effectiveness nomatter what the current level of perform-ance. See the preceding abstract for addi-tional descriptive information.(Author/RMK) ENC-012657

Visit http:Ilwww.enc.orgl-7 50

BESTCOPYAVAll BLE

StamlaidsiforftaffHigh 56661 Edition

Grades 9-121995

Author: NSDC in cooperation with theNational Association of Secondary

School Principals

Ordering Information:National Staff Development Council

PO Box 240

Oxford, OH 45056

(513) 523-6029 / Fax: (513) 523-0638

Toll-free: (800) 727 7288

http://www.nsdc.orgl

$15.00 per book (non-member price)

$12.00 member price

55

This is the high school version of the studyguide described in the preceding records.See the abstract for the ElementaryEdition (this page) for additional informa-tion. (Author/RMK) ENC-012656

NATIONAL STAFF

DEVELOPMENT COUNCIL

NATIONAL ASSOCIATION OFStcoNrmay SCHOOL

Pluncirms

STAFF DEVELOPMENT11. 11.11 51,1001 101,1

E

Like what you see here?Want to see more? The full-

length catalog records for thesematerials and more on the same

subject can be found by searching ENC'sonline database of more than 14,000curriculum resources. Each record con-tains information such as a descriptiveabstract, complete table of contents,information on funding sources, andwhere availablelinks to third-partyreviews and/or references to journalreviews. In many cases, you can alsoaccess the web site of the resourcepublisher and place orders directly.Go to ENC Online http://www.enc.org/for more information.

STANDARDS & IMPLEMENTING STANDARDSThe resources in this section provide the benchmarks for where we want to be in terms of our teaching andwhat students need to learn. These resources examine mathematics and science content standards and describepaths to reaching those standards. How are we going to help teachers reach these goals? One of the mostimportant steps is providing carefully designed professional development opportunities for teachers. Theseresources can be found in the section starting on page 49.

- a

Grades K-121995

Author: National Research Council

Ordering Information:National Academy Press

2101- Constitution Avenue NW

Washington DC 20418

(202) 334-2334 / Fax: (202) 334-2793

Toll-free: (800) 624-6242

http://Www.nap.edu/

$19.95 per book (paperback)

Note: Bulk order discounts available.

Call for information.

Standards: National Science

Education Standards (December

1995)

o -

. o .

The National Science Education Standards present a visionof a scientifically literate populace. The standards espousethat science is for all students, learning science is an activeprocess, and improving science education is part of systemiceducation reform. In addition, the standards describe aneducational system in which all students demonstrate highlevels of performance, in which teachersare empowered to make the decisionsessential for effective learning, and inwhich supportive educational programsand systems nurture achievement. Theintroduction includes goals for schoolscience, underlying principles, perspec-tives and definitions, and six categoriesof standards. The standards cover thetopics of science teaching, professional

development, assessment, science con-tent, science programs, and systems.

. 0 0

Grades K-121991

Author. National Council of Teachers

of Mathematics

Ordering Information:National Council of Teachers of

Mathematics, Inc.

1906 Association Drive Drawer A

Reston, VA 20191-1593

(703) 620-9840 / Fax: (703) 476-2970

Toll-free: (600) 2357566

Email: ordersOntim.orghttp://www.ntim.org/$29.95 per book

Order # 439

Note: 20% discount to NCTM members

0

The standards in this book consist of four compo-nents: standards for teaching mathematics; standardsfor the evaluation of the teaching of mathematics;standards for the professional development of teach-ers of mathematics; and standards for the supportand development of mathematics teachers and teach-ing. Guides for teaching at different levels are pre-sented in detailed explanations thatoutline each of the NCTM standards,and annotated vignettes show a rangeof situations in which goad mathemat-ics teaching and learning may takeplace. In the section on evaluatingmathematics, vignettes illustrate a widerange of assessment activities and show

BEST COPY AVAILABLE 11

56

They describe the conditions necessary to achieve the goal ofscientific literacy for all students, including opportunities forstudents to learn and for teachers to teach. The standards forteaching focus on what teachers know and do, while thosefor professional development focus on how teachers developprofessional knowledge and skill. The science assessment

standards are criteria against which to judge thequality of assessment practices; they can be usedas guides in developing assessment practices andpolicy. The standards for content define whatthe scientifically literate person should under-stand and be able to do after 13 years of school-ing. The science education system standards pro-vide criteria for evaluating how well the scienceeducation system does at providing schools withthe necessary resources for achieving the nation-al standards. Samples, vignettes, and referencesare provided. (Author/ KSR) ENC-006101

a variety of personnel involved in evaluation. Comments in the mar-gin of each vignette focus on the particular standard of teachingbeing emphasized. The standards for the professional development ofmath teachers focus on aspects of both the preservice and inservicephases of the professional development of teachers. In the next sec-tion, the focus is on the ways in which policymakers, schools, schoolsystems, colleges, universities, and professional organizations may

support teachers in adopting the vision of teach-ing needed to support the implementation ofthe standards. Following the delineation of thestandards; the final section of this document dis-cusses issues such as the role of standards andthe changing of school mathematics.(Author/VN) ENC-001451

OCUS vol. 7, no. I51I

STANDARDS_8[_ IMPLEMENTING STANDARDS

Blueprints for Reform

Grades K-12 This book summarizes reports on a dozen1998 areas of education and serves as a startingAuthor: AAAS Project 2061 point for exploring the educational system

and its response to reform. This studyviews education as a system and educa-tional reform as systemic reform. It pro-vides an overview of topics such as equity,assessment, teacher preparation,community involvement, schoolorganization, higher education, andtechnology. Topics are groupedaccording to the foundation for edu-cation, including societal aspects ofthe educational process; the schoolcontext, including curricula, tech-nology, and assessment; and the sup-

port structure, teacher education and community involvement.Thebook includes a detailed list of resources and contacts. A companionweb document provides access to more detailed information as wellas an interactive forum for educators, policymakers, and parents.(Author/RMK) ENC-013390

Ordering Information:Oxford University Press

2001 Evans Road

Cary, NC 27513

Telephone: (919) 677-0977

Fax: (919) 677-1303

Toll-free: (800)451-7556

custserv@oup-usa.org

$17.95 per book (paperback)

Note: Add $3.00 S &H for first book,

$1.00 for each additional. NC and CA

add sales tax.

Standards: Project 2061 (1985)

Grades K-61997

Author: editor, Lawrence F. Lowery

Ordering Information:National Science Teachers

Association

NSTA Science Store

1840 Wilson Boulevard

Arlington, VA 22201-3000'Fax: (703) 522-6091

Toll-free: (800) 722-6782

$31.46 per book (NSTA member

price)

$34.95 non- member price

Order 4 PB124X

Standards: National Science

Education Standards (December 1995)

Visit fretp://www.enc.org/52

http://project2061.aaas.org/tools/bluepol/blpframe.html

Grades K-12 1 The electronic version of the documentAuthor: Project 2061 staff and corn- described at left, this web site provides amissioned experts detailed list of resources and contactsStandards: Project 2061 (1985)

complete with a brief description, hyper-' linked online accessibility, and contact

addresses and phone numbers. An online forum is maintainedfor parents, educators, and policymakers to discuss the

Blueprints and their implications. The discussion forumis organized by question, such as: How can changes inschool organization simplify an already complex systemand make it even more effective? A search engineallows users to search the Blueprints for particularwords and phrases. (Author/RMK) ENC-013373

BLUEPRINTSFOR REFORM--4 ,,,,, YA,1`,..^`...,-,,..

,,,,,,,

. 0. -

Elementary teachers can read this guidebook for a variety ofsuggestions to help them implement the National ScienceEducation Standards (1995). The first three and the last twochapters of the book discuss the standards that apply toteachers of all grade levels: teaching, professional develop-ment, assessment, program, and system standards. Each ofthese chapters provides a discussion ofthe standards, followed by a list ofpertinent articlesmost of themfrom Science and Children and Science

Scope. The fourth chapter examinesthe science goals for elementary stu-dents as outlined in the content stan-dards. This chapter includes a generaldiscussion about the learning capabili-

ties of students in various grade levels, followed by discus-sions of each content area and practical suggestions for assess-ment and for bringing the content area into the classroom.Vignettes are presented as examples of how some standardsmight be implemented. The appendices provide a list of theNational Science Education Standards, recommendations for

setting up an elementary science facility, and a listof addresses for elementary science programs.(Author/ LCT) ENC-012124 -

, BEST COPY AVAILABLE

:PATH \NAY S

ethttirlith !loving the Vieth, tharlit,

NSTA Pathways to the Science Standards:foi,1V,Iiwing the Vision into PracticeGuidelines

Grades 5-81998

Author: editor, Steven J. Rakow

Ordering information:National Science Teachers

Association

NSTA Science Store

1840 Wilson Boulevard

Arlington, VA 22201-3000

Fax: (703) 522-6091

Toll-free: (800) 722-6782

$31.46 per book (NSTA member price)

$34.95 non-member price

Order # PB125X

Standards: National Science

Education Standards (December 1995)

The first three chapters of this book, thecompanion volume to the one describedon page 52, discuss the teaching, profes-sional development and content standardsthat apply to all K-12 teachers. These ini-tial chapters also provide examples specificto the middle school teacher. Each chapterfeatures a chart highlighting the shifts inemphasis envisioned by the standards, aswell as practical discussions about eachstandard and a bibliography of relevantarticles. The fourth chapter covers the sci-ence content outlined in the NSES for stu-dents in grades5 to 8. Foreach disci-

pline, the book includes examples of inquiry,science and technology, personal and socialperspectives, and history and nature of sci-ence. The text also contains vignettes fromexemplary programs. The last two chaptersdiscuss national standards for the science pro-gram and the educational system. A brief his-tory and an outline of the NSES are providedin the appendices. (Author/LCT) ENC-014471 oon, 1.1,

Pdt:hways to the Science Standards:ideliiitsfor Moving the Vision into Practice

Grades 9-121996

Author: editors, Juliana Tetley and

Ann Wild

Ordering information:National Science Teachers

Association

NSTA Science Store

1840 Wilson Boulevard

Arlington, VA 22201-3000

Fax: (703) 522-6091

Toll-free: (800) 722-6782

Also part of the series described in theprevious two records, this book isdesigned to help high school scienceteachers implement the National ScienceEducation Standards (NSES) in the class-room. The first three chapters discuss theteaching, professional development andcontent standards that apply to all K to 12teachers, and provide examples specific tothe high school teacher. The fourth chap-

$31.46 per book (NSTA member price)ter covers the science content outlined in

$34.95 non-member pricethe NSES for students in grades 9-12. For

Order # PB126X each discipline, the book includes exam-ples of inquiry, science and technology,personal and

social perspectives, and history and nature ofscience, integrating them within the disci-plines rather than devoting separate sectionsto them. The text also contains vignettesfrom exemplary programs. The last twochapters discuss national standards for thescience program and the educational system.(Author / LCT) EN C-004853

Grades K-61996

Author: produced and directed by Judy

Famellette and Loraine Garfield Voros

Ordering Information:Association for Supervision and

Curriculum Development

1703 North Beauregard Street

Alexandria, VA 22311-1714

(703) 578-9600 / Fax: (703) 575-5400

Toll-free: (800) 933-2723

Email: member@ascd.org

http://www.ascd.org/

$680.00 for 3 videos and 3 guides

(ASCD member price)

$780.00 non-member price

Order # 495241L84

Standards: Benchmarks for Science

Literacy (1993); National Science

Education Standards (December

1995)

*cfr*,,.

