In an opening keynote for a Professional Learning Communities at Work Institute in Washington, DC, Richard DuFour presented “Hard Facts, Half-Truths, and Total Nonsense in Education.” Rick stated teachers are engaging in educational malpractice if they don’t work in a collaborative environment.

He went on to explain that in a collaborative environment, members of the team should work interdependently towards a common goal with all held mutually accountable. But the focus of the collaboration is critical. Energy and attention should focus on student learning. Professional Learning Communities look to evidence that their students are achieving the identified knowledge, skills, and dispositions and use that information to drive their instructional decisions.

So what is the best way to collect and use evidence? DuFour shared research supporting the use of formative assessments.

A focus on the use of formative assessment in support of learning, developed through teacher learning communities, promises not only the largest potential gains in student achievement, but also provides a model for teacher professional development that can be implemented effectively at scale.

Dylan Wiliam and Marnie Thompson (2007)

To the extent that teachers work together in teams to 1) analyze, understand, and deconstruct standards, 2) transform standards into high quality classroom assessments, and 3) share and interpret results together, they benefit from the union of their wisdom about how to help students continue to grow as learners.

Rick Stiggins (2005), p.82

Two strategies seem especially promising for schools. One is to expand the quality and variety of formative assessments; a second is to promote and organize collective inquiry into and discussion of student progress and achievement based on a range of assessments.

Judith Warren Little, (2006), p.9

Working in true Professional Learning Communities will help eliminate what DuFour refers to as the “educational lottery” of our children’s school experiences. If research identifies the effectiveness of teachers working in collaborative teams using formative assessments to increase student achievement and educators continue to resist, should educational malpractice be the charge?

Little, J.W. (2006). Professional Community and Professional Development in Learning-Centered School. Washington, D.C: National Education Association.

Stiggins, R. (2005). Assessment for learning: Building a culture of confident learners.  In R. DuFour, R. EAker, & R. DuFour (Eds.), On common ground: The power of professional learning communities (pp.65-83). Bloomington, IN: Solution Tree.

Wiliam, D., & Thompson, M. (2007). Integrating assessment with learning: What will it take to make it work? in C.A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Image credit: http://flickr.com/photos/lumaxart/2137737248/in/photostream/

• Includes learning in the field as well as the classroom
• Incorporates the teaching methods of outdoor education, experiential education, and place-based education
• Is inherently interdisciplinary
• Promotes school/community partnerships
• Is hands-on, student-centered, inquiry driven, engages higher level thinking skills, and relevant to students everyday lives
• Develops awareness, increases knowledge, builds skills, and creates the capacity for stewardship and good citizenship regarding the environment upon which we depend for life support.
• Helps address the causes of “nature deficit disorder”
• Boosts student achievement in math, science, reading, writing and social studies

Our work with students on our HP Technology for Teaching Leadership Grant directly ties their learning to real-world issues and challenges as we examine human impacts on the limits of our natural resources. With just nine days of school under our belt, 280+ students are now primed and ready to assume their roles as environmental scientist and take action. What have we accomplished as a team so far as we wade into environmental education with our kids?

• Team name: We are now known as the Klem South Stream Team.
• Collaborative space set up: http://streamteam.wikispaces.com.
• Making connections: So far we have 3 other schools across the country joining our work. Keep checking the wiki to see how the kids communicate their experiences with one another while extending their learning. Our first Skype call to chat with our learning partners took place today.
• Identifying on-site stream locations: This was tricky finding safe, accessible sites with homeowners permission to allow us access throughout the year, but we did it.
• Starting point for learning: We developed and administered pre-assessments K-5. As part of our partnership with SJFC, pre-service teachers will be conducting data analysis of both classroom and individual student performance and sharing their findings with our team so we may target instruction appropriately.
• Generate excitement: A core group of students held an assembly for all of the classes to introduce them to the project. Not a polished performance, but with only 30 minutes of planning time & writing their scripts, they did a good job.
• Start exploring: All classrooms have visited the MST room to explore the Why? and How? of the project. We’ve learned how to collect water quality data using handhelds and sensors as well as conduct a visual survey of the stream and surrounding area. We’ll also be examining and documenting the macroinvertebrates in our stream samples to provide important information on stream health.
• Get outside: Trips for 14 classes are scheduled and begin next Tuesday. Let the fun begin!

