headerjrf
February 2007
Issue #49   Printer Icon for printing a PDF of the newsletter Printer friendly version of the FFF* eNews

The Director's Corner

What's New

  • New Email Addresses
  • New QAC Report

    • Facilitation Fundamentals

    Housekeeping

    Up Close

    Events

     

    		  

    The Director's Corner

    Dear FOR-PD Facilitators,

    FOR-PD is going very strong this semester. We have over 2200 participants this spring, and we will be adding district registrations in the coming weeks. We have received many requests from districts, who wish to get teachers through FOR-PD in time to attend the summer CAR-PD Academy. Thank you for all you are doing to lead, encourage, and support the teachers in your sections.

    Soon, we will be starting our facilitator professional development; see details in our newsletter and facilitator discussion board. We believe strongly that the facilitator is the contributing factor to the success of participants in the FOR-PD course. FOR-PD will continue to do whatever possible to support you as you grow in your online facilitation and literacy knowledge.  

    Our next professional development series will focus on the facilitator's presence in the online environment. Anderson, Rourke, Garrison, and Archer (2001) define teaching presence as “the design, facilitation, and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes” (p. 5).  Some effective online teaching behaviors related to facilitator presence include:

    • Providing timely and meaningful feedback,
    • Keeping students interested and motivated,
    • Ensuring interaction among participants,
    • Ensuring interaction between you and the participants, and
    • Encouraging students to be critical and reflective.

    Our spring professional development will focus on developing these effective behaviors in the online environment. We look forward to your participation in this professional development opportunity.

    FOR-PD continues to update and change. The FOR-PD staff has new email addresses. Please make sure you update your address books and spam blockers to allow the new email addresses to go through. We are also already hard at work on content changes for the summer. There have been some key pieces of research in the area of English Language Learners and writing. We also want to clarify tier one and two words and academic vocabulary. We will inform you of changes for summer as the semester approaches. Please make sure you are checking the facilitator discussion board for important announcements.

    Best wishes and continued success,

    Catherine Glass

    Project Director, FOR-PD

    407-207-7294

    cglass@mail.ucf.edu

    Return to Top

    What's New

    emailNew Email Addresses

    Here are the new email addresses for the FOR-PD Project and staff. Please update your records. Also make sure you update your address books and spam blockers to allow the new email addresses to go through.

    FOR-PD Project  - forpd@mail.ucf.edu
    FOR-PD Help Desk - forpdhelp@mail.ucf.edu
    FOR-PD Facilitators - forpdfac@mail.ucf.edu
    Catherine Glass (Project Director)- cglass@mail.ucf.edu
    Richard Scott (Registration) - riscott@mail.ucf.edu
    Candace Whitehead (Facilitator Specialist)- cgwhiteh@mail.ucf.edu
    Lourdes Smith (Reading Specialist) - losmith@mail.ucf.edu
    Saioa de Urquiza (Office Manager) - surquiza@mail.ucf.edu

     

    qac

    New QAC Process


    The QAC checks for the spring semester have begun. If you haven't already received your first QAC report, you should be receiving it shortly. As a reminder, here is the new process.

    First Check:
    At the first check we will no longer be looking at the calendar dates as FOR-PD has added those for you. We will continue to look to see that you have completed the following:

    1. Posted a Welcome Message with specific expectations including contact information, when grading will occur, and how feedback will be given
    2. Posted a 20-point Meet Me Here
    3. Responded to each participant's Meet Me Here
    4. Are current with your grading

    To avoid repetitive contact, which often makes participants irritated or confuses them regarding who to contact, FOR-PD will no longer automatically contact lagging participants at the QAC checks. We feel that the increased communications provided in the new bi-weekly emails will help to encourage participants without sending the same "you are lagging behind" messages.  We will, however, send you a report with laggers and non-starters.
    New to the QAC Check: There are two questions included in this report to which we expect a response. Respond directly on the report document in the space provided.  You will need to download the form, fill it out, and then attach it to an email. Send the report back to us at aswartle@mail.ucf.edu ALL facilitators are expected to return this report with the requested information in the space provided within one week.
    Those questions will be the following:

    1. What have you done to encourage these participants to become more involved in the course? This will include information like emails sent and/or phone calls made.
    2. Are there any specific participants you would like FOR-PD to contact? If so, please include specific information including dates, methods of communication, and responses (or lack of) from the participants.