The nine classroom examples in this video series offer ideasfor active, hands-on science lessons based on the NationalScience Education Standards (1995) and the Benchmarks forScience Literacy (1993). The series comprises three videosand three facilitator's guides. Each video shows three teach-ers in spontaneous classroom situations,with video footnotes that highlightthe standards-based practices. Tapeone focuses on the primarygrades (K to 2), tape two ongrades 3 and 4, and tape threeon grades 5 and 6. The authorsrecommend that participantsview and discuss all tapes tounderstand the developmentalflow of scientific concepts andskills, as well as issues such ascurricular integration, authen-tic assessment, and construc-

tivism. In a sample lesson, a second-grade teacher uses stu-dents' natural fascination with dinosaurs to teach the rela-tionship between form and function. Children learn aboutpredator-prey relationships and animal adaptations for

defense with the help of Defenseless Denny, a cut-out animal with no defenses against a hungryTyrannosaurus rex. In one form of embeddedassessment, the teacher walks around theroom, observing the children and listening tothe questions they ask each other. Students areoffered a choice of extension activities thataddress a variety of learning styles. The facilita-tor's guides provide information on conductinghands-on workshops that include lists of mate-rials, sources of materials, and handouts.(Author/ LCT) ENC-015149

AD(

encibCUS vol. 7, no. I53

CHANGING_TEACHERS,_CHANGING_SCH_O_OLS: GENERAL_In this section you will find stories told by teachers in the process of transforming their practicetheir struggles, theirsuccesses, and the lessons they learned from failure. You will find material, too, on why and how to revitalize classrooms.We have also included illustrations, through narrative and video, of what such classrooms could look like. What we offerhere are insights brought from the field by professionals "in the trenches" and reflections on what they have taught usabout facing the reality of change.

0 o 0 -

Series on School Reform

Grades K-61996

Author: Laraine K. Hong

Ordering Information:Teachers College Press

PO Box 20

Williston, VT 05495-0020

Fax: (802) 864-7626

Toll-free: (800)575-6566

Email: tcp.orders @aidcvt.com

http://tc-press.tc.columbia.edu/

$21.95 per book

0

A small community in the western UnitedStates is the setting for the portrait of insti-tutional change given in this book. Thestory transforms educational theory intothe everyday struggle current-ly preoccupying teachers, par-ents, and principals across thecountry. Author Laraine Hongtraces the developments at a500-student K-5 elementaryschool for one year on issuesof multiage classes, coopera-

tive learning, whole language, hands-on math, and site-basedmanagement. These issues converge in critical episodes,

The resources featured,in this, issue, are only asmall sampling of the

many materials vvetave inour collection of more than 14,000

,

curriculummateijals. 'If j,foilaire

interested in finding more resourcesthat deal with the theme of change,you might try searching ENC'sonline database using subjectwords such as reform, instructionalissues, teaching methods, teach-ers, educational improvement,and professional development.Or you might try conducting asearch using the words "casestudies" and "inquiry teaching".

Visit http://www.enc.o

0 0

including the principal's decision not to extend the contract of a newteacher. This detailed portrait demonstrates the interrelatedness of curricu-lum, the nature of decision making, the roles of teachers and principal, par-ent involvement, and school culture. The author believes school reform is

necessary because of the changing nature of society and theneed to help students think creatively, make decisions, andwork together. Hong concludes that this is a story of hopeand possibilities, showing a typical school and communitythat is flourishing in the aftermath of the conflict created byschool reform. References are included. (Author/JRS)ENC-013389

I I

0 0

0 A

Grades K-121998

Author: editors, John O'Neil and

Scott Willis

Ordering Information:Association for Supervision and

Curriculum Development

1703 North Beauregard Street

Alexandria, VA 22311-1714

(703) 578-9600 / Fax: (703) 575-5400

Toll-free: (800) 933-2723

Email: member@ascd.org

http://www.ascd.org/

$16.95 per book (ASCD member

price)

$20.95 non-member price

Order # 198052

This collection of articles from ASCD'snewsletters highlights ideas, schools, andprograms that are working to meet thediverse and changing needs of students.Article topics include bilingual education,constructivism, integrating the curricu-lum, multiple intelligences, and preparingstudents for the workplace. In a set ofarticles on constructivism, there is a dis-cussion of the differences between behav-iorist and construe-tivist approaches tolearning, with an in-depth look at con-structivist applicationsin one school district.

Related articles explore problem-based learning andthe educational value of making connections betweenthe classroom and the real world. Included with manyarticles are listings of related resources and specificideas for implementation. (Author/JRS) ENC-013049

59BEST COPY AVAILABLE

Grades K-121998

Author: Andy Hargreaves andMichael Fullan

Ordering information:leathers College PressPO Box 20

Williston, VT 05495-0020

Fax: (802) 864-7626

Toll-free: (800)575-6566

Email: tcp.orders @aidcvt.com

http://tc-press.tc.columbia.edu/

$9.95 per book

Grades K-121996

Author: Michael Fullan andAndy Hargreaves

Ordering Information:Teachers College Press

PO Box 20

Williston, VT 05495-0020

Fax: (802) 864-7626

Toll-free: (800)575-6566

Email: tcp.orders@aidcvt.com

http://tc-press.tc.columbia.edu/

$9.95 per book

o

In this book, authors Hargreaves and Fullan explore theneed for educators to create interactive connections withcommunities beyond the schools in order forsignificant improvements in teaching andlearning to occur. Also considered is theneed for educators to consider the purpose,the emotion, and the hope that are at theheart of good teaching. The book is part ofthe What's Worth Fighting For? trilogy thatpromotes action for change while addressingthe complexity of the current educationenvironment with insight and practicality. Inthis book, separate guidelines for teachers,

principals, governments, and parents are pre-

e e 0

sented that focus on the challenge of establishing education asa vital force for individual and societal development. These

guidelines are based on the beliefs that teachersmake the difference in education and that a posi-tively engaged teaching force is vital to educa-tional change. The teacher guidelines offer ideasfor making students and parents partners in edu-cation and for becoming involved in the evolutionof the teaching profession. The parent guidelineschallenge parents to acknowledge that the school-ing that will be best for their children will bevery different from their own schooling.References are included. (Author/JRS) ENC-013409

What's WorthFighting forOutThere

Andy II ai greavesM it lid t.1 Fullan

Part of the trilogy described above, this professional devel-opment book examines the need for individual responsibilityand a collaborative culture in schools. It provides guidelinesand encouragement for teachers and principals working forschool reform. This book addresses questions such as: Howcan teachers build an authentic collaborative culture withcollegiality as opposed to congeniality? How can professionaldevelopment be intrinsic to the work of improving theschool? And, perhaps most importantly: How can teacherswork for improvement and still have time for their personallives? After developing the issues, separate guidelines forteachers, principals, and school systems are presented that

Series on School Reform

Grades K121999

Author: Ann Lieberman and LynneMiller

Ordering Information:Association for Supervision and

Curriculum Development

1703 North Beauregard Street

Alexandria, VA 22311-1714

(703) 578-9600 / Fax: (703) 575-5400

Toll-free: (800) 933-2723

Email: member@ascd.org

httpJ/www.ascd.org/

$13.95 per book (ASCD member price)

$16.95 non-member price

Order if 199217S25

.

Focusing on both the constraints and the possibilities embed-ded in teaching practice, this book addresses the contempo-rary realities of schools and teaching, using examples of thereform process in four schools. The words and experiences ofteachers and principals illustrate whatgrowth and change look like from theinside. A teacher's perspective is offered onwhat change requires, how differences incontext and personnel are accommodated,what people learn as they change, andwhat it feels like in the process. Change ischaracterized as the collective involvementof teachers in school goals that becomelarger than their own classroom goals.

t 0

focus on the challenge of continuous school improvementleading to gains in student achievement. The teacher guide-lines promote the development of an interactive profession-alism in schools where teachers have greater decision-mak-ing ability on behalf of their students; where they make deci-sions in a collaborative culture of help and support; andwhere they are more fundamentally accountable as theyengage in dialogue, action, and assessment of their workwith other adults inside and outside their schools. A bibliog-raphy is included. (Author/JRS) ENC-013410

Central to school change is the ability of principals and teach-ers to transition from isolated schools to schools that offer arich, supportive environment for students and adults.Included are observations of practitioners involved in building

professional communities in their schools, commu-nities that demonstrate how teaching practices influ-ence values and how reflection helps clarify beliefs.This book concludes with eight new insights abouttransforming teaching and schooling, such as waysto protect and nurture hope, passion, and commit-ment in teachers. References are included.(Author/ JRS) ENC-015102

Ii' ICIIt'l:c

\quidmuo Thcir \vork

BEST COPY AVAILABLE

enYOCUS vol. 7, no. I55

CHANGING TEACHERS, CHANGING SCHOOLS: GENERAL

Creating and Sustaining the ConstructivistClassroom

Grades K-121998

Author: Bruce A. Marlowe and

Marilyn L Page

Ordering Information:Corwin Press, Inc.