After all of our initial on-site visits have been completed, the real work by students in the classroom begins. Stay tuned for more.

Teachers at Klem South Elementary care deeply about environmental issues. If you are not familiar with the importance of environmental education for our children, please visit the Campaign for Environmental Literacy for more information. They have also been leading advocacy efforts on H.R. 3036 No Child Left Inside Act of 2008 , scheduled for a vote in the House this week. Click here to have a voice and take action on environmental education issues.

Team Initiative: Shift instructional practices in our school to become constructivist in nature using inquiry-based methods and increase the use of technology to facilitate learning for both teachers and students.

• Choose a professional development on-line course offered as part of the HP grant for the entire team’s participation that is tied to constructivism and inquiry. (possibly Constructing Learning Centered Environments offered through PBS Teachers)
• Plan short afterschool meetings to discuss PD coursework. Rotate the role of facilitator for each session.
• Encourage team members to inquire into the topic and ask their own questions, seek answers, and share learning with the group.
• Communicate our plan clearly with the building principal and work to tie this initiative with our annual building goals.
• Provide individual choice for professional development offerings (webinars, books, other on-line courses) in addition to the group’s on-line course.
• Use the MST room to model 5E lesson plan implementation for the first quarter. Starting in the second quarter team members can write their own 5E lessons and revise together.
• Encourage peer observations of lessons using the ISTE Classroom Observation Tool.
• Encourage and offer opportunities for co-teaching.
  
• Help to build background knowledge on constructivism and inquiry with video clips, short articles, etc.
• Open up all afterschool meetings to the entire faculty.
• Participate in a book study on Inquire Within by Doug Llewellyn.
• Support, model, and require the use of technology for personal learning, group collaboration and communication (Google Docs, Google Reader, Google Calendar, Wikispaces, blogs, on-line courses, etc.). Offer small group sessions this summer to help get team members set up and comfortable in these environments.
• Request release time throughout the year for additional meetings and planning.
  

Environmental Science Project with Students: Students in 13 classrooms K-5 will be exploring and collecting data on the waterways in Webster as they assume the role of environmental scientists.

• Identify essential understandings and key concepts for K-1, 2-3, and 4-5 through examination of NYS and National Science and Math standards at our July workday (paid by district) and write pre/post and formative assessment measures for each grade.
• Use the MST room for modeling and/or co-teaching of lessons to support identified understandings as well as to familiarize and train students/teachers on the use of various technology tools to support their learning (science sensors, wiki, Tablet PC, digital camera, iPod recorders, digital binoculars, etc.).
• Assign new team members a mentor from Year 1.
• Identify key students from last year’s project work to become mentors to new teachers/classes.
  
• Continually reassess the role and direction of the project as students develop their own scientific inquiry investigations.
• Use Wendy’s role to connect with other classrooms (Chicago & New Brunswick so far) also participating in environmental water studies.
  

Our excitement that day was contagious. A woman sitting nearby came over to group and shared that she couldn’t help but listen in on our conversation. She said that our enthusiasm and collaboration during that short time was just awesome. We all couldn’t agree more and walked back into the convention center completely energized. While our plan is still in the inital stages, we’d love any feedback or new ideas to consider.

Debra Reed, our district’s K-12 Science Curriculum Supervisor, and I mapped our course for next year. The biggest shift in year two of the grant is moving from project-based planning to an initiative based on systemic change for our elementary building. Here’s our draft from our initial planning sessions.

Focus of Team Initiative

Goal #1: Our most important initiative is to shift instructional practices in our school to become constructivist in nature using inquiry-based methods. Both problem and project-based experiences will be the foundation for long-term student-driven investigations centered on living environment concepts. All teachers and students should be involved in real issues that require creativity and innovation, communication and collaboration, critical thinking and problem solving to generate possible solutions and share findings and learning experiences with stakeholders.

