st
21
Century Collaboration:
Generation X (Mentors), Millenials (Interns) & Technology
Ron Siers - Salisbury University
Sara Elburn - Salisbury University
Stacie Siers - Salisbury University
Lori Menzel - East Salisbury Elementary School
Mary Sarah Kneebone - SU Intern
Jennifer Minopoli - SU Intern
Melissa Morrissey - SU Intern
Turning Point: I have …
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Who, where, why…
• A Bit about Us
• Workshops for PDS Mentors
• Collaborative Internships
Our Shared Vision
• Your Challenge: Turning possibility thinking into an
inspired vision that is shared with your intern or mentor.
• Be forward-looking and look across the “horizon of time”
and imagine the great opportunities to come with
technology (Kouzes & Posner, 2007).
• The image may be vague from a distance, but IMAGINE
that the extraordinary is possible and the ordinary can
be transformed into something wonderful & noble (Kouzes
& Posner, 2007).
• Imagine the possibilities
• Find a common purpose
Millennial Generation
Millennial Expectations &
Technology (Carter, 2008)
•
•
•
•
Millennial Generation – 1982 – 2002 (76 million) (Interns)
Generation X - 1961 – 1981 (Small Cohort) (Mentors)
Boom Generation - 1943 – 1960 (80 million) (Mentors)
Traditionalist Generation – 1925 – 1942
Millennial Interaction with
Multiple Technological Resources
1. Unfamiliar with life before networking technologies.
Consider themselves to be technologically savvy
(Carter, 2005)
2. No experience with life before cell phones, instant
messaging, Internet applications, Blackberries, Palm
technologies, IPods, & handheld technologies (Howe
& Strauss 2000; Raines, 2003, Carter, 2005)
3. Learning occurs through social collaboration
4. Social networking & Social negotiation are the norm
(Howe & Strauss, 2000)
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as an attitude and behavior of consultation and
really listening and responding to the unique concerns of the individual
intern as a person of value. The mentor’s ability to model enthusiasm
and passion for teaching and learning along with collaboratively planning
lessons foster the intern’s teaching efficacy. The mentor provides the
intern with enough personal space to understand their teaching self.
The direct result of the mentor’s existential presence and caring
disposition is a co-teaching relationship where both members view each
other as teammates for the benefit of their students.
Collaborative Voices
"The strength of co-teaching comes from the
many opportunities to use innovative practices
that would be far less practical in a classroom
with one teacher."
- Marilyn Friend, 2007
"Teachers (81%) in co-taught classrooms were
more likely to provide instruction that involved
students in higher dimensions of learning."
- James M. Walsh & Barbara Jones, 2004
"Coming up with differentiated and motivating lessons
is much easier with two people. Two teachers means
that two people can figure out how to "shake up" the
lesson and ensure maximum student engagement."
- Wendy W. Murawski & Lisa Dicker, 2008
Keep in mind…
• Meaningful use
• Mentors are models
• Intern anxiety
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor
oneself
giving of
to the intern. This giving of oneself may be in response to
the intern’s request, but it is more often a voluntary effort and is
unsolicited by the intern. The mentor’s willingness to give of oneself is
primarily perceived by the intern as an attitude and behavior of
consultation and really listening and responding to the unique concerns
of the individual intern as a person of value. The mentor’s ability to
model enthusiasm and passion for teaching and learning along with
collaboratively planning lessons foster the intern’s teaching efficacy.
The mentor provides the intern with enough personal space to
understand their teaching self. The direct result of the mentor’s
existential presence and caring disposition is a co-teaching relationship
where both members view each other as teammates for the benefit of
their students.
Google Calendar: I have …
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Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as
of consultation
an attitude and behavior
and really listening and responding to the
unique concerns of the individual intern as a person of value. The
mentor’s ability to model enthusiasm and passion for teaching and
learning along with collaboratively planning lessons foster the intern’s
teaching efficacy. The mentor provides the intern with enough
personal space to understand their teaching self. The direct result of
the mentor’s existential presence and caring disposition is a coteaching relationship where both members view each other as
teammates for the benefit of their students.
Internet Treasure Hunts:
I have …
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Digital Stories: I have …
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Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as an attitude and behavior of consultation and
really listening and responding to the unique concerns of the individual
intern as a person of value. The mentor’s ability to model enthusiasm
and passion for teaching and learning along with
collaboratively planning lessons
foster the intern’s
teaching efficacy. The mentor provides the intern with enough
personal space to understand their teaching self. The direct result of
the mentor’s existential presence and caring disposition is a coteaching relationship where both members view each other as
teammates for the benefit of their students.
