Part I Workshop Summary
The Earth
System Science for Teachers of the Deaf workshop was offered for the
first time by Gallaudet
University and Laurent Clerc Center, August 2-7, 2004.
The
training consisted of six days of sessions designed to familiarize the
teachers with the SOAR-High project content,
collaboration strategies and activities. The ESSTD workshop
brought together four teachers currently participating in the project
and five new teachers interested in joining the
project.
New science content and activities were
presented by guest lecturers Dr. David Snyder, Physicist,
Gallaudet University, and Dr. Michele Cooke, Geoscientist,
University of Massachusetts. Dr. Cooke's collaboration
with SOAR-High teachers is supported by a grant from the National
Science Foundation. In addition to the instruction for this
workshop, Dr. Cooke also plans to provide online curriculum resources,
data analysis strategies, videos, and equipment related to her area of
research, 3-dimensional visualization of earthquakes and faults.
Dr. Cooke plans to lead a special field trip for selected SOAR-High
students and their teachers to learn how to do fieldwork on fault
formation in
May of 2005.
The daily schedule for the training can be
viewed here.
The following is a summary of activities.
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Members of the *new* SOAR-High
Team
2004-2005(left to right) Teresa Huckleberry, ISD, Indiana Michael George, MSAD, Minnesota Mary Ellsworth, MSSD, Project Developer Sarah Raymond, MSSD (retired) Chris Gonzales, UHS, California Barbara Stonewall, Oregon Kamilla Joskowiak, MSSD Nancy Little, CMS, Washington Rita Miller, CMS, Washington Jana Lollis, NCSD, North Carolina (not in picture) |
 Teachers use an ALTA Spectrometer to measure the various wavelengths of light reflected from leaf surfaces. The activities help students learn how satellites in space take measurements of Earth's surface. |
 How do we know what stars are made of? What wavelengths of light do different gases produce? These questions can be explored using a spectroscope. Here teachers learn how to use this equipment with their students. |
| (right) Nancy Little and Kamilla
Joskowiak enter spectrometer measurements into an online calculator
that allows students to perform advanced calculations and data
analysis. The online calculator tool was developed for
SOAR-High students by Dr. David Snyder, Gallaudet Chemistry and Physics
Department. A gift from
the Bristol-Meyers Squibb Foundation
provided equipment for each participating school, including ALTA
Spectrometers, spectroscopes, Sun Photometers, flash disks, sling
psychrometer, and other materials used in SOAR-High activities and labs
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(left) Jeffrey Murray, Gallaudet
Academic Technology Dept, demonstrated videoconferencing
equipment and showed teachers how to make vc connections. Technology Coordinator Karen Warren at American School for the Deaf, Connecticut is shown live on-screen. Teachers discussed videoconferencing ideas, special projects, and troubleshooting with Karen and Jeff. |
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(left, above) Teresa
Huckleberry and Mary Ellsworth instruct teachers on how to take aerosol measurements with the Sun Photometer. (left) Sarah Raymond assists Kamilla and Nancy in reading humidity using a sling psychrometer. |
| (right) Teachers studied the many
hands-on displays on climate change at the new Marian Koshland Science Museum, at 6th and C streets, Washington, D.C. |
 |
 Dr. David Snyder (right)
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Teachers used a compass
to plot a course ... |
(left & right)
...explored sea water density.... |
 |
| (below) ... explored boat design
(in styrofoam)... |
...and raced their boats in rain gutter troughs! |
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Day 5 & 6 Dr. Michele Cooke,
Univ. of Massachusetts, showed teachers how to have students
conduct experiments using a special piece of equipment called a sandbox
device. Student can collect data from their experiments
which will help Dr. Cooke develop a mathematical model of how
earthquakes happen, and how faults occur underground.