2455 Teller Road

Thousand Oaks, CA 91320-2218

(805) 499-9774 / Fax: (800) 4172466

Email: order @corwinpress.com

http://www.convinpress.com/

$24.95 per book

Order # 81272

Intended as a practical guide to construc-tivism for both preservice and inserviceteachers, this book includes firsthandexperiences of practicing teachers in stu-dent-created learning classrooms. Thebook explores the foundations of con-structivism and practical issues related toits use in the classroom. Drawing fromtheir own experiences, authors Marloweand Page share their beliefs that while con-structivist propositions can seem simple,they are not easy for teachers to imple-ment. They address questions that concern

teachers: What does it means to have students construct their own knowl-edge? How is understanding different fromrecalling? and What does past experience have todo with learning?Teachers then ask: How can Ichange my classroom when the rest of the schoolstays the same? and How can I sustain a vision ifthe school board and community do not under-stand it? The book offers teacher support, includ-ing checklists, guidelines, practical tips, andmodels designed to help teachers implementconstructivist changes at any grade level.References and suggested readings are included.(Author/JRS) EN C-014898

. 0

School Reform Teaching Cases Series

Grades K-121998

Author: editors, Barbara Miller andIlene Kantrov

Ordering Information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custserv@heinemann.com

http://www.greenwood.com/

$18.50 per book

Visit htep://wrimanc.ore56

.

Jossey-Bass

Grades K-121990

Author: Roland S. Barth

.

Education Series

Ordering Information:Jossey-Bass, Inc., Publishers

350 Sansome St 5th floor

San Francisco, CA 94104

(415) 433-1740 / Fax: (800) 605-2665

Toll-free: (800) 956-7739

http://www.josseybass.com/

$19.00 per book

Based on his extensive personal experi-ence as a teacher, principal, and universityeducator, the author of this book believesthat America's schools are capable ofimproving themselves and that onlychanges from within are likely to bringlasting improvements. Barth focuses on theneed for communication, collegiality, andrisk-taking among adults in schools to cre-ate an atmosphere of learning. The bookdiscusses the crisis of self-confidenceamong teachers who may no longer

believe they are engaged in a vital cause, as well as problems in teacher-principal relationships. Also presented are ideas for creating schools thatfunction as communities of learners. Barth defines the role of the principalin creating a positive learning environment for the school community,including ideas for implementing change such assetting clear expectations and empowering teachers with responsibilities that break down isolation.The author concludes with his personal vision of agood school, in which a community of learnersenjoys a recommitment of adults to learning, timeto philosophize about the teaching process,respect for diversity, low anxiety, high standards,and a sense of humor. A reference list is included.(Author/ JRS) ENC-012398

These six case studies investigate different aspects ofschool reform and the process of change. Each case is setin a different location, such as the classroom, the school,or the district, with a distinct cast of characters that offersthe views of teachers, parents, and administrators. In asample case, All Aboard?, three teachers describe how theydeveloped effective strategies for work-ing with Limited English Proficiencystudents and how they faced the chal-lenge of engaging their principal andcolleagues. In other cases, teachers,administrators and parents face thecomplexity of creating school-basedcurriculum change; teachers in one dis-

ROI A NI) S. R. \ RTI I

trict encounter system-wide ripples resulting from theirchanges in their instructional practices; and educators andstate personnel experience the challenges of sustaininginnovation and extending work to new sites. Each casenarrative is accompanied by materials that include anintroduction describing the genesis of the case, its original

purpose, and any terms that may be unfamiliar tothe reader. Each set of materials concludes with afacilitator's guide that offers background informa-tion, major issues, and activities for guiding thecase discussion. (Author/ LCT) ENC-015154

61

Oops! What We Learn When Our Teaching Fails

Grade K and up1996

Author: coeditors, Brenda MillerPower and Ruth Shagoury Hubbard

Ordering Information:Stenhouse Publishers

PO Box 1929Columbus, OH 43216-1929

Fax: (614) 487-2272Toll-free: (800) 988-9812

$17.00 per book

Order # K-0027

Written for less-than-perfect classroomteachers, this collection of 47 storiesshares the experiences of veteran teacherscoping with the failure of a new method,philosophy, or activity. The book acknowl-edges gaps between theory and practice inelementary through college settings and ina variety of disciplines. Some of the fail-ures are embarrassing, such as when malehigh school students in grass skirts sur-prised the class with a dance illustratingtheir notions of a jungle tribe. In another

story, a chemistry teacher shares how she dealt with learning that studentsin all four of her sections had copied one per-son's homework. Other essays address issues ofrace, economics, under-supplied classrooms,and bureaucracy. Each essay begins with adescription of the classroom and students, theevents, and the author's analysis of the situa-tion. Some authors remain unresolved in termsof their learning from the experience, and oth-ers present insights that may be hard to face,such as the hurt feelings of colleagues or theconclusion that a particular activity seems towork in' any classroom but theirs. Biographicalinformation about the authors is also provided.(Author/LCT) ENC-015121

Charting School Change: Improving the Oddsfor Successful School Reform

Grades K-121998

Author: Barbara Stanford

Ordering Information:Corwin Press, Inc.

2455 Teller Road

Thousand Oaks, CA 91320-2218

(805) 499-9774 / Fax: (800) 4172466

Email: ordercorwinpress.comhttp://www.corwinpress.com/

$19.95 per book

Order ft 80066

In this book, readers will find a usableconceptual framework, or map, for under-standing the need for and the process ofschool change. This map is supported withbackground information from fields suchas educational research, systems theory,and conflict management. The book drawson the author's experiences in teachinghumanities and in her participation in a10-year experiment in school change. Sheincludes practical ideas for ways educatorscan create successful change and deal with

the forces that resist change. Part I explains theneed for a new conceptual framework, introducesthe basic concepts of self-organizing systems, andshows how these concepts help interpret commonphenomena in school reform. Part II is a practicalhandbook for applying the concepts of self-organiz-ing systems to specific dimensions of schoolchange. Each chapter looks at a specific part of thechange process from a self-organizing system per-spective and offers practical suggestions. Referencesare included. (Author/JRS) ENC-014901

BEST COPY AVAILABLE 62

0

. 0 0

ASCD Yearbook Series

Grades K-121997

Author: editor, Andy Hargreaves

Ordering Information:Association for Supervision and

Curriculum Development

1703 North Beauregard Street

Alexandria, VA 22311-1714

(703) 578-9600 / Fax: (703) 575-5400

Toll-free: (800) 933-2723

Email: memberascd.orghttp://www.ascd.org/

$19.95 per book (ASCD member price)

$23.95 non-member price

Order # 197000 tyranny of time? How can they set clear,measurable goals? And what about the

issues of assessment and accountability? In other chapters, the authorsexamine the role of collaboration among educators in school reforin, andthe place of emotion in educational change. (Author/LCT) ENC-011622

This yearbook is a collection of writingsabout positive change for school success.The editor and contributing authors seekto move the dialogue about change beyondthe technical aspects to three areas ofteaching, learning, and leadership that havereceived limited attention: the passion,purpose, and politics of change. Some ofthe questions addressed in this bookinclude: What role should parents, stu-dents, and the community play,in changeefforts? How can educators overcome the

. -

Grades K-121999

Author: developers, Susan Mundry

and Carol BershadPublisher: The Network, Inc.

Ordering Information:ST & C Associates

25 Hammond Road

Natick, MA 01760-1101

(508) 652-9954 / Fax: (978) 465-9365

$475.00 per game

Note: Add $10.00 S/H. Please make

checks or purchase orders payable to

The NETWORK, Inc.

I e . .

The board game and facilitator's guide inthis kit are designed to help educatorsunderstand and gain experience in plan-ning and leading organizational change ineducational systems. The game simulates aschool community whose members arelearning to use systems thinking to makepositive changes. The facilitator's guidedescribes systems thinking as a tool to helppeople identify problems, learn from bestpractices, and take steps to effect change.Game participants develop ideas and skillsassociated with working in groups to cre-

ate learning organizations. They also learn strategies, processes, and mod-els of organizational change. Teams develop strategies to accomplish specif-ic goals involved in change. The game has built-in obstacles that hinder theteams from accomplishing their goals easily. The facilitator's guide providesbackground information about the game,an explanation of the agenda ofthe events, and tips for effec-tive leadership (Author/JR)ENC-015480

'fcus .1. 7, n 0. I57

CHANGIN_G__TEACHERS,__CHANGIN_G__SCH_O_OLSLSCIENCEThis section is specifically dedicated to professional development resources for science educators. In it you will find mate-rials on ways in which students learn science, themes of science education reform, and practical advice on incorporatinginquiry-based sciencefor both teachers and studentsin the classroom.

Private Universe Teacher Workshops

Private Universe Teacher Workshop Series

Grades 1-121995

Author: series executive producer,Matthew H. Schneps

Ordering information:Annenberg/Corporation for Public

Broadcasting (CPB)

PO Box 2345South Burlington, VT 05407-2345

Fax: (802) 864-9846

Toll-free: (800) 965-7373

http://www.leamer.org/

$295.00 per series (10 videos + work-

shop guide)

$25.00 per workshop guide

$39.95 per videoNote: Specify title when ordering.

The nine sessions of this video workshop,edited versions of interactive teleconferencesbroadcast in the fall of 1994, examine cur-rent research on how students learn scienceand the implications of that research for theclassroom. All discussions are built aroundfootage of college graduates discussing theirideas and the question of how studentsassimilate scientific concepts. Each programis structured as an experiment that investi-gates how a student's ideas change or do notchange in response to a giventeaching strategy. Throughinterviews with highschool students and teach-ers and scenes of classroomactivities, the workshop

demonstrates how a student's preconceived notions and ideascan pose critical barriers to learning science. Each workshopexplores a particular educational theme by showing classroomexamples from a specific grade level and posing a broad question with-

in a specific science discipline. Also included in each workshop is classroomteaching that illustrates the science education issues being discussed, a pres-entation of current science education research, and studio and remote dis-cussions of the science education issues raised in the video clips. The specificscience concepts under exploration are explained and examples are given offeedback from previous workshops. Activities to be completed during the

workshop are also included. Workshop One,for example, asks: What causes the changingseasons?The program opens with a segmentin which new Harvard graduates, dressed incaps and gowns, discuss their theories forthe causes of the seasons. The Harvardgrads speak eloquently about their ideaswhich are, for the most part, erroneous.From there, viewers go to a ninth gradeastronomy class to see how teachers canelicit student ideas about the seasons. The

series is accompanied by a teacher's guidethat gives a synopsis of each program, a review

of the science model, and activities to be done prior to andduring the workshop. (Author/LCT) ENC-012564