Goal #2: Our second initiative is to increase the use of technology to facilitate learning for both teachers and students. We believe that technology (goal #2) must serve pedagogy (goal #1). We believe the infusion of technology must enable teachers and students to research, create, communicate, and collaborate. This initiative will create the transformative process we are seeking in technology infusion for our teachers and students.

Initiative Objectives

As a result of our initiative, teachers will:

• Understand constructivist theory
• Implement inquiry-based lessons (5E) and experiences (including PBL)
• Integrate technology into lessons
• Involve students in real-world issues that require creativity and innovation
• Establish their own personal learning network
• Design pre/post and formative/summative assessments tied to NYS/National standards
• Use data to inform instructional practices
• Work in collaborative teams focused on student learning

What will change?

Our current state of practice reveals many teachers using traditional, teacher-centered (didactic) direct instruction, where students are passive receptors of knowledge. The change will be the systemic impact on instructional practices and student learning.

As a result of our initiative, students will:

• Develop and implement their own scientific inquiry investigations
• Collect, organize, display, and analyze data from investigations to make decisions and develop solutions
• Increase content understandings related to the living environment
• Use digital media and environments to communicate and work collaboratively
• Create and share multi-media presentations to reflect information learned through the project
• Exhibit a positive attitude toward using technology

What will change?

The change will be the shift towards a student-centered environment where they take the lead and responsibility for their learning and are supported and guided by classroom teachers.

As a result of our initiative, systems of technology support, leadership and administration will:

• Facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning.
• Support hardware/software/networking

Plan for Measuring Impact on Teaching and Learning

Guiding Action Research Questions

1. What is the effect of implementing inquiry-based instruction on student learning?
2. How does technology support learning?

Multiple Measures of Data

1. Student Learning
   1. How do the post test measures of participating classes compare to the control classes?
2. Perceptions
   1. How do students, parents, and teachers gauge the importance/value of learning through inquiry?
   2. How do students, parents, and teachers gauge the importance/value of using technology?
3. Demographics
   1. How is student learning affected within various demographic groups? (special ed., gender)
4. School Processes
   1. How does the collaborative nature of this initiative support the shift in instructional practice and school/district goals?
   2. How does this initiative support collaborative technology-enriched learning environments that are conducive to innovation for improved learning?

Student Measures

• pre/post content assessment
• open ended task (post)
• journals/learning logs
• inquiry investigations
• graphing & analysis of data collection
• multi-media presentations
• surveys
• post reflections

Teacher Measures

• survey on student learning
• reflections
• pre/post HP technology survey
• pre/post Klem South pedagogy & technology use survey
• peer classroom observations

Leadership, Technology Support, & Administration

• survey
• reflections
• classroom observations

What’s important to note about this initiative is that it is TEACHER DRIVEN with administrative support. Planning for this systemic change for our school is incredibly exciting, yet brought about some personal stress and uncertainty. Last year it was a tremendous amount of work to be the Lead Teacher on the grant with just 4 other teachers and three classrooms working on the year-long project. Now that I’ll be working with 14 other teachers and 13 classrooms, how will we not only implement the environmental science year-long project with k-5 students, but also attain the pedagogical changes in instruction? In my next blog post, I’ll share what happened when our team of teachers in San Antonio met to tackle the obstacles and create a workable plan to create cohesion, excitement, and success for all teachers on the grant.

Questions and feedback on our plan are welcomed as well as other examples of systemic changes driven from the classroom.

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Data Supporting Impact on Student Learning
When examining the data it is important to note that the three participating classrooms have high populations of students receiving special services. Taking this into account, the gains made through the hands-on, technology rich classroom environments are noteworthy.

