TIPS Resource Information

TIPS Tools for Teachers

TIPS Resources for Technology Facilitators

References

The TIPS Development Team & Support Info

The TIPS Homepage

 

 

Fabio (12), Italia

TIPS for Teachers-
Guide for Technology Facilitators

 

TIPS Guide for Technology Facilitators for the I Have a Dream project has been developed for online moderators of IHAD-Coord and onsite professional development staff working with the project teachers locally.

The guide includes suggestions for working with teachers during each of the learning activities the take part in on TIPS.



Getting Started

Getting a good start is important. You can assist teachers as they begin by:

  • Helping teachers as they prioritize the steps they need to take
  • Helping teachers with any technical difficulties they may have getting started, including-
    • registering for the IHAD project
    • subscribing to the IHAD-Coord list
  • Helping teachers understand the the TIPS project is an iterative, flexible project-
    • Each activity has a first draft due date, but up until the end of the project, teachers can go back and modify/elaborate as the choose.
    • Project activities can be augmented at any point that the teachers feel another dimension should be added to their TIPS Legacy for futue IHAD teachers

  • Assist teachers as they begin with the first activity--Introducing themselves.
    • Teachers will first send an introduction to IHAD-Coord
    • Next, they should go to KIDSPACE's IHAD Legacy 2001 node.
    • There, they'll find the link introductions.
    • The teachers should create a new page, giving their name, city, state, country as the title.
    • They should enter their introduction information.
    • Finally, they should add a picture of themselves.
  • Helping teachers understand how to use a journal for reflection, including-
    • recording observations
    • recording thoughts about the process
    • recording successes
    • recording problems
    • recording ideas about modification

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Tip #1-Becoming a Coach
  • Guide teachers through their online discussion.
    • Initiate the discussion by asking, "What do you see as the most significant difference between a coach and a teacher."
  • Guide teachers through the steps they should follow.
  • Prompt those who have not participated in the discussion yet.
  • Help keep the discussion on topic.
  • Discussion prompts may include questions like, "How does the difference between coach and teacher affect your role outside of the IHAD project?"; "How do your students benefit from you taking on the role of coach?"
  • Help the group appoint someone to post the synthesized information on Tip #1-Becoming a Coach. (Be sure the group shares this responsibility during the project).
  • Help teachers as needed to post their information on a linking page. Their information should include:
    • A description of their perspective
    • Suggestions and tips for a teacher in a similiar situation
  • Encourage teachers to consider other viewpoints that may not have been discussed and how they might address these.

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Tip #2-Developing and Using a Pacing Guide
  • Guide teachers through their online discussion.
    • Initiate the discussion by asking, "What are the advantages of using a pacing guide in a project?"
  • Help the teachers/coaches to locate the server were they can create their pacing guide, and help them to develop it (currently set as: Yahoo!Calendar).
  • Encourage the teachers/coaches to include in their pacing guide everything that they consider relevant for the project. They should include not only deadlines for the main milestones, but also intermediate steps that willl help the achieve the proposed milestones, and any other time commitments that may occur during the project that may conflict with time to work on the project.
  • Guide teachers through the steps they should follow.

  • Prompt those who have not participated in the discussion yet.

  • Help keep the discussion on topic.

  • Discussion prompts may include questions like, "What are the most useful features of a pacing guide?"; "How do your students benefit from your pacing guide?"; "What did you find out as most useful and interesting in your colleagues pacing guides?"

  • Help the group appoint someone to post the synthesized information on Tip #2-Developing & Using a Pacing Guide (be sure the group shares this responsibility during the project).

  • Help teachers as needed to post their information on a linking page. Their information should include:
    • A description of their perspective
    • Suggestions and tips for a teacher in a similiar situation
  • Encourage teachers to consider other viewpoints that may not have been discussed and how they might address these.

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Tip #3-Asking Good Questions
  • Guide teachers through their online discussion.
    • Initiate the discussion by asking, "What constitutes a good question that leads to inquiry and reflection?"
  • Guide teachers through the steps they should follow.

  • Prompt those who have not participated in the discussion yet.

  • Help keep the discussion on topic.

  • Discussion prompts may include questions like, "Can you think of examples of good questions that you used in your classroom?"; "How do your students benefit from you asking guiding questions instead of directing (factual) questions?" "What are the questions that ask students to elaborate, justify, and extend their ideas that helps with metacognitive reasoning?"

  • Help the group appoint someone to post the synthesized information on Tip #3-Asking Good Questions. (Be sure the group shares this responsibility during the project).

  • Help teachers as needed to post their information on a linking page. Their information should include:
    • A description of their perspective
    • Suggestions and tips for a teacher in a similiar situation
  • Encourage teachers to consider other viewpoints that may not have been discussed and how they might address these.
  • Encourage teachers to participate in an online chat around one of the topics that you see arising on IHAD-Coord.