Google Docs: I have …
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Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as an attitude and behavior of consultation and
really listening and responding to the unique concerns of the individual
model
enthusiasm and passion for teaching and
learning along with collaboratively planning lessons foster the
intern as a person of value. The mentor’s ability to
intern’s teaching efficacy. The mentor provides the intern with enough
personal space to understand their teaching self. The direct result of
the mentor’s existential presence and caring disposition is a coteaching relationship where both members view each other as
teammates for the benefit of their students.
Exhaustive Description of a Supportive Mentor:
Collaborative Internship Experience
In a supportive collaborative internship experience, the mentor’s
existential presence is perceived by the intern as more than just a
physical presence. There is the aspect of the mentor giving of oneself
to the intern. This giving of oneself may be in response to the intern’s
request, but it is more often a voluntary effort and is unsolicited by
the intern. The mentor’s willingness to give of oneself is primarily
perceived by the intern as an attitude and behavior of consultation and
really listening and responding to the unique concerns of the individual
intern as a person of value. The mentor’s ability to model enthusiasm
and passion for teaching and learning along with collaboratively planning
lessons foster the intern’s teaching efficacy. The mentor provides the
intern with enough personal space to understand their
teaching self. The direct result of the mentor’s existential presence
and caring disposition is a co-teaching relationship where both
members view each other as teammates for the benefit of their
students.
TTP: Teammate Technological
Pedagogy
•
•
•
•
•
Tech goal
Early tech check
Management
Reassure
Plan B
Technology in the H.S. Classroom
• In our history classroom, we try to
incorporate technology as much as
possible by analyzing how we can
enhance information through the use of
technology.
• Great Depression lesson
– Laptops, LCD projector, and
TurningPoint clickers
– Positive Student response
Technology in Middle School
We projected a series of images from the Bayeux Tapestry
onto the white board, then had students from the eighth
grade class come up to the board and circle parts of the
tapestry to explain the story of the Norman Conquest.
Grade 4 Technology Integrated
Lesson
Mentor Teacher: Tamara Filippelli
Student Intern: Jennifer Minopoli
Technology used:
• CC TV- used for
students with visual
impairments to see
information up close
• Laptop- used to create
Wheel of Fortune
interactive game
• LCD Projectorprojected information
from the laptop onto the
screen
• Eggspert- interactive
game component with
lights and sounds allowing
students to compete by
buzzing in their answers
•Document Camera- used
to project directions
students needed to read at
the start of class
Third Grade Integrated Lesson:
Language Arts and Social Studies
Purpose:
• Integrate Language Arts lesson with Social
Studies
• Infuse technology – Pixie 2 and Wikispaces
• Teacher & Intern to facilitate learning
• Students in charge of their learning
• Students research information
• Expressing their knowledge creatively
• Create an artifact that can be shared
• Motivate and engage students in their
learning
Standards
Reading Standards: Elements of a Poem
3.A.4.a - Use structural features such as structure and form including lines and stanzas,
shape, refrain, chorus, and rhyme scheme to identify poetry as a literary form.
Writing Standards: Writing a Poem
4.A.2.b - Describe in prose and poetry by using sensory details and vivid language with
active verbs and colorful adjectives.
Social Studies Standards: Making connections with a USA Symbol
5.A.2.a – Collect and examine information about people, places, or events of the past
using pictures, photographs, maps, audio, visual tapes, and or other
documents.
Technology Standards: Using Technology
3.A.1.a - Use technology tools, including software and hardware, from a range of
teacher-selected options to learn a new content or reinforce skills.
3.C.1.b - Use templates or create new documents to complete learning assignments
3.C.1.e - Use various electronic information retrieval sources to obtain information on a
topic
Lesson
SU Intern:
1. Monday – Reteach poetry
elements such as rhyme
scheme, rhyme, lines, and
stanzas.
Mentor Teacher:
1. Monday- Intro Statue of
Liberty (American
symbol). Gather facts
(Wikispaces and a piece of
text)
2. Tuesday – Reviewed poetry 2. Tuesday – Reviewed facts
elements. Rough draft of
about the Statue of
poetry.
Liberty.
3. Wednesday – Monitor the
editing & revising process.
3. Wednesday – Introduced
Pixie 2 and all the
features.
4. Thursday – Students created their poems using Pixie 2.
Monitored and assisted students
5. Friday – Publish and share
This lesson was developed after an GLIT meeting where the results of the
Reading Benchmark showed that the students needed an opportunity of
improvement in the area of poetry.
Examples:
Contact Information
• Ron Siers
– rrsiers@salisbury.edu
• Stacie Siers
– sesiers@salisbury.edu
• Sara Elburn
– sjelburn@salisbury.edu
• Mary Sarah Kneebone
– mk84357@students.salisbury.edu
• Jennifer Minopoli
– jm69759@students.salisbury.edu
• Melissa Morrissey
– mm69491@students.salisbury.edu
• Lori Menzel
– lmenzel@wcboe.org
Visit our Wiki: rrsiers.wikispaces.com/MdPDS