Reforming Science Education: Social Perspectives and` Personal Reflections

Ways of Knowing in Science Series

Grade K and up1993

Author: Rodger W. Bybee

Ordering information:Teachers College Press

PO Box 20

Williston, VT 05495-0020

Fax: (802) 864-7626

Toll-free: (800) 575-6566

Email: tcp.orders @aidcvt.com

http//tc-press.tc.columbia.edu/

$19.95 per book

Order # 3260-5

The author of these essays develops severalmajor themes on reforming science educa-tion and the goals of science, including theneed for curriculum to reflect the accelerat-ing pace of scientific research and discovery.Other themes include the increasing irrele-vance of the traditional boundaries amongthe sciences and the signifi-cant changes to civilizationbrought about by scientificadvancement. The authordraws on his 15 years ofreforming science education

and points out that today's global economy, which is basedupon the production and use of science and technology, cre-ates the necessity of scientific and technological literacy forall citizens. The book is divided into four parts. Part I pro-

Visit http://www.enc.org/58

vides a historical perspective on the transformation of science education andthe changes in goals and curricula. This section identifies a multi-phasedreform strategy and recommends a social perspective that should influencethe transformation. Part II asks the question,What should the scientificallyand technologically literate person know, value, and do as a citizen? It alsodiscusses the science technology society (STS) theme of science educationand explores the connections between scientific literacy and STS. Part III

addresses the contemporary challenge of reform and the lack ofchange in various aspects_of science education. One chapter inthis section uses uses evolution as a metaphor for the process ofchange in teachers and teaching, while the second:chapteraddresses the failure of science educators to adequately respondto the current global crisis. The final essay in this section pres-ents a critical analysis of STS. Part IV discusses the role of lead-ership and responsibility for bringing about reform in,scienceeducation. Bibliographic references are included. (Author/LCT)ENC-013576

63BEST COPY AVAILABLE

o -

Grades K-81997

Author: Harvard Smithsonian Centerfor Astrophysics

Ordering Information:Annenberg/Corporation for Public

Broadcasting (CPB)

PO Box 2345

South Burlington, VT 05407-2345

Fax: (802) 864-9846Toll-free: (800) 965-7373

http://www.leamer.org/

$325.00 per series

$199.00 per elementary package(tapes 1, 2, and 3 + facilitator's guide)

$199.00 per middle school package

(tapes 4, 5, and 6 + facilitator's guide)

$20.00 per facilitator's guide

The Harvard Smithsonian Center for Astrophysics createdthis series of professional development videos to addressissues in science education reformthat concern K-8 science teachers.Each of the six videos contains casestudies featuring interactionsbetween teacher and students toillustrate how that teacher approach-es a problem. The teachers werechosen for the case studies becausethey are in the process of examiningtheir teaching methods and are rep-resentative of teachers everywhere.The videos show the teachers con-ferring with a project advisor orstrategist to develop plans that bet-ter implement reform ideas. Someof the issues discussed in the videosinclude dealing with diversity, increasing stu-

-

PBS Scienceline: K-5 Professional Development Series

Grades K-51998

Author: producer, Bob Moms

Ordering Information:Public Broadcasting Service

1320 Braddock Place

Alexandria, VA 22314-1698

(703) 739-5071 / Fax: (703) 739-7513

Toll-free: (800) 645-4727

Email: shopeducation@pbs.org

http://www.pbs.org/

$199.00 per set (6 videos + 1

teacher's guide)

Order # ESSP100-WEBSL

Note: Order under the title

Scienceline. This is one of 6 videos in

the set.

In this video, two classroom teachers areshown modeling specific aspects of stan-dards-based instruction. The tape is part ofa series designed to provide teachers witha forum in which they can get examplesand ideas about implementing theNational Science Education Standards. Thefirst half-hour segment on this tape showshow a teacher uses guided inquiry to helpstudents construct their knowledge andincrease their joy in learning. The teacheruses demonstrations, hands-on activities,and the Internet to help her third andfourth grade students study sound.Thestudents build different apparati to amplifysound, and they make connections

between science and music when they investigate the construction charac-teristics of different instruments. The second segment highlights how ateacher uses outside community resources and interactions with scientificexperts via email to supplement an investigation intomystery substances in a geology unit. The teacherleads discussion on topics such as time factors, educa-tional benefits, and teamwork. The Scienceline website priovides a place where teachers can discuss thetopics covered in the videos with other teachers.(Author/ JSR) EN C-015132

BEST COPY AVAILABLE

dents' roles in their learning, and assessment. In one section,a pair of teachers used techniques they had learned to inte-

grate math and science into cross-curricular teach-ing. New ideas that they tried were part of a familyscience day. The facilitator's guide contains tablesthat provide an overview of the series and models

to help plan workshops. The guide also con-tains descriptions of the lessons theteachers used on the video and relatedquestions for the viewers to answer.For example, workshop participantsare asked to list the strengths andweaknesses of a geology activity andthe problems that might occur whenthe teacher uses group presentationsto assess individual student learning.Examples of teachers' handouts andstudent work are included.

(Author/JSR) ENC-015104

Young People's Images of Science

Grades 4-111996

Author: Rosalind Driver, John Leach,

Robin Millar, and Phil Scott

Ordering Information:Taylor & Francis

47 Runway Road, Suite G

Levittown, PA 9057-4700

Fax: (215) 269-0363

Toll-free: (800) 821-8312

Email: bkorders@tandfpa.com

$28.95 per book (softcover)

This book describes the results of a majorstudy of students' understanding of thenature of science. The authors argue thatan understanding of science goes beyondlearning the facts, laws, and theories ofscience; rather, it involves understandingthe nature of scientific knowledge and therelationships between science and society.The study examines the ideas studentsform about science as a result of theirexperience in and out of school. It alsoexplores how science teaching might

develop a more scientifically literate society, and how students understanddisputes about scientific issues. The results indicate that school science haslimited success in promoting these understandings. The book concludeswith a discussion of how the school sciencecurriculum could be adapted to betterequip students as future citizens in a scien-tific and technological society.(Author/LCT) ENC-011670

64

YOUNG PEOPLE'S

IMAGES OF SCIENCE

10 Dre:_r. Jrth '

RoD11 M,9ar as 1'1111 Scott

enfOCUS vol. 7, n o. 159

CHANGING TEACHERS, CHANGING SCHOOLS: SCIENCE

They Don't Tell the Truth About the Wind:Hands-on Explorations in K to 3 Science

Grades K-31996

Author: Marilyn Fleet, Tim Hardy,Karen Baron, and Cliff Malcolm

Ordering information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custsery @heinemann.com

http://www.greenwood.com/

$22.00 per book

Designed to make a child's first attempt atscientific exploration both rewarding andrelevant, this book provides teachers withhands-on explorations in science for K-3students. The units in this book describeclassroom techniques for discovering whatideas, experiences, and questions childrenalready have about scientific concepts, andthen to build from there. These units aredesigned to help children make sense oftheir experiences, create meaning, andtake effective action in their world. Thebook includes ways to use stories, chil-dren's questions, and everyday situationsas avenues for exploring scientific con-

cepts. Teachers will also find a range of strate-gies for teaching, learning, and classroommanagement, as well as examples of studentwork. Activities include using kitchen materi-als to teach science; studying the cycles of lifeusing tadpoles, frogs, and other life cycles;and studying heat and energy using vegeta-bles. (Author/CCM) ENC-007281

00 8

Sense Making in Science Video Series

Grades K-61998

Author: editors, Ann S. Rosebery andBeth Warren

Ordering information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custsery @heinemann.com

http://www.greenwood.com/

$21.00 per book (paperback)

Order # 000336-ENC1

s.

Grades K-61998

Author: Jody S. Hall

Ordering information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custsery @heinemann.com

http://www.greenwood.com/

$17.00 per book

Order # 00045-ENC

In this book, teachers will find a practicalguide to structuring the inquiry scienceprocess that includes in-depth case studiesand strategies for guiding students' inquirywithout discouraging their excitement andcuriosity. One chapter, Seven Steps forOrganizing Wonder, explains a model forusing exploration and investigation in theinquiry process. First, teachers identifykey ideas and experiences on a topic,search for activities with potential forinvestigation, and introduce a series of ini-tial explorations. The process continueswith the transformation of the students'ideas into questions for investigation, an

analysis of the problem for fair-test potential,and, finally, student implementation and inter-pretation of their investigations. Subsequentchapters describe the use of this process toinvestigate waves, bouncing balls, and light.The book concludes with the thought that timeis needed to teach effectively with the inquiryscience model, but that it should be seen astime well spent. References are included.(Author/JRS) ENC-013621

0

This collection of essays describes the experiences of agroup of elementary teachers as they collaborated with edu-cational researchers to conduct their own scientific investiga-tions and to explore their students' scientific learning in theclassroom. The teachers actively engaged in constructingtheir own knowledge in science and reflecting on how theymight create similar experiences for their students. Theessays in this book describe some of theimportant discoveries the teachers madedoing science for themselves and the pro-found effect this kind of experience hadon their teaching practice. In one sampleessay, Exploring Rust, Talking Science, agrade 4 teacher describes how she cameto understand the importance of having

Visit httpd/www.enc.orgl60

BEST COPY AVAILABLE

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her students talk about scientific ideas. The students' talksabout science helped them learn science and helped theteacher better understand student thinking. The class studyof rust began with a discussion to find out what the studentsknew about rust from previous experiences. The studentsthen used their knowledge to create a list of variables and tobuild and test theories about the origins of rust. This inves-

tigative approach helped the class understand theprocesses and skills that scientists use when theyattempt to solve complex problems. The model ofprofessional development in this book placesteachers' own questions, theories, and analyses atits core, so as to illustrate how the practice of sci-entific inquiry can be used as a tool for profes-sional growth. (Author/IRS) ENC-013620

65

0

Grades K-61997

Author: Phyllis Whitin and David J.