    We will be happy to support you by contacting those you feel will benefit from our extra communication, after you have made the expected attempts.

    Second Check:
    The second check will look similar to those completed in previous semesters, with the exception of the expectation that you will return the report with comments regarding contact with laggers. We will be looking at the following:

    1. Are you actively communicating with the participants on the discussion board?
    2. Is your grading up to date?
    3. We will again send you a report with laggers 

    If you have any questions regarding the QAC process, please do not hesitate to contact us. Our intention is to support you.

     

    Facilitation Fundamentals

    pd Professional Development

    Spring Professional Development:
    The topic of our spring professional development is Teaching Presence in an Online Environment. Per the Conditions of Service that facilitators sign, you are required to participate in a FOR-PD professional development each semester. There are two options for professional development this semester.

    1. We will have a self-contained professional development section. This will run for four weeks beginning Monday, February 26th and ending Sunday, March 25th.  The training will consist of four lessons. Each lesson will require some reading and two assignments. Facilitators will also be required to complete a pre and post quiz.  The time commitment is approximately three to three and one half hours per week.

    2. If you are not able to participate in the self-contained four-week course, you can read the monthly resources offered in the FFF each month, January through April, and post a thoughtful response on the discussion board of the For Facilitators Only Course in the FFF Discussions area. Below is the resource and discussion for February.

     

    Monthly Resource:
    Last month our resources offered a broad look at what it takes to create a strong teaching presence in an online learning environment. This month the focus is narrowed by discussing the types of interaction in which the learner engages and thinking about how those interactions occur in an online environment.

    Interaction is defined as “mutual or reciprocal action or influence” according to Miriam-Webster Online. Ellen D. Wagner (1994) defined interaction as “reciprocal events requiring two objects and two actions. Interactions are suggested to occur when objects and events mutually influence one another.”

    It is important to note at this point that interaction is sometimes used interchangeably with interactivity but there is a difference in a technological age. Wagner (2002) explains the difference. “Interactivity tends to focus on the attributes of the technology systems employed in distance learning enterprises. Conversely, interactions typically involve behaviors where individual and groups directly influence one another.”

    There are four types of learning interactions identified by those researching distance education. They include learner-content, learner-instructor, learner-learner, and added in recent years with the onset of online learning environments, learner-interface (Hillman, Willis, & Gunawardena,1994; Moore 1989). Michael Moore’s full editorial on the first three types of interaction is available for you to read here: Three Types of Interaction. The last type of interaction, learner-interface, is the reason Lesson 1 of the FOR-PD course is critical to our participants' success.

    To carry this discussion a step further, let’s briefly review some additional thinking regarding interaction. In her article From Agents to Outcome Ellen D. Wagner discusses the previously mentioned types of interactions in terms of distance education. She believes Moore has offered a great benefit to designers, administrators, and implementers of distance education by offering a sense of direction when creating the transactions for courses/environment. “Furthermore, Moore’s interaction schema implies purpose, intent, and/or intended outcome of an interaction by virtue of indicating who or what is to be involved in a transaction.”

    However, Wagner believes that these types of interactions are agents to outcomes and when thinking of interaction, there is a need to look further toward outcomes. “The earlier emphasis on the agents of an interaction can now help set the stage for a more meaningful discussion of the outcomes enabled by various types of interactions.” She goes on to list ten types of interactions to build into any learning program (whether distance or traditional):

    • Interaction to increase participation. Learning often depends on individual’s willingness to engage in the learning process.
    • Interaction to develop communication. Providing opportunities for personal expression without fear of judgment or punishment.
    • Interaction to receive feedback. Learners need to obtain information from a variety of sources to judge the quality of their own performance.
    • Interaction to enhance elaboration and retention. Coming up with alternative explanations enhances long-term retention and recall.
    • Interaction to support learner control/self-regulation. This deals with the ability of a learner to stay on task, to mediate the need for additional information to complete one’s understanding, and to recognize when the learning task has been completed.
    • Interaction to increase motivation. Intense negative conditions can thwart a learner’s natural curiosity.
    • Interaction for negotiation of understanding. The willingness of individuals to engage in dialogue.
    • Interaction for team building. Individuals on a team should all support the team goals.
    • Interaction for discovery. Ex. brainstorming
    • Interaction for exploration. “This category helps define the parameters” of a new idea.
    • Interaction for clarification of understanding. This is similar to rephrasing someone’s statement in your own words to clarify meaning.
    • Interaction for closure. Determining the expectations of a project and their completion.