2^nd graders in Eva Burns’ class and a control class were given two different assessments; a ten question multiple choice test and a scientific process design task. Results reveal that students in Eva’s class scored higher on several of the multiple choice questions, in particular the questions about seasonal changes, making observations, and identifying correct units of measure.The scientific design task revealed significant differences in the depth of student responses from Eva’s class. We feel the hands-on inquiry-based focus of this project was the factor resulting in students in her class demonstrating a deeper understanding of the scientific method.

3^rd graders in Martha Erbland’s class and a control class were also given two different assessments; a 15 question multiple choice test and a scientific process design task. While the results of the test did not show significant gains, responses on the scientific design task from Martha’s students showed a much deeper understanding and application of the scientific method. Martha also stated that beyond these scores she has seen a marked improvement in her students’ questioning skills, ability to make connections across subject areas, and their understanding and interpretation of data.

4^th graders in Donna Hoffend’s class and a control class were given a fifteen question objective test. Results reveal no differences in student results between the classes. It is also interesting to note that 75% of current 4^th graders had the opportunity to work on a similar year-long project while in 3^rd grade. After lengthy discussions of the data, the team feels as though outside factors may have affected the results. Donna has students with multiple needs including students who receive weekly psychology and talk mentoring sessions. Coupled with the extreme academic needs and special education services, we were very pleased with the test results.

Impact on Instruction
One of our main objectives was to infuse technology into project lesson plans to engage learners, promote higher-order thinking skills, and provide authentic experiences. Through our individual professional development plans and our face-to-face meetings, each member was able to redesign lessons to become more constructivist in nature. Eva stated, “In the past, I gave my students all the information they needed to know. I told them what they would be learning. This year, I am able to give them the technology tools they need in order to find out what they want to know about. We used inquiry throughout the project and students were more motivated to learn because they had an invested interest in what we were learning about.”

The level of personal confidence with technology integration has soared for all participants. Donna noted, “Many of these new technological skills allowed me to create new and interactive lessons for my students.” Just looking at the pre and post data from our technology surveys reveals an incredible amount of growth in regards to the use of technology to support learning.

Another objective was to participate in a Professional Learning Community to reflect on improving student performance throughout the project. Chris reflected, “Perhaps the most important improvement to my teaching repertoire was the collaboration I had with team members. I learned how to redirect our focus based on the questions and interests of our students and the data collected from formative assessments.” This focus has afforded us opportunities to open our practice and learn from each other in ways we have never experienced before.

What’s Next?
Now we wait to see if we will be awarded a continuation and expansion of the grant for our school next year. If awarded, ten additional teachers will join and we’ll expand our focus to “Environmental Stewardship” K-5. If not, I’m sure this team of teachers will work on other problem and project-based learning experiences with their kids next year and encourage other grade level team members to join in.

While this was the most intensive project I have worked on in years, it was by far the most rewarding working as a collaborative team and seeing the kids present their findings, reflect using VoiceThread (in progress), and seek out new learning opportunities. Isabelle wrote on the Pond Partners wiki, “Fourth grade learned about potable water and how we waste it. I think we should also take into consideration how much garbage we throw out. Do you think we could all team up to try and recycle more? Are garbage dumps are getting full of things that we can recycle? Anything that has a 1 or a 2 on the bottom you can recycle. Lets all recycle!” I see a possible PBL topic for next year!

I’d love to learn more from other classroom teachers who are collecting and analyzing data to identify the impact of technology and/or PBL on learning for both students and teachers. Please share your ideas and suggestions. Thanks!

Project Summary
Students in grades 2, 3, and 4 worked as environmental scientists as they discovered the hidden world of macro-invertebrates in our local ponds and stream and from this investigation developed an understanding of the importance of clean, fresh water on our entire ecosystem. On-site field observations and water quality sampling occurred throughout the year and classrooms developed their own inquiry-based investigations to further deepen their content understandings and enhance their scientific process skills. Students explored life cycles of macro-invertebrates, invasive species of Lake Ontario, and issues regarding potable water.