Whitin

Ordering Information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custsery @heinemann.com

http://www.greenwood.com/

$21.00 per book

Grades K-81999

Author: editors, Terrie L. Kielbom and

Penny J. Gilmer

Ordering Information:South Eastern Regional Vision for

Education (SERVE)

1203 Governors Square Boulevard

Suite 400

Tallahassee, FL 32301

(850) 671-6033 / Fax: (850) 671-6010

Toll-free: (800) 352-6001

http://www.serve.org/

FREE

Teachers can read about this year-long study of inquirylearning in which a fourth grade class observed and record-ed the daily activities of birds. In the introduction, theauthors present their model for an inquiry cycle of observ-ing, questioning, theorizing, and more observing. The firstchapter describes how they decided thatwatching the birds would enable students toengage in first-hand scientific investigationand writing. Chapter two documents howthe children became critical readers ofresources such as field guides, general refer-ence books, and letters from relatives. Thestudents used these resources to raise ques-tions, make personal connections, and con-struct theories. Chapter three examines theimportance of exploratory conversations insupporting inquiry, describing how the

o a

In this monograph, seven K-8 teachersdescribe their participation in a doctoralcohort group in science education, dur-ing which they each engaged in a differ-ent real-world scientific research project.The goal was to immerse teachers in sci-entific research so that they could experi-ence inquiry in science and become partof the discourse of science through con-textual learning experiences. The teach-ers chose environmental research proj-ects that were relevant to their lives andthose of their students. Sample topics

include the olfactory structures of crustaceans, the development of amethod to determine the cause of fishmortality by an algal toxin, and chartingand observing the migration of birds. Intheir narratives, the teachers share theirstories of working with scientists, workingwith each other, and using their experi-ences to change their classroom practice.(Author / LCT) EN C-015191

BEST COPY AVAILABLE

teacher and the students came to appreciate the benefits ofgenerating multiple theories about their observations andreadings. In chapter four, the authors reveal how they man-aged to focus student attention on a particular topic. Thefifth chapter discuses the importance of collaborative learn-

ing communities in supporting scientificinquiry. In the concluding chapter, the authorsreflect on how the study changed their visionsof the nature of science and inquiry. The book isillustrated with black and white photographs,line drawings, and samples of student work.The appendices contain samples of self-evalua-tion worksheets, a project proposal form, andother handouts and rubrics. Bibliographic ref-erences are also provided. (Author/LCT)ENC -015147

.

Science of Teaching Science Series

Grades K-81997

Author: director, Kevin Lesniewicz

Ordering Information:Annenberg/Corporation for Public

Broadcasting (CPB)

PO Box 2345

South Burlington, VT 05407-2345

Fax: (802) 864-9846

Toll-free: (800) 965-7373

http://www.leamer.org/

$199.00 per complete series (8 tapes

+ guide)

$24.95 per video

Hosted by Terez Waldock and contentspecialist Dr. Kathleen Fisher, this videoinvestigates methods that can be used in ascience classroom to set the stage for stu-dents to learn both scientific content andprocesses. The tape is part of the Scienceof Teaching Science series, designed toprovide professional development sugges-tions, and discussions with practicingteachers and content experts about sci-ence and math teaching. The series wasoriginally broadcast as a live, interactiveprogram on the Annenberg/CPBChannel. In this particular video, a panel

of K-8 teachers investigates methods that can be used in a science class-room to facilitate student learning. Two teachers are highlighted to illus-trate their methods of engaging students in scientific inquiry. Methodsthat they think are important are treating the students with respect, giv-ing them multiple ways to express themselves, and having them generatetheir own questions. The students respond to the respectful treatment bybehaving more responsibly and participating more fully in the activities.In the process of generating their own questions, students developincreased motivation and curiosity about their topics. In one classroom,for example, students learn about their five senses by experiencing sensa-tions in many different situations. They are asked to write down theirideas, discuss them in groups, refine them using both fiction and nonfic-tion texts, and define a specific question about the five senses to use forfurther individual study. It is stressed that students need enough time toadequately study the topics and to satisfy their natural curiosity. The videosuggests that these methods will engage students in the scientific processand help them remember the content. (Author/JSR) ENC-013827

66 encfOCUS voi. 7, no. I --.--"k`Na61 1

CHANGING TEACHERS, CHANGING SCHOOLS: SCIENCE

Preparing to Teach Science

Science of Teaching Science Series

Grades K-8

1997

Author: director, Kevin Lesniewicz

Ordering Information:Annenberg/Corporation for Public

Broadcasting (CPB)

PO Box 2345

South Budington, VT 05407-2345

Fax: (802) 864-9846

Toll-free: (800) 965-7373

http://www.leamer.org/

$24.95 per video

$199.00 per series (8 tapes + guide)

From the same series described on the preceding page, thisvideo is designed to help elementary teachers with little orno science background prepare toteach new topics with confidence.The first segment, excerptedfrom Audrey Sturgis' middleschool science class, shows howshe uses a variety of skills andstrategies to teach a science topicwhen she is lacking contentknowledge. This segment endswith a panel discussion that exam-

4

ines Audrey's strategies. The second segment focuses on thediscussion about the balance between scientific content and

scientific process. The video ends with sugges-tions about preparing to teach a science topic andlocating related resources or new curriculummaterials. The content guide presents an assign-ment to do in preparation for the next workshop

in the series. It also includes information aboutthe featured teachers and their classrooms,

a list of the guest teachers, and questionsfor thought that are to be answered in a

journal. (Author/YK/JSR) ENC-013825

CHANGING TEACHERS, CHANGING SCHOOLS: MATHEMATICSThis section focuses on professional development resources for mathematics educators. You will find a selection ofvideos, essay collections, and other books on topics such as Cognitively Guided Instruction (CGI), problem-centered learn-ing, and practitioner-based inquiry. Read how other teachers have struggled with and learned from the challenge ofgetting their students to think and engage actively in mathematical learning.

Reconstructing Mathematics Education: Stories of Teachers IVIeeting

Grades K-121993

Author: Deborah Schiffer, Catherine

Twomey Fosnot

Ordering Information:Teachers College Press

PO Box 20

Williston, VT 05495-0020

Fax: (802) 864-7626

Toll-free: (800) 575-6566

Email: tcp.orders @aidcvt.com

http://tc-press.tc.columbia.edut

$18.95 per book (softcover)

Visit hetp://www.enc.org/62

Participants in the Summer Math for Teachers program atMount Holyoke College wrote these narrative case studiesof teachers who, guided by evolving constructivist under-standings of mathematics learning, work to bring this viewinto their daily practice. Their stories detail the process ofindividual teacher change and offerglimpses of what is possible with the newmathematics pedagogy. In samplevignettes, descriptions are given of sec-ond grade students who hypothesizeabout odd and even numbers, thirdgraders who demonstrate the commuta-tivity of multiplication, and sixth graders

who puzzle over the mysteries of fractions.Excerpts from teacher journals discuss the

teacher's intentions in designing the activity, the instructionaldecisions she makes as the children engage in it, and herreflections afterward.The journal entries also offer opportu-nities to understand the demands of change, such as the per-sonal resources required, the time needed, and the complex-

ity of inventing new teaching practices. The teacherdevelopment program described in this book has athreefold commitment: helping teachers constructan understanding of the learning process, offeringteachers opportunities for new and deeper under-standing of the mathematics they teach, and sup-porting teachers as they develop a classroom prac-tice guided by these understandings. References areincluded. (Author/JRS) ENC-013448

.

,441,6g*.

BEST COPY AVAILABLE

Mathematics Teaching Cases Series

Grades 1-121994

Author: editors, Came Barnett,Donna Goldenstein, Babette Jackson

Ordering information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custserv@heinemann.com

httpwww.greenwood.com/$23.00 per casebook$25.00 per facilitator's guide

Standards: NCTM Curriculum andEvaluation Standards (1989); NCTM

Professional Standards (1991)

Written by and for teachers of grades 4--8, this collection of mathematics teachingcases is intended to encourage improve-ment of curriculum and instruction spe-cific to fractions, decimals, ratios, andpercents. These short cases are designedto stimulate discussion and collaborativereflection. Each case describes the eventsthat created a problem, the classroomcontext, and the teacher's attempts toresolve the problem. The accompanyingfacilitator's discussion guide contains sug-gestions for structuring a teacher studygroup, as well as questions and issuesraised by each case. For example, in HowCan 100% of Something Be Just OneThing?, a grade 5 teacher addresses theimportance of figuring out per-centages and of

conceptual understanding. She recog-nizes that her students needadditional experiences with theconcept of 100% but is unsure asto how to proceed. Issues raisedin the discussion guide include thedifferences between conceptualunderstanding and procedural knowl-edge and the colloquial use of one hun-dred percent. Each case is followed by alist of suggested readings.(Author/CMS) ENC-009003

oot!!FRAor,o4s.

......°sc,4 ..

5,00

Algebra: It Begins in Kinderga,,

Mathematics: What's the Big Idea? Series

Grades K-8 The seventh video in the Mathematics:1997 What's the Big Idea? Series, exploresAuthor: director, Lisa Friedman algebra as being more than meaningless

abstraction or symbolic manipulation.Fundamental algebraic activities, such asusing variables and exploring multiplerepresentations, are described in waysthat can be developed in the primary andintermediate grades. The series compriseseight programs in a workshop formatdesigned to help teachers learn mathe-matics in new and exciting ways. It sug-gests how to teach mathematics in these

Evaluation Standards (1989) ways and shows classrooms that arechanging, so that viewers can learn fromobserving the teachers in these class-

rooms. The videos include guest teachers engaging in group discussionand activities, questions for the viewer to discuss, and suggested class-room activities for students. In this video, classroom clips show primarystudents creating pictorial representations for simple equations. In anoth-er segment, intermediate grade students investigate surface area and vol-ume using Cuisenaire rods. Guest teachers discuss ways to approach alge-

bra as the study of relationships that can be represented in multipleforms: pictorial, verbal, tabular, and symbolic. A series guide contains

outlines of the themes, activities, and supplies needed for active partici-pation in the video workshop. Each workshop is correlated with specificNCTM standards (1989). (Author/JRS) ENC-014-209

Ordering Information:Annenberg/Corporation for Public

Broadcasting (CPB)

PO Box 2345

South Burlington, VT 05407-2345

Fax: (802) 864-9846

Toll-free: (800) 965-7373

httpi/www.leamer.org/$24.95 per video

$199.00 per series (8 tapes + guide)

Standards: NCTM Curriculum and

Children's Mathematics: Cognitively Quided'Instruc

Grades K-21999

Author: Thomas P. Carpenter,

Elizabeth Fennema, Megan Loef

Franke, Linda Levi, Susan B. Empson

Ordering Information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custserv@heinemann.com

http://www.greenwood.com/

$23.00 per book (with accompanying

CD-ROMs)

Contact vendor for equipment specifi-

cations.