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Tip #4-Using Interactive Tools
  • Guide teachers through their online discussion.
    • Initiate the discussion by asking, "How can you use interactive tools to enhance your project?"
  • Guide teachers through the steps they should follow.

  • Prompt those who have not participated in the discussion yet.

  • Help keep the discussion on topic.

  • Discussion prompts may include questions like, "Which interactive tools did you use and how?";
    "Which interactive tools did your students use and how?"; "What were you able to achieve using an interactive tool that would have ben more difficult any other way?"

  • Help the group appoint someone to post the synthesized information on Tip #4-Using Interactive Tools. (Be sure the group shares this responsibility during the project).

  • Help teachers as needed to post their information on a linking page. Their information should include:
    • A description of their perspective
    • Suggestions and tips for a teacher in a similiar situation
  • Encourage teachers to consider other viewpoints that may not have been discussed and how they might address these.
  • Encourage teachers to participate in an online chat around one of the topics that you see arising on IHAD-Coord.
  • Encourage teachers to to use the interactive tools available to them (e.g. IHAD-Coord, KIDSPACE, C2D, the KIDLINK IRC).

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Tip #5-Planning Assessments
  • Guide teachers through their online discussion.
    • Initiate the discussion by asking, "What are the different types of assessment skills that you need for project-based learning?"
  • Guide teachers through the steps they should follow.

  • Prompt those who have not participated in the discussion yet.

  • Help keep the discussion on topic.

  • Discussion prompts may include questions like, "Why do you need to use different assessment skills (i.e., observation and dialogue, performance assessment, assessment using rubrics, self-assessment, prompted dialog and reflective journaling) for project-based learning other than traditional pencil-and-paper tests"; "What did you use different types of assessment skills in your project-based learning?"; "How did they work in your project-based learning?"

  • Help the group appoint someone to post the synthesized information on Tip #5-Planning Assessments. (Be sure the group shares this responsibility during the project).

  • Help teachers as needed to post their information on a linking page. Their information should include:
    • A description of their perspective
    • Suggestions and tips for a teacher in a similiar situation
  • Encourage teachers to consider other viewpoints that may not have been discussed and how they might address these.
  • Encourage teachers to participate in an online chat around one of the topics that you see arising on IHAD-Coord.

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Tip #6-Using I Have a Dream Features
  • Guide teachers through their online discussion.
    • Initiate the discussion by asking, "What are the significant features of the I Have a Dream project? How do you utitilize these features?"
  • Guide teachers through the steps they should follow.

  • Prompt those who have not participated in the discussion yet.

  • Help keep the discussion on topic.

  • Discussion prompts may include questions like, "How did you match the objectives of the IHAD project and objectives of your own class project?" "What features of the IHAD project (i.e., module descriptions, module lessons, module curricular connections, and module resources) are most useful in your classroom project?" "What are the difficulties using and locating these project features in your classroom project?"

  • Help the group appoint someone to post the synthesized information on Tip #6-Using I Have a Dream Features. (Be sure the group shares this responsibility during the project).

  • Help teachers as needed to post their information on a linking page. Their information should include:
    • A description of their perspective
    • Suggestions and tips for a teacher in a similiar situation
  • Encourage teachers to consider other viewpoints that may not have been discussed and how they might address these.
  • Encourage teachers to participate in an online chat around one of the topics that you see arising on IHAD-Coord.

 

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Additional Suggested Activities
  • These activities are optional. Teachers decided whether or not to attempt them in order to dig deeper into the topic.
  • Become familiar with the activities.
  • Assist teachers as they attempt them, suggest other optional activities that might help them to dig deeper.

  • Encourage teachers to post the results of the additional activity or reflections on the activity to IHAD-Coord.

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Wrapping It Up

Getting things wrapped smoothly is important, too. You can assist teachers as they begin by:

  • Helping teachers to anticipate the end of the project-
    • What last minute details should be handled?
    • Are there any sections in the TIPS Legacy that have already been worked on that may need minor adjustments?
  • Encouraging teachers to carefully consider what they've learned (using the Final Self-Assesment) and what areas they might need to explore more fully,
  • Encouraging teachers to complete and send in the Final Evaluation of the project.

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You may also want to refer to the TIPS Project link to become familiar with the actual project. TIPS Resource Information provides background information and links that teachers may find useful as they participate in the project. TIPS Tools for Teachers provides tools that teachers may want to use as they participate in the project.

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Project Objectives | Rationale | Guide for Technology Facilitators

 
 

The I Have a Dream program's sponsors


The 'I Have a Dream' Program Homepage
TIPS for Teachers PBL project developed by
Luis Tinoca, Seung-Hyun Son and Laurie Williams
Last updated 1/12/2001
Copyright © 2001 Kidlink. All rights reserved.