Presentation Skills
Besides the incredible amount of science concepts and technology skills these students learned, the presentation skills of the representative group of students from the three classes were outstanding. A multi-media presentation was shared with the Monroe County Water Coalition at their board meeting at the BrightonTown Hall (and we were able to videoconference with the rest of the students back at school so they could also participate in the Q&A session), at our Webster Board of Education televised meeting in April, and with classmates and community members at an assembly at our school. Here’s the Ustream of our school assembly.
What was awesome about these presentations was the professionalism, poise, and confidence these students, ages 7-10, demonstrated in front of both peers and adults. Way to go!

~Rachel Carson

A group of 4^th graders assumed the role of student environmentalists and create a public service announcement to make citizens and policy makers aware of the concerns regarding the early opening date of shipping on the St. Lawrence Seaway. Students synthesized information from the ecology unit and created a video to voice their opinions, concerns, and facts regarding shipping on the St. Lawrence River.

Shortly after posting the video on YouTube and sharing the link with the Save the River organization and biologist from the NYS DEC, I received this email.

Hello Ms. Smith,

I’m an old retired fishery biologist who worked for the NYSDEC. I used to work on the fisheries research vessel the R/V SETH GREEN. I spent many days and nights working nearby to Webster. In all I worked 35 years on Lake Ontario and loved every minute of my work.

During that time, I saw many environmental presentations, and I made a number of presentations myself. I traveled throughout the Great Lakes and I was also lucky to get to know many very good scientists, both Canadian and American.

At this point you are probably wondering where I’m going with this little email. The point I want to make is that I’ve been around the “Lakes” and I’m familiar with most of the issues and I’ve seen many environmental presentations.

Given my background, it should mean more to your class when I say that in all those years I don’t think I’ve seen a better presentation of an environmental issue than what your class did with the seaway opening video.

Would you please, stand in front of your students and shout, “Class, you’ve got class!” Their video was eye-catching and appealing, their information was accurate and up-to-date, and your student’s presentations were passionate, professional and entertaining. If there is a grade better than A+, you need to give it to your students.

Please tell your class that they have done more than a super job. I hope all of them feel good about what they’ve done, and I also hope that some of them might think about a future career in environmental science — New York and other states and provinces will need good people, like your students, to work on the Great Lakes on vessels like the SETH GREEN.

As you know, Ms. Smith, your class did a classy job, because they had a very classy teacher. You should be very proud. Tell your superintendent to give you a raise immediately (I was also a school board member, too).

Best wishes to a great group of student environmentalists and a great teacher.

Warm Regards,
Clif Schneider
Cape Vincent, NY

Much thanks to Clif for allowing me to share his kind words and acknowledgement of the hard work and effort these students put into their project. I have no doubt that each of these students will continue to be responsible stewards of our environment and perhaps one day pursue a career in the sciences. We’ll certainly need kids like this taking charge of the issues facing our Earth in the coming years.

Our purpose: Explore concepts of Web2.0 and the possibilities for instructional changes and classroom practices to support the 21^st Century Learner.

Our desired outcome: Develop a greater understanding of Web 2.0, 21^st Century Skills, and the importance of developing an on-line personal learning community.

Things did not go smoothly as planned. Questions were asked, concerns were shared, and confusion lingered throughout. Frustrating, yes, but that is part of the process of starting to explore something new and unknown. As Brian Crosby, a 5^th grade teacher in Nevada states in his blog title, Learning is Messy.

Learning is a process. Click here to take a look at the comments from a group of graduate students after setting up Google Reader to subscribe to blogs and exploring the blogosphere. You don’t know what you don’t know. You have to begin to learn from someone, somewhere, somehow. They are just beginning to explore Web 2.0 tools to expand their own personal learning network. Do you feel the same way as any of these students?

I took time this morning to peruse the 2006 presentations on the K12 Online Conference site and found this awesome presentation, “Globally Literate,” about the changing state of literacy from Clarence Fisher, a classroom teacher of grades 1-8. From the K12 site I was able to link to his blog, Remote Access, and on his most recent post he reflects on his experience starting to blog 3 years ago. It is amazing to see how his network developed and how he learns from others just as so many others learn from him. Imagine the benefit to his students from what Clarence has discovered through blogging and connecting with others beyond his rural setting in Canada?