This research-based book portrays the development of chil-dren's understanding of basic number concepts and illus-trates how Cognitively Guided Instruction (CGI) buildsupon children's early mathematical thinking. The theory ofCGI posits that children enter school with a great deal ofinformal mathematics knowledge. Without direct instruc-tion on specific number facts, algorithms, or procedures,children can construct viable solutions to a variety of prob-lems. The basic number operations can bedefined in terms of these intuitive problem-solving processes; symbolic procedures canthen be developed as extensions of theprocesses. In the CGI classroom, childrencome to rely on number facts, but thelearning of these facts is more than a roteskill. It is built upon an understanding ofnumber relations and is supported by a

BEST COPY AVAILABLE '68

foundation of number sense developed through using model-ing and counting strategies. This book presents classificationschemes for describing important differences among additionand subtraction problems and multiplication and divisionproblems. There are explanations and examples of problemsolving and computational processes most children use astheir numerical thinking develops. Discussion also covers thedevelopment of base-ten number concepts and multidigit

algorithms, along. with ways CGI can be usedin the classroom. Two CDs provide short videosegments showing students and teachers imple-menting the teaching and learning strategiesdescribed in the text. The appendix describesthe research basis for CGI. (Author/JRS)ENC-015133

encfOCUS vol. 7, no. I163

CHANGING TEACHERS, CHANGING SCHOOLS: MATHEMATICS

Making Change in Mathematics EducatLearning from the Field

Grades K-121998

Author: editors, Joan Ferrini-Mundy,Karen Graham, Loren Johnson,

Geoffrey Mills

Ordering information:National Council of Teachers of

Mathematics, Inc.

1906 Association Drive Drawer A

Reston, VA 20191-1593

(703) 620-9840 / Fax: (703) 476-2970

Toll-free: (800) 235-7566

Email: orders@nctm.org

httpi/www.nctm.org/$9.56 per book (NCTM member price)

$11.95 non-member price

Standards: NCTM Curriculum andEvaluation Standards (1989); NCTM

Professional Standards (1991); NCTM

Assessment Standards (1995)

Teachers, curriculum developers, com-munity members, administrators, andpolicy makers can use this book as a toolin the implementation of the NCTM stan-dards (1989). Each chapter addressesquestions that surface for practitionersseeking to change and improve mathe-matics education. The book draws heavilyon material gathered for the Recognizingand Recording Reform in MathematicsEducation project (R-cubed) initiated in1992 by NCTM.The R-cubed database,case studies, and scenarios are used toillustrate the issues described in thisbook. One chap-ter explores themeanings ofimplementationof the standards

at the state framework level, at the district guidelevel, and in the classroom. Another chapterlooks at the variety of approaches to professionaldevelopment, funding, and choosing curriculummaterials used to initiate and sustain mathematicsreform efforts. The book includes references andbackground descriptions of the schoolsresearched for the R-cubed project.(Author/ JRS) ENC-015134

Mathematics in the Middle

Grades 5-81998

Author: editor, Larry Leutzinger

Ordering Information:National Council of Teachers of

Mathematics, Inc.

1906 Association Drive Drawer A

Reston, VA 20191-1593

(703) 620-9840 / Fax: (703) 476-2970

Toll-free: (800) 235-7566

Email: orders@nctm.org

http://www.nctm.org/

$22.00 per book (NCTM member price)

$27.50 non-member price

Order # 682

Standards: NCTM Curriculum andEvaluation Standards (1989)

The articles in this book reflect the expe-riences of grade 6-9 teachers as they tryto bridge the gap between elementaryschool and high school for students.Included are ways to facilitate studentlearning in thinking hypothetically, grasp-ing cause and effect, and thinking moreexpansively. The book also explores theeffect of the NCTM standards (1989) onthe reality of middle school mathematics.Part One describes some important issuesfor middle grade students, schools, andprograms, such as student-centered ver-sus content-centered classrooms. PartTwo presents descriptions of five stan-dards-basedmiddle grades

curricula. This part closes with an article thattraces one teacher's journey in search of a cur-riculum that captivates her students. Part Threepresents projects, activities, and programs thatare actively implementing some of the NCTM'srecommendations for middle school classrooms.Each article concludes with a list of references.(Author/JRS) ENC-014739

Learning Through Problems: Number Sense and Computational Strategies. A ResOiike,

Grades 1-3

1999

Author: Paul R. Trafton andDiane Thiessen

Ordering information:Greenwood Publishing/1-leinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

Telephone: (603) 431-7894 / Fax:

(800) 203-1502

Toll-free: (800) 225-5800

Email: custserv@heinemann.com

http://www.greenwood.com/

$14.00 per book

Visit http://www.enc.orgi

64

Problem-centered learning is an approach to mathematicsinstruction that honors children's thinking and sense-mak-ing ability. The approach weaves elementary mathematicstopicsincluding addition, subtraction, place value, andproblem solvinginto a variety of contexts that allow forgenuine mathematical exploration. The first part of thisbook demonstrates this approach through classroom activi-ties and outcomes from a specific story, the Pizza ProblemStory. Students are asked to use problem-solving skills tofind how many eight-slice pizzasare needed for a class party dur-ing which each person eats twoslices. Descriptions of the activi-ties include pictures of studentpresentations and oral and

recorded examples of studentwork. The Pizza Problem Storyillustrates what the authors call

Prima y

the four characteristics of a good problem: challengingnature, accessibility for all students, existence of a variety ofsolution strategies, and worthwhile mathematical ideas. Thenext section of the book addresses planning, implementation,and instructional issues related to problem-centered learning.Classroom examples show how number sense and computa-tion skills can both be learned within a problem-centeredframework. Additional sections contain information aboutthe development of children's mathematical thinking, teacher

reflections on classroom experienceswith problem-centered learning, andideas for assessing student learning.References include articles andreports offering the theoretical foun-dation of problem-based learning aswell as curriculum resources andchildren's literature suggestions.(Author/JRS) ENC-014532

69 BEST COPY AVAILABLE

Teaching Math: A Video Library, K to 4

Teaching Math Series

Grades K-41995

Author: WGBH Educational

Foundation

Ordering Information:Annenberg/Corporation for Public

Broadcasting (CPB)

PO Box 2345

South Burlington, VT 05407-2345

Fax: (802) 864-9846

Toll-free: (800) 965-7373

http://www.leamer.org/

$375.00 per video library (24 tapes, 1

guidebook)

$25.00 per guidebook

Note: Additional ordering options

available.

Standards: NCTM Curriculum andEvaluation Standards (1989); NCTM

Professional Standards (1991)

This video library began when the Annenberg/CPB Mathand Science Project issued a call for visual examples ofdynamic classroom teaching that illustrates the curriculumcontent and process areas outlined in the NCTM standards(1989). The collection of 24 tapes includes an introductoryvideo; 18 tapes presenting real, unscripted lesson segments;four videos that focuson NCTM process stan-dards; and one videothat shows two teachersusing the standards inseveral lessons over oneyear. Viewers canobserve a wide range ofteacher-created lessonsfrom various curricula indiversified educationalsettings. Each video endswith analysis questionsintended to spark discus-

Teaching Math: A Video;'

Teaching Math Series

Grades 5 -81996

Author: WGBH Educational

Foundation

Ordering Information:Annenberg/Corporation for,Public

Broadcasting (CPB)

PO Box 2345

South Burlington, VT 05407-2345

Fax: (802) 864-9846

Toll-free: (800) 965-7373

http://www.leamer.org/

$125.00 per library (3 videos + guide-

book)

$17.00 per guidebook

Standards: NCTM Curriculum andEvaluation Standards (1989); NCTM

Professional Standards (1991)

Math

rar

TeACHING MATfl kiquestions

Nemo Librry, K.4 questions intended to spark discussion andG

. on/1"ITACHNG MATHk reflection. An analysis question asks what

Wet4 bCrl r-ITAMIGMA7H1 techniques the teacher used to encourage

sion and reflection. In one content area video, a Californiateacher conducts a small-group activity on circles withgrade 4 students. After reviewing some definitions, groupsof students find circular items around the room and recordthe their diameters and circumferences on a chart. Eachgroup selects one item to discuss with the entire class. Theteacher records measurements on the overhead projectorand helps students to determine the relationship betweencircumference and diameter. Each video ends with analysis

tb

A N. 'I .1

rrACHING MATH(*ACIING MATH

11APPQITF.ACHING MATH

l*FACHING MATH

; rfr.ACHNG MATH

VL .Mr1 TH, Content

9tcutdarde

Part of the series described above, thisvideo library is designed for use in pre-service and inservice workshops, by indi-vidual teachers, in parent-teacher associa-tion meetings, and by school administra-tors. The collection of three tapes containssix real, unscripted lessons focusing on dif-ferent content areas. Different lessonsinclude applications to real-life situations,technology use, and problems with morethan one correct solution. In one lesson,for example, a teacher from a San Diegomiddle school conducts a small-groupactivity in which groups of students calcu-late the volume and surface area of raftsmade up of different numbers of rods. Atthe end of class, a few groups make brief

presentations. After the lesson, oneanalysis question askshow to help studentslearn to generalizepatterns into formu-las. A guidebook ofindividual units isincluded with thelibrary. (Author/KFR)ENC-009489

OIONNII.0111111.111110

A

students to explore the relationship. Alsoincluded with the videos is a guidebook of

individual units to accompany each les-son. Each unit presents an overview ofthe lesson and an exploration activity forteacher workshops, as well as informa-tion on the classroom and a list of discus-sion ideas. (Author/KFR) ENC-009486

Teaching Math: A Video Li rar

Teaching Math Series

Grades 9-121996

Author: WGBH Educational

Foundation

Ordering Information:Annenberg/Corporation for Public

Broadcasting (CPB)

PO Box 2345

South Burlington, VT 05407-2345

Fax: (802) 864-9846

Toll-free: (800) 965-7373

http://www.leamer.org/

$250.00 per video library (10 videos

guidebook)

$25.00 per guidebook

Standards: NCTM Curriculum and

Evaluation Standards (1989); NCTM

Professional Standards (1991)

Part of the series described above, thiscollection of 10 videos includes an intro-ductory video, five tapes containingunscripted lessons, and four videos thatfocus on communication, reasoning, con-nections, and problem solving. In onecontent area video, a teacher from aBoston high school conducts a small-group activity with ninth graders. Groupsof students try to find a pattern that tellshow many blocks are needed to make dif-ferent-sized staircases. Each group usespaper squares to build several staircasemodels, records their data on a largepiece of paper, and writes down questionsthat they encounter. After the activity, oneanalysis question asks how the teacher'squestions encouraged reasoning. Selected

videos include interviews that give students' reactions to the classroomactivities. Also included is a guidebook compiled of individual units thatcontain a list of NCTM standards featured in the lesson, a summary ofthe video, and an exploration activity. (Author/KFR) ENC-009487

70 encf0CLIS voi. 7, no.