 Dr. Michele Cooke
|
 Teachers crank together the sides of the sandbox device, pressing against layers of sand, clay, or plaster, to model how earth's continental plates crush together, how mountains are formed, and how earthquakes are created. Dr. Cooke will provide each SOAR-High classroom with a sandbox device, funded by a grant from the National Science Foundation. |
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| Dr. Cooke described her research in 3-dimensional
visualization of fault formation. She asked teachers for feedback on how a computer software tool for viewing underground faults could be modified for students to use. She will provide the program for all SOAR-High classrooms. Students who become interested in earthquake and fault research will have the opportunity to join Dr. Cooke on a field trip, possibly to Utah, in May, 2005. |
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Dr. Cooke pointed out that
research shows that gestures may be the most effective way to talk
about 3-dimensional geological concepts such as fault
formation, and is interested in asking deaf students to explore this
idea with her. |
We wish to express special gratitude to Dr. Katherine Jankowski, Dean of the Laurent Clerc Center for providing support for this workshop. Special thanks goes to Patricia Dabney, LCC Professional Development staff, and assistant Michelle Jefferson, who handled registration for the workshop and many other details. Also to Sharon Hampton and Tracey Kempton, Gallaudet Summer Programs who assisted with dormitory arrangements and other training administration. Appreciation goes to our wonderful sign language interpreters.
Special thanks to Bristol-Meyers Squibb Foundation.
Respectfully submitted,
Mary S. Ellsworth, MA, PAEMST 2003
Project Developer, SOAR-High Earth System Science Project
Gallaudet University and Laurent Clerc Center
August, 2004
The following is a summary of the ESSTD Participant Evaluation
Forms, as gathered from eight participating teachers on the final day
of
our workshop, August 7, 2004. Teacher comments are quoted
in blue.
Evaluation Summary:
Scale: [Numbers in bold indicate response average, n= 7 ]
NA = Not Trained
1 = Definitely not effective
2 = Somewhat effective
3 = Moderately effective
4 = Effective
5 = Very effective
Day 1: Topic 1 Introduction to SOAR-High Earth System
Science
Spheres and Sphere Interactions
4.8
ESS Analysis activity – group
discussion 4.6
EM Spectrum & practice activity
(ordering wavelengths) 4.7
ALTA Spectrometer and making a
Reflectance spectrum 4.9
SOAR-High Project: online
curriculum, teacher messages, etc. 4.8
Videoconferencing: Live meeting w
Karen Warren, J. Murray 4.8
Managing Student online portfolios
4.2
Comments/suggestions:
=
This was the first time
I've gotten to see the technical side of video conferencing
= Wish to make online portfolios for my future
students (but I know it is impossible)
= Need to discuss more about what should be
included in SOAR-High curriculum
Day 2: Topic 2 CALIPSO Project:
Measuring Aerosols
Overview of the CALIPSO
Project 4.8
Energy from the Sun
4.8
Light and Atmospheric Aerosols
4.6
The Sun Photometer: measuring
aerosols 4.6
Entering aerosol data
4.4
Doing SOAR-High - group
discussion 4.8
Teacher daily messages: setting
up your web page 4.6
Comments/suggestions:
= Thanks for the
instruction on teacher daily messages!
Day 3: Topic 3 Climate Change
Background: The Greenhouse
Effect 4.8
Vostok Ice Core data activity
(graphs) 4.5
Marian Koshland Science Museum
field trip 4.7
Comments/suggestions:
= Very clear information
Day 3/4: Topic 4 Oceans/Hydrology
Introduction: Ocean Circulation Basics
4.7
Closed Loop Navigation 3.7
Ocean Plates and Basins 4.4
Sea Water 4.8
Investigation: GLOBE Salinity
Protocol 4.1
Investigation: Raleigth-Taylor Instability
experiments 4.8
Oceans and Atmosphere
4.7
Investigation: 4.8
Currents Buoy Tracking
4.6
Investigation: Sailboat design 4.6
Questions for Reflections 4.9
Comments/suggestions:
= The investigations
were very meaningful!
= I really didn't get our objectives for doing
the boats, although it was fun, we didn't discuss curriculum
connections.
= Excellent experiment on RTI.
= Ocean current investigations with computer
model very difficult in current state.