    As a FOR-PD facilitator, it is critical that you do your part to engage the participants in discourse that will help to foster further interactions and help them to gain deeper understanding of the content.  One of the very best methods is to use questioning. Questions are tools for seeking and processing information (Hunkins, 1995). In reading the wealth of information about using questioning to increase thinking and information processing, it is inevitable that you will be referred to Bloom’s taxonomy (Bloom & Krathwohl, 1965).

    In Asking Better Questions by Laura Morgan and Juliana Saxton, the authors point out the new thinking about the taxonomy in regard to questioning:
    “…the taxonomy is not – nor was it designed to be- a constructive way of planning and asking questions. Bloom and Krathwohl’s research is about knowing and as such, it helps us see the kinds of thinking we can set into action through questions.”

    The authors believe that effective teachers ask themselves two questions as they construct questions for their students:

    1. What kind of thinking is this question generating?
    2. How will this help my students engage in and with the material?

    Take a few minutes to review Bloom’s taxonomy and explore types of questions. Visit the University of Illinois at Urbana-Champaign’s Instructional Development Center for Teaching Excellence:  Levels and Types of Questions.

    Read the following guiding questions. Pick one and post your thoughts on For Facilitators Only discussion board and in the FFF Discussions area. We look forward to reading your discussions.
    Guiding Questions:

    1. Asking questions to increase the level and purpose of thinking can be an art. How successful have you been developing that skill?  How might you improve or adapt what you have done in the past based on what you have read in this lesson?
    1. Think in terms of Moore’s schema of interactions. Which types of interaction do you feel have been most common in your sections? How has your facilitation played a part in that?  Evaluate your skill creating discourse in regard to these interactions.
    1. Eileen Wagner believes that Moore’s schemas of interaction are agents, but the focus of interaction needs to be on outcomes. She listed many types of interactions for various outcomes. Choose two or three of her examples and think about your facilitation. How have you made efforts to increase those kinds of interactions? Please include examples.

    If you would like to read more about using questioning to engage learners and enhance learning, we encourage you to visit Stenhouse Publishing At the time of this writing each chapter of the book Asking Better Questions written by Norah Morgan and Juliana Saxton is available to read at no cost.

     

    How do I teach that? teach

    Making Connections Between Discussion Assignments and Literacy Logs

    An area of concern from the participants and facilitators at the beginning of the semester is the overlap between the lesson discussions and the literacy log assignments. While we agree that many of the assignments are definitely related, we want to provide you with information on how they are overall, quite different from each other.

    As you know, each literacy log focuses on a particular strategy. Often this is a graphic organizer that participants use to make connections about what they are reading and what they already know about a given topic. The purpose of the strategy component is to provide participants with practice in using the strategies before they implement them in their own classrooms.

    The discussion postings ask participants to apply or discuss their new understanding of the strategy and content of the text. The discussion should be seen as a way for participants to share what they have learned or provide thoughts on how to apply a particular strategy.

    There have been times when we have heard that there is “redundancy” with regard to the assignments.  While we agree that there is some redundancy with two of the lesson discussion/literacy log assignments, we feel that the majority of the assignments are not redundant, but interconnected. The chart below provides insight into on each lesson’s assignment focus.

    Lesson

    Discussion Focus

    Literacy Log Strategy Focus

    2

    Use database to answer questions that weren’t answered in KWL.

    KWL Chart on learning to read and reading to learn.

    3

    Identify three elements of exemplary instruction.

    3-Column Note on lesson 3 text.

    4

    Evaluate your classroom.

    ABC Brainstorm on items to read in a classroom.

    5

    Think-Pair-Share (share three)

    Think-Pair-Share on phonics instruction.

    6

    Discussion on 3-2-1 and how you’ll use strategy to increase engagement.

    3-2-1 on what they learned in the text.

    7

    Describe how the strategy can be applied in a content area.

    10 Most Important Words based on words in lesson 7.  

    8

    Identify and describe NRP comprehension strategy.

    Double-Entry Diary on lesson 8 text.

    9

    Describe a planned change in integrating reading and writing in the classroom.

    SCAMPER reading and writing instruction.