BEST COPY AVAILABLE 65

CHANGING TEACHERS, CHANGING SCHOOLS: MATHEMATICS

Thinking Through Mathematics: Fostering Inquir,

Thinking Series

Grades 9-121990

Author: Edward A. Silver, JeremyKilpatrick, Beth Schlesinger

Ordering information:The College BoardDepartment G6012345678

PO Box 1100

Two College WayForrester Center, WV 25438

Fax: (800) 525-5562Toll-free: (800) 323-7155

http://www.collegeboard.org

$14.95 per book

Note: Plus $4.00 S&H

Standards: NCTM Curriculum andEvaluation Standards (1989)

The Thinking Series was initiated by the College Board'sEducational EQuality Project, a 10-year effort to improvethe quality of secondary education and to ensure equalaccess to college for all students. The books address teachingall students how to become competentthinkers and how teachers are modifyingtheir practice to encourage students tothink. Each book draws on both cognitiveresearch and actual classroom practice.Using a problem-solving approach, theauthors of this book propose ways thatteachers can connect thinking and mathe-matics. Beginning with an explanation ofthe changing perspectives on learning anddoing mathematics, the book explores howthese perspectives can be incorporated intothe teaching of secondary mathematics. The

What's Happening in Math ClaSs.Volumes 1 and 2

Series on School Reform

Grades 1-121996Author: editor, Deborah Schifter

Ordering information:Teachers College Press

PO Box 20

Williston, VT 05495-0020

Fax: (802) 864-7626

Toll-free: (800)575-6566

Email: tcp.orders@aidcvt.com

http://tc-press.tc.columbia.edu/$18.95 per volume

Order if 3481-0 for vol. 1,

Order # 3483-7 for vol. 2

Standards: NCTM Curriculum andEvaluation Standards (1989); NCTM

Professional Standards (1991)

authors use examples of problems or tasks to stimulateteachers io find, construct, and invent their own activitiesand problem situations. Example problems in the book aredrawn from newspapers, everyday experience, and text-

books. Vignettes of actual teachers' experiences illus-trate how teachers have modified their practice toincorporate thinking activities. Considerable emphasisis placed on changing the nature of discourse in theclassroom, including providing students with opportu-nities and encouragement to make conjectures and toreflect upon, refine, discuss, and amend their conjec-tures. (Author/GMM) ENC-007428

Written by teacher educators and teach-ers, this two-volume collection of essaysis intended for use by preservice andinservice teacher groups interested inpractitioner-based inquiry. Participants inthe Mathematics Process Writing Project(MPWP), conducted by SummerMath forTeachers, produced detailed, reflectivefirst-person narratives exploring theirown classroom processes, instructionalgoals, and decision making, as well astheir own changing professional identitiesin light of constructivist reform efforts.Each chapter comprises two to threeteacher narratives, followed by an essayby a teacher educator addressing some ofthe broader issues in mathematics educa-

tion that are embedded in the narratives. For example, some issuesaddressed in the narratives are the implications of using constructivism,concerns about mathematics content, and strategies for preparingstudents for a new classroom culture. Volume 1,Envisioning New Practices Through Teacher Narratives,

addresses grade-specific mathematical content andissues that classroom teachers are likely to face as theyengage in the new mathematics pedagogy. Volume 2,Reconstructing Professional Identities, contains essays thatexplore pedagogical issues such as redefining responsibili-ties for student learning and monitoring student progress(Author/CMS) ENC-009073

Living and Learning MathematicStrategies for SuppOrtibg ,Mathematical

Grade 11990

Author: David J. Whitin, Heidi Mills,Timothy O'Keefe

Ordering Information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custserv@heinemann.com

http://www.greenwood.com/

$19.00 per book

The stories and strategies in this bookdocument how mathematical literacy, orthe ability to think in mathematics, wasdeveloped in a first-grade classroom. Theauthors use pictures and samples of stu-dent work to illustrate the mathematicalactivities of this class of 20 students.Students are shown devising strategies forproblem solving and thinking mathemati-cally as they use numbers in meaningfulways. The children create stories, discussstrategies, and assemble their ownnumerical information as they measureplants, classify dinosaurs, and count newand missing teeth. This book is organized

around significant issues that include how literature fits into the mathe-matics classroom and how to make graphs meaningful. Children's inter-ests, questions, and observations are used by the teacher to guide themathematical discovery process and to shape the curriculum. The result-ing curriculum invites children to use mathematics and language as tools

for learning in an environment supportive of mathematical liter-acy. References are included. (Author/JRS) ENC-015101

Visit httpdiwww.enc.orgl66

71BEST COPY AVAILABLE

: -

Grades K-51995

Author: Jan Mokros, Susan JoRussell, Karen Economopoulos

Ordering Information:Cuisenaire Dale Seymour Publications

10 Bank Street

PO Box 5026

White Plains, NY 10602-5026

Fax: (914) 328-5487

Toll-free: (800) 872-1100

http://www.cuisenaire-dsp.com/

$13.95 per book

Order # EN501-21259

Standards: NCTM Curriculum andEvaluation Standards (1989); NCTM

Professional Standards (1991)

0 0

This book discusses why the NCTM, inits Professional Standards for TeachingMathematics (1991), called for a shift inmathematics teaching. The book describesand illustrates how that shift is reflectedin curriculum materials, in assessment,and in the everyday workings of the math-ematics classroom. Beginning with aninquiry into why change is needed, thebook offers a philosophical frameworklinking the NCTM goals to what actuallyhappens in classrooms. For example, theauthors note that emphasizing problemsolving and reasoning requires focusingon getting students to think, explain, jus-tify, and demonstrate. After examiningthe role of curriculum and considering

how it should be redefined as a tool for both teacherand student learning, the book presents a glimpse ofhow young students look and sound when they arethinking and reasoning mathematically. Remainingchapters address questions teachers commonly askabout mathematics reform, describe approaches toassessing mathematical understanding, and discussissues teachers face in creating a school climate inwhich students are active mathematical learners.(Author/LDR) ENC-004715

Putting It Together:Middle School Math in Transition

Grades 5-81994

Author: Gary Tsuruda

Ordering Information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007

(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custserv@heinemann.com

http://www.greenwood.com/

$18.00 per book

Order # 08355

Standards: NCTM Curriculum and

Evaluation Standards (1989)

- I -

Grades K-121994

Author: Lew Romagnano

Ordering information:Greenwood Publishing/Heinemann

Educational Books Inc.

88 Post Road West

PO Box 5007

Westport, CT 06881-5007(603) 431-7894 / Fax: (800) 203-1502

Toll-free: (800) 225-5800

Email: custserv@heinemann.com

http://www.greenwood.com/

$23.00 per book

Order # 08342

Standards: NCTM Curriculum andEvaluation Standards (1989)

In the research project described in thisbook, a researcher and a classroomteacher openly and regularly examinedtheir teaching strategies with two generalmathematics classes of mixed-grade, at-risk students. The teacher, certified toteach secondary science, was struggling tomake the math classes interesting whileensuring that students mastered the basicskills. The researcher offered to plan theclasses and teach the material first, withthe teacher observing and then teachingthe other class the next day. What theresearcher wanted to change was whatand howmaterial was being taught,while learningabout issues math-

ematics teachers confront when making instruc-tional changes. The initial chapters provide a liter-ature review on teacher change and a researchframework, while the remaining chapters eachbegin with a vignette depicting the everyday class-room interactions that led to changes in instruc-tional practice. (Author/LDR) ENC-007750

The author of this book on implementingreform in the classroom is a middleschool mathematics teacher who beginsby discussing how his personal beliefsabout learning have changed significantlyover the years. He describes the bits ofevidence that gradually made it apparentto him that traditional methods were notworking. He then details how he began tobring new techniques into his middleschool mathematics classroom. The bookincludes sections on essays, journals, andother forms of writing in the math class-room; assess-ment alterna-tives, such asportfolios;

problem solving and problems of the day; andgrouping practices. It is designed to help teach-ers who are trying to meet the objectives ofthe NCTM standards (1989). (Author/KFR)EN C-007761

Empowering Students by Promoting Activein Mathematics: Teachers Speak to Teac

Grades K-121994

Author: editor, Dorothy Buerk

Ordering Information:National Council of Teachers of

Mathematics, Inc.

1906 Association Drive Drawer A

Reston, VA 20191-1593

Telephone: (703) 620-9840 / Fax:

(703) 476-2970

Toll-free: (800) 2357566

Email: orders @nctm.org

http://www.nctm.org/

$6.00 per book

Order # 553E1

Note: 20% discount for NCTM mem-

bers

In this publication, five full-time mathe-matics teachers detail their successfulefforts to empower their students mathe-matically and to implement the standardsoutlined in NCTM's standards (1989).Each chapter is written by a differentteacher, each of whom describes experi-ences and strategies for transforming stu-dents' conceptions of mathematics. Thechapters offeranecdotes,advice, and sug-gestions forimplementingactive learningpractices such as

cooperative learning and student writing.(Author/KFR) ENC-007840

EST COPY AVAILABLE

72 er7OCLIS voi. 7, no.67 1

ONLINE PROFESSIONAL DEVELOPMENTThe online resources in this section include web sites where teachers can communicate with others about the changeprocess, resources where teachers can find opportunities to support their professionaldevelopment, and information onthe reform effort in both mathematics and science.