Day 5/6: Topic 5 Faults and Earthquakes
Introduction to research
3.4
Growing faults in the
sandbox 4.6
Introduction to earthquake
studies 3.4
Small group discussion: curriculum for this
unit 3.9
3-dimensional visualization
3.9
Involving students in fault propagation
research 3.9
Curriculum units - design
feedback 3.8
Future Plans: working with
Michele 4.6
Comments/Suggestions
=
Still need some info before I can see how it will all fit. Have
teachers bring an outline of curriculum they teach & state
standards.
= Michele's presentation was very/to technical
for me at some point to understand. I didn't have enough
geological background knowledge prior to her presentation.
= Dr. Cooke could have been clearer about her objectives prior to lecturing: this would have provided more context.
= Looking forward to being part of the faults research
= I think my students will benefit greatly from the
visual and interactive nature of these activities. Thank you Michele!
SOAR-High Collaboration
Do you feel ready to collaborate with other SOAR-High
teachers? 4.6
What additional skills do you still need to collaborate?
= We only need
our
school info. The listserve will be good.
= Use computer skills, making a web site,
transferring ot the internet server, setting up a [videoconference
= N/A
= I need more practice using videoconferencing
and
web page building. it'll just take practice.
= I'll need to go back to my school and find
out how
to access and operate our videoconferencing equipment.
= Time management and organization
Comments/Suggestions
= Great intro this week!
Facilities and Logistics
Pre workshop information and materials were
helpful 2.9
The workshop facilities were conducive for promoting
a quality training session 4.6
Sleeping accommodations were
adequate 4.1
Meals and refreshments were
adequate 4.5
Overall Workshop
Did the workshop topics meet your needs in the
classroom? 4.8
Will you be able to integrate what you learned at ESSTD
into your current teaching? 4.9
Were the topics present at an appropriate depth/level for
you? 4.6
Providing you with useful resources and
materials
4.9
Did the workshop provide you opportunities to try out
skills and review resources? 4.6
Did the instructors provide support and answers to your
concerns and questions? 4.8
Overall I think the ESSTD workshop
was…. 4.9
Comments/suggestions:
=
I'd like to hire interpreters who are specialized in science.
Those interpreters, I feel, were not as highly qualified to interpret
science concepts.
= Got info and instructions
late. Got the packet on the first day of the workshop
= Classroom: Tables and chairs
would be preferable for facilitating group work.
= Mary & Dave, thank you for
being so incredibly patient, knowledgeable, enthusiastic and organized
for both weeks.
= Excellent!
What collaboration strategies are you interested in trying this
year?
__7/7__
Using the SOAR-High online
curriculum
__7/7___ Student online science portfolios
__7/7___ Classroom to classroom videoconferencing
__7/7___ Daily (or other) online teacher messages Maybe
weekly to start
__6/7__
Online student discussion (GDOC, or
other) Maybe
What collaboration projects would you like to participate in this year?
__6/7___ Quarterly
science/art
projects
__7/7__ Measuring
Aerosols (Sun
Photometer)
__7/7___ Buoy
Tracking activities I'd like to do some ocean studies but I'm not
sure what yet.
__7/7___ Exploring
faulting/earthquakes (Sandbox device)
_____
Other:
2/7 Green
up/Green down
(budburst)
1/7 All of the other
things that we have done this week (investigations)
What additional help do you need to participate in
SOAR-High this
year? Please continue comments and suggestions on the back
of this page.
= Idea: give
us these evaluation at the beginning of the week, so we can evaluate
at the end of each day, while it's fresh in our minds.
= I feel like I probably
don't know exactly what additional help I will need until I get back to
school and start trying to implement activities. Right now I want
to try almost everything, but in reality I need to decide what
activities to focus on to start.
= A resource for
getting info to Washington State teachers of the Deaf is a teacher of
the Deaf listserve - the contact person is Carol Carrothers. Her
email is Carolc@ellensbur.com
=
I certainly appreciate all the planning, time, effort, and materials
that were involved in setting up this program.
