As in past years, they will be present at training sessions throughout the year to conduct  workshops and "coach" participating teachers, administrators, and parents. Also, they will visit schools to support participants. A criterion for participation as a pilot or PGP  teacher is the engagement of students in at least one activity, using technology, to teach students in another school. Last year this resulted in a "Pal-Tag" in which students in Lisbon and Massena taught each other biology and learned to use the Internet. It also   resulted in Gouverneur students in the class of Jan Peters learning to use powerpoint (along with their teacher) through a pyramiding process in which, each day, two students taught two more, and then  four student taught four more,  and then .    .    .    .
We discovered, last year, that the challenge of encouraging teachers to use technology in suppot of instruction required an availability of technological support personnel beyond what we had provided. Hence, Jerry Bartlett has been added to our staff.

8. India Connection
 High School world literature teacher Carol Amberg of Gouverneur and BOCES staff developer of Franklin-Essex BOCES, Judy Deyo spent a week at our constructivist conference working with three teachers from India designing an e-mail exchange in   which students from each country will teach students in the other country what they need to learn for their standardized test. The purpose goes beyond the obvious cultural   awareness - the purpose is to demonstrate that teachers can use performance tasks to   prepare students for Regents and other standardized tests. After the first week of classes (September, 2000) project coordinator Don Mesibov received this e-mail from Ms. Amberg:

 "I have been in e-mail contact with Neerja (teacher in India). Her students and mine responded very positively to the prospect of an international exchange.  We're looking forward to it, too. Anybody who says learner - centered strategies don't work in senior high schools obviously hasn't tried them!  After only 3 days of school, my seniors have written in journals, have an awareness the 8 intelligences, have worked with partners, read each other's work, used graphic organizers, and written two pieces which will be candidates for their eventual portfolios."

9. Parent Involvement
 Our Parent Advisory Committee will expand and will develop a workshop for classroom   teachers and parents built around the booklet they have written on the role of parents in   project based learning. Their efforts in the past two years convinced project planners that a greater effort was needed to encourage schools to include parents on their PGP and   pilot teams. The result is that several parents were at the summer conference training for PGP teachers and pilots, as members of their schoolčs team, and other parents are being solicited.

10. Students with Disabilities.
 The Special Education Advisory Committee, consisting of six special education teachers   from project districts,  will continue to expand its efforts to educate Project teachers on  strategies for addressing the needs of students with disabilities. Its booklet of strategies  (a work in progress) is on our Web Page and the committee will design a workshop that trains classroom and special education teachers to use the strategies in the booklet.  Syracuse University's Department of Education will increase its role in support of this aspect of the project through e-mail communications, supplying of resources and conducting workshops, and consulting with project teachers.

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