The Millennium Project, from Debate toUnderstanding: The Evolving Role ofTechnology in Learning

http://miliennium.aed.org/

Grades K-12Author: National DemonstrationLaboratory for Interactive Information

Technologies

Maintained by the Academy forEducational Development's (AED)National Demonstration Laboratory, thisweb site provides a sustained forum inwhich informed participants can discuss,

respond to, debate, and synthesize a wide range of opinions, research, andexpertise about educational technology issues. Every three months, AEDstaff select five topics that can accommodate a wide range of opinions andexperiences. Nationally recognized experts offer brief introductory opin-ions on the topics, and the international community then discusses anddebates them for three months. After that, the discussions are archived,where they can be continued:The site also provides biographical informa-tion about the expert panel, an online library, and regular surveys andcontests. Current topics include Technology and Teacher ProfessionalDevelopment, Technology Efficacy, Distance Learning in HigherEducation, Technology and Educational Reform, and Technology as aCognitive Tool. Winner, ENC Digital Dozen, September 1998.(Author/LCT) ENC-012958

. 0

http://www.wcom.com/marcopolo/training/index.shtml

Grades K-12Author: MCI WorldCom, AmericanAssociation for the Advancement of

Science, National Council on

Economic Education, National Council

of Teachers of Mathematics, National

Endowment for the

Humanities/Council of the Great City

Schools, and National Geographic

Society

Visit http:11www.enc.orgl68

.-

http://commtechlab.msu.edu/sites/letsnet/

Grades K-12Author: Michigan State UniversityCollege of Education and Michigan

State University Communication

Technology Laboratory

This web site, maintained by MichiganState University College of Education, isdedicated to helping K-12 teachers expe-rience the value of the World Wide Webin the classroom by providing examples ofhow real teachers are using the web in

everyday activities. Organized around teachers' stories of their successesand struggles with incorporating the Internet, the site includes lessonplans, curriculum standards, pointers to email discussion lists, and linksto other Internet materials. In the Ten Big Ideas section, there are virtualfield trips, visualizations of architecture and molecular behavior, and akid's corner with a virtual bug collection. Another section contains les-sons organized under seven subject headings. A sample science lesson,Worm Bin, lets students in grades 3 or 4use the Internet to collaborate withanother school to learn about the decom-position of waste and the life cycles ofworms. A math lesson that could beadapted for any grade incorporates statis-tical research and a plan for action withcollecting trash on Earth Day. Winner,ENC Digital Dozen, March 1998.(Author/JRS) ENC-011807

MarcoPolo is an Internet-based learning initiative sponsoredby MCI and partnered with the American Association forthe Advancement of Science (AAAS), the NationalEndowment for the Humanities, the National Council onEconomic Education, and the National Geographic Society.The professional development training program introducedat this site is designed to help teachers integrate the Internetinto their curriculum. The workshop materials are designedfor educators who already know how to use a computer. All

materials can be downloaded and include a leader's guidewith directions for implementing the program, presentationnotes, a PowerPoint presenta-tion, and reproducible hand-outs. Additional resources

73

include five Internet sites for science, mathematics, geogra-phy, humanities, and economics. One of them, ScienceNetlinks, provides science teachers with resources such aslinks to the national standards organizations and standards-based lesson plans. The Illuminations site for mathematics isunder construction, but will provide extended examples tohelp teachers apply the updated NCTM standards. Othersites include Xpeditions for K-12 geography; Edsitement forteachers of literature, history, social studies, foreign lan-guages, and art history; and Econedlink for adding economicinsight to the social studies, mathematics, geography, busi-

ness, language arts, and science curricula.Winner, ENC Digital Dozen, June 1999.(Author/ LCT) ENC-014837

BEST COPY AVAILABLE

Teacher2Teacher

http://forum.swarthmore.edu/t2t/

Grades K-12Author: The Math Forum and The

Council of Presidential Awardees in

Mathematics

K-12 teachers can visit this site to findanswers to questions about teachingmathematics, and parents can find waystheir children are learning mathematics.The site is divided into two sections: help

finding ideas and a forum for asking questions. A panel of teaching profes-sionals, the Presidential Awardees for Excellence in MathematicsTeaching, is available to answer questions. Topics range from classroomteaching techniques to finding good Internet resources for professionaldevelopment. Visitors to the site can conduct searches by grade levels orby topic. There are topic references for learning multiplication tables,teaching elapsed time, and questions on Advanced Placement Calculus.Some replies to questions include suggestions for using technology withadvanced middle schoolers, information about mathematics in the work-place, and factoring trinomials. In addition, the site contains links tomany other sites related to the teaching and learning of mathematics.Winner, ENC Digital Dozen, December 1998. (Author/JRS) ENC-013002

http://intec.concord.org/

Grades 5-12Author: educational director,Raymond M. Rose

Standards: Benchmarks for Science

Literacy; National Science Education

Standards (December 1995)

The International Netcourse TeacherEnhancement Coalition (INTEC) offersonline professional development coursesto help teachers develop inquiry-basedteaching and learning in math and scienceclassrooms at the middle and high school

levels. The INTEC design requires the participation of a cross-disciplinary,site-based team of science and math teachers and an administrator fromschools or districts committed to educational reform. Exemplary curricu-la, primarily selected from NSF-funded inquiry-based projects, providethe content core. The intent is to challenge the participants through cur-ricula that include examination of recent dis-coveries or revisiting of older concepts rep-resented and explored in novel ways.NetCourses combine face-to-face discussionwith moderated online discourse through agraphical browser. Also available is a fieldexpert in each project curriculum who hasalready used it in a classroom. A course isoffered over one academic year, startingSeptember 1998, for a minimum of 125contact hours, and another is available dur-ing the summer. Winner, ENC Digital Dozen, April 1999.(Author/ GMM) ENC-014664

Middleweb: Exploring Middle School Reform1998

http://www.middleweb.com/

Grades 5-8Author: editor, John Norton

Maintained by the Focused ReportingProject, this award-winning web site pro-vides resources for schools, districts, edu-

cators, parents, and public school advocates working to raise achievementfor all middle grade students. In addition to a wealth of reform-orientedmaterials, the site offers hundreds of articles and links about curriculum,teaching strategies, teacher professional development, parent involve-ment, and classroom assessment. Other features include daily teachingdiaries from two middle school teachers and the online editions of theChanging Schools newspapers, which report on the efforts of the LongBeach, California and the Louisville,Kentucky school systems to implementstandards-based reform. Winner, ENCDigital Dozen, January 1999.(Author/LCT) ENC-013649

athwa s to School Improvement

http://www.ncrel.org/sdrs/pathways.htm

Grades K-12Author: North Central RegionalEducational Laboratory in cooperation

with the Regional Educational

Laboratory Network

Pathways, an award-winning site, address-es critical issues identified by educators,researchers, and community leaders.National leaders in each area providepractical, research-based solutions tothese issues. Contributions come from

America's leading educational research centers and universities.Mathematics and science topics include: locating, using, and integratingInternet-based materials; providing hands-on and authentic learningexperiences; implementing curriculum, instruction, and assessment stan-dards for math and science education; and ensuring equity and excellencein mathematics and science. Other topics include assessment, professionaldevelopment, and school-to-work transitions. Pathways contains a varietyof articles, graphics, movies, and sound files, as well as many links toother exemplary Internet resources for education. Winner, ENC DigitalDozen, August 1995. (Author/DEB) ENC-002454

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74encfOCUS vol. 7, no.

69

ONLINE PROFESSIONAL DEVELOPMENT

http://www.4teachers.org/

Grades K-12Author: South Central RegionalTechnology in Education Consortium

This free, web-based monthly publicationprovides a place where educators andothers interested in K-12 education canencounter new ideas about technology's

role in education. At this site, visitors can express their opinions, shareexperiences, and be inspired and educated by other teachers' narrativesabout using technology in educational settings. The site features inter-views, web lessons, and surveys, as well as online lesson plans that guidestudents through an annotated set of sites on such subjects as languagearts, science, mathematics, and research in teaching. Winner, ENC DigitalDozen, November 1997. (Author/LCT) ENC-010903

http://change.enc.org/

Grades K-12Author: Eisenhower National

Clearinghouse (ENC)Standards: NCTM Curriculum andEvaluation Standards (1989); NCTM

Professional Standards (1991)

The collection of materials at this site isintended to facilitate discussion, reading,reflection, learning, and change related toimproving mathematics education:Thematerials include essays on teacherchange, cases and stories about teaching

practices in the US and other countries, professional development activi-ties, and descriptions of curriculum materials that support changes inclassroom practices. Data and resources from theThird International Mathematics and Science Study(TIMSS) are integrated throughout this project and Teacherprovide the backdrop for the dialogue about change Chargein mathematics classrooms. Some files require Adobe

improving

Acrobat Reader for viewing. Winner, ENC Digital W° LSDozen, May 1999. (Author/GMM) ENC-014838 maintemathe

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Visit http:Ilwww.enc.orgl """*".A170

I

http://www.enc.org/guidebooldindex.htm

Grades K-12Author: Eisenhower National

Clearinghouse (ENC)

This electronic document is the onlineversion of a comprehensive directory offederal offices, programs, and facilitiessupporting K-12 math and science educa-

tion.The purpose of The Guidebook is to improve awareness of the federalgovernment's extensive commitment to mathematics and science educa-tion. The Federal Agencies section describes the 16 government agencies,highlighting each agency's involvement in math and science education andthe national programs it sponsors. Each program is briefly described, andcontact information is provided. The Regional Consortia section containsinformation about the 10 Eisenhower Consortia, which provide educa-tional services to all regions of the United States. The State Resourcessection takes visitors directly to the state or territory of their choice tofind federally funded programs. (Author/ LCT) ENC-015103

Suggested Readings

For the full text of excellentjournal articles for educatorsexploring change, go to ENC

Online's Teacher Change:Improving K-12 Mathematics

http://change.encorg/. Click onResources for Change and thenSuggested Readings.

Titles include "Shhhhh, the DragonIs Asleep and Its Name IsResistance," which includes scenar-ios that illustrate how resistancecan undermine progress and ideasfor positive action in managingresistance; and "Getting ReformRight: What Works and WhatDoesn't," which details seven inter-woven reasons why typicalapproachesto change do not workand offers seven propositions thatcould lead to substantial education-al improveMent.

Feedback and Subscription FormTo get on ENC's mailing list and receive your free subscription to ENC Focus: A Magazine for Classroom Innovators,please provide all of the information requested.

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ENC Focus: A Magazine for Classroom InnovatorsThe Ohio State UniversityEisenhower National Clearinghouse1929 Kenny RoadColumbus, OH 43210-1079

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ENC Focus: A Magazine for Classroom InnovatorsThe Ohio State UniversityEisenhower National Clearinghouse1929 Kenny RoadColumbus, OH 43210-1079

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Assessment ThatInforms PracticeGood assessment needs to be an integral partof the learning process. Educators discusschallengesand solutions.

Ailignang Assessmentswadi Learning GoaNsHelp is on its way from Project 2061 of the AmericanAssociation for the Advancement of Science.

Making Sense of AssessmentSee how standardized test scores and alternativeassessment techniques both provide valuable infortnatison,for today's educators.

http://www.enc.org/focus/

ENC Online providesinformation and inspiration onother topics of interest to you,including IntegratingTechnology in the Classroom,Inquiry & Problem Solving,Innovative Curriculum Materials,and many more!

Classroom teachers describe how portfolios allow studentsto lead the way in sharing their learning with parents.

Vitia [Mph arYg saaadamaikomantaasLiNssasemeacit

Student writing can give teachers insight into theirown effectiveness as well as serving as a measure ofstudent learning.

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