    10

    Discuss the use of pre-reading, during reading and after reading strategy.

    Venn Diagram comparing reading and writing.

    11

    Apply 6 Hat strategy to classroom planning or instruction.

    Use 6 Hat on material in lesson.

    12

    Offer a question and solution on the topic of striving readers that remains unanswered.

    Problem/Solution Discussion on how to assist striving readers.

    13

    Create a rubric on an element of literacy instruction.

    Use I-Chart to focus on the role of assessment.

    14

    Create a literacy leadership plan based off final components in Inverted Pyramid organizer.

    Use Inverted Pyramid organizer to brainstorm for an area that needs change.

    We hope this chart will clarify for you how each lesson discussion and literacy log are connected, but not identical. If you have any questions or concerns, please feel free to contact us to discuss them.

    Thank you,

    Lourdes Smith, FOR-PD Reading Specialist

    losmith@mail.ucf.edu

     

    quizQuizzes

    This spring, we have implemented a new policy related to quizzes. Students will have three opportunities to pass a quiz. There have been a few issues from this new policy. Below are reminders and suggestions that might help participants alleviate problems before they arise.

    When you are grading each week, review the quiz submissions. Do this for a couple of reasons: first, you are able to see if any quizzes need to be forced graded, and secondly, you are able to assess if participants are passing the quizzes and their progress can be monitored. If you see that a participant has taken a quiz more than once, you should review their quizzes, to see where they were having difficulty. Even if they received a passing grade in the end, this will give you information regarding areas of content you may need to highlight. For example, if you have several people who missed the question on Chall’s levels of literacy development, you might address that particular section of the content on the discussion board, in a general review.

    If you have a participant who has taken a quiz twice without passing, it sends a signal that you need to have a conversation with that participant and see how you can help. Are there areas of the lesson they don't understand? Also, remind your participants to review the feedback on their quizzes carefully before taking it again. If a participant has reviewed their feedback, you will need to make sure they are reading the feedback correctly. If participants have answered the question correctly, they will see a score similar to this, 2/2. If they have missed the question, they will see a score like this, 0/2. Participants may also be confused by the appearance of a 100%. This indicates the correct answer, not that they have received a 100% for that particular question.

    We have had a handful of participant tell us they are having technical issues with their quizzes. If you have a participant contact you regarding technical difficulties, please review their quizzes before contacting us or having them contact us. While we normally suggest you simply refer them to us with technical issues, this is an area where you can help. Having specific information will allow the Help Desk to be more efficient in determining if it is a technical issue, or if the participant just did not pass the quiz for the third time.


    Return to Top

    Housekeeping

    Summer Schedule

    Summer Registration Update:

    Open Enrollment Registration
    Registration Begins: April 2, 2007 at 9 AM EST
    Registration Closes: May 21, 2007 at 5 PM EST
    Courses Begin: June 4, 2007
    Courses Close: September 10, 2007

     

    FOR-PD Course Schedule Spring 2007

    Week 1 Jan 22 - Jan 27 Week 8 March 11 - March 17
    Week 2 Jan 28 - Feb 3 Week 9 March 18 - March 24
    Week 3 Feb 4 - Feb 10 Week 10 March 25 - March 31
    Week 4 Feb 11 - Feb 17 Week 11 April 1 - April 7
    Week 5 Feb 18 - Feb 24 Week 12 April 8 - April 14
    Week 6 Feb 25 - March 3 Week 13 April 15 - April 21
    Week 7 March 4 - March 10 Week 14 April 22 - April 30
    Participants Denied Access: May 1  Course Closing Info: May 14  Facilitators Denied Access: May 15


    spring

    Spring Course Calendar 2007 - 14 week Courses

    Up Close

    FOR-PD Staff Member - Lourdes Smith

    This month FOR-PD is proud to highlight one of our staff members, Lourdes Smith! Lourdes has been involved in the FOR-PD project for many years, prior to joining us in her current position. In addition to Reading Specialist, she functions as an adjunct UCF FOR-PD Facilitator for the university.