Learning is personal. Learning requires a desire and a dedication. Even your openness to begin to explore these incredible resources while still having doubts, questions, and concerns illustrates your commitment to your profession and your students. Starting on a bumpy road is better than traveling down no road at all!

As part of their research, students gathered information about the effect on the environment from spills. Mr. Dehm, a grandfather of one of the students who owns property in the Thousand Islands, came to Klem South to share information about the actual spill in 1976. This past summer he was replacing some boards on his dock and discovered oil still coating the underside from the spill more than 30 years ago. He happened to save a few of the boards and brought them in for the kids to see. He also shared old photographs he had taken of the clean-up effort as well as recent pictures taken this fall where oil is still present on some of the rocks. Mr. Dehm also shared a navigation map and talked about the changing water levels in the river. After this visit, students were even more convinced that action needs to be taken to protect the water, shoreline, and wildlife. They also had new questions that they needed to find answers to.

The next person the students were able to talk with via iChat was Todd Woody, a senior editor for Fortune Magazine and author of the Green Wombat blog. Not only did students gather information about the spill in San Francisco Bay, but they also worked on their communication skills in a real-world context. Todd provided insight into the environmental impact of the spill, the nature of his job as an editor and writer, his interest in the endangered wombat, and concerns about global warming.

Students also sent an email to the NYS DEC requesting specific information regarding winter shipping. As a result, they were able to talk, via speakerphone, with Rodger Klindt, a fisheries biologist who works on the St Lawrence River and is familiar with the seaway issues. Students’ ideas about the possibility of ice increasing the chance of an accident were confirmed and they also discovered new information about the changing water levels throughout the season. In the winter the water levels are generally lower. A lower water level results in swifter river currents. Add ice, lower water, and swifter currents to the mix and navigation can become tricky. A slight mistake can cause an accident. This valuable information to use in their video was recorded on a laptop using Audacity.

Through these connections, both in person and remotely, students were able to learn from others outside of our classroom and local community. Next it is their turn to share their work with a wider audience. Check back in a few weeks for the finished video.

The goals for Jim are to have his students experience inquiry-based teaching and learning prior to their student teaching placements as well as to provide more authentic conversations regarding planning, student assessment, instructional best practices, and the reflective nature of teaching.

Here in the MST PORTAL we are looking to continue to promote open, reflective teaching and learning through shared conversations and experiences with professionals outside of our school via scheduled videoconferencing chats, streaming lessons/presentations, and face-to-face gatherings. Our continued goal is to expand the number of teachers taking advantage of the job-embedded professional development opportunities made possible because of this unique partnership. Whether teachers want to learn more about inquiry-based mathematics (especially with our new math series), the Backward Design process, using technology to support student learning, or simply to gather the collective ideas of 20 eager pre-service teachers to help plan a lesson or unit, these experiences can happen within the school day, side-by-side with another teacher(s) for guidance and support, and as an integrated part of classroom planning and instruction.

In February, Jim’s students will be exploring Understanding by Design and the Six Facets of Understanding including discussing what “counts” as evidence of understanding. To follow up on this work, we have a videoconference scheduled on March 6th to examine and discuss student work samples. If you’d like to join the conversation and perhaps share samples of student work (math problem-solving would be great), just let me know.

For our next videoconference on April 3rd, we are seeking interested teachers to collaborate with the pre-service teachers on the initial development of a math/science inquiry-based lesson. As part of their class requirements at SJFC, the pre-service teachers will work on the development of a webquest to support the content of the lesson. This activity will be inquiry-based, provide distinct roles for students, and may provide a hands-on component. Once completed, teachers will be able to implement the webquest with their students (either the entire class or with a small group) and then reflect on the experience and effectiveness of student learning.

If you have any comments on our progress to-date with this partnership or ideas to share, please comment.