    Job Title: Reading Specialist
    Favorite Book: All the Kings Men by Robert Penn Warren
    Hometown: Edgewater, FL
    Degree: M.Ed in Reading Education K-12, M.Ed in Educational Media
    Job Responsibilities:    
        * Participant support, Content support.
        * Maintains course and database links.
        * Develops and publishes Reading Strategy of the Month.
        * Develops and publishes FOR-PD Literacy Newsletter.
        * Provides support for tech chats.
        * Maintains and revises lesson quizzes.
        * Promotes FOR-PD at conferences.
    Favorite Quote: "Learn as if you will live forever." - Chinese Proverb

    As mentioned last month, this section of the FFF will be an area for getting to know each other and sharing celebrations. We want to include you as part of this. Please submit anything you would like to share with us by March 10th and we will include it in next month’s FFF. Email the information to forpdfac@mail.ucf.edu.

    Events

    Literacy Symposium reading

     

    Our very own Principal Investigator, Vicky Zygouris-Coe, Ph.D., and Janine Ireland have organized another spectacular Literacy Symposium! This is a free event for teachers and is sure to be an informative and enjoyable day!

    Focus: Motivation, Literacy, and the 21st Century
    Location: The UCF College of Education (Gymnasium)
    Date: Friday, April 6, 2007
    Time: 8:00 AM to 3:00 PM (Registration from 8:00 AM to 8:45 AM in the Education Complex Gymnasium.)

    Guest speakers will include:
    Dr. David Booth, Professor Emertius in education at the Ontario Institute for Studies in Education at the University of Toronto. Some of Dr. Booth's books include: Reading Doesn't Matter Anymore: Shattering the Myths of Literacy (2006), Even Hockey Players Read (2002), and the Literacy Principal (2002).

    Dr. Timothy Blair, Professor in literacy at the University of Central Florida, College of Education. Some of Dr. Blair's books include: Principles and Practices of Teaching Reading (10th Edition), New Teacher's Performance-Based Guide to Culturally Diverse Classrooms (2003), and Teaching Reading: Diagnosis, Direct Instruction, and Practice (2nd Edition).

    To submit a proposal, register to attend, or for further information, please visit http://forpd.ucf.edu/litsym.

    Chat Schedules

    Facilitator Only Chats
    Upcoming Facilitator Only Chats: Please remember that two Facilitator Chats per semester are MANDATORY! One of these chats will count toward that requirement.

    March:
    WHEN: Tuesday, March 13.
    TIME: 7:00pm - 8:00pm EST
    WHERE: For Facilitator Only Course Chat Area, Room 1
    WHO: Facilitators
    TOPIC: Dealing with Changes

    Content Area Chat

    March:
    WHEN: Thursday, March 8.
    TIME: 7:00pm - 8:00pm EST
    WHERE: For Facilitator Only Course Chat Area, Room 1
    WHO: Facilitators & Participants
    TOPIC: Phonics, Phonemic Awareness and K-12
    Guest: Dr. Bruce Murray the Reading Genie

    Tech Chats

    March:
    WHEN: Tuesday March 20.
    TIME: 7:00pm - 8:00pm EST
    WHERE: General Chat for all courses
    WHO: Participants
    TOPIC: Technology Support


     

     

    Writers Still Wanted writer

    WANTED: Do you enjoy reading the FOR-PD Monthly Literacy Newsletter? Would you like to contribute to the Newsletter with your own thoughts and ideas on specific topics and themes? If so, then we’ve got a spot for you! FOR-PD seeks short, practical summaries (250-500 words) on strategies, techniques, or ideas that match the In Focus topic of the month. We welcome personal examples from the classroom and thoughtful advice on the designated topics. At least one month before the publication date, you can e-mail your summary as an attachment to losmith@mail.ucf.edu. A committee will review all submissions for appropriateness. If your summary is chosen for publication, an email will be sent to you. Your summary should include the following information:

    • Title

    • Your name and current position

    • Intended audience (primary, intermediate, middle, high, all)

    • Summary of technique, idea, or strategy that relates to In Focus topic

    • Summary should be edited and proofread

    FOR-PD strives to share new and interesting research on hot topics that affect teachers and their students. Read our list of upcoming themes for spring and consider submitting your idea or example summary. 


    April 2007     Topic: Informational Text for Younger Students
    Due Date:     March 15, 2007 Informational text is a type of nonfiction that conveys information about the world around us. It can include social or scientific topics and themes. Helping our young readers experience informational text is a great way to prepare them for real-life reading and having success later in school by building up their interaction with expository text structures. What experiences have you had in this area and which strategies or activities work well with your students? If you work with older students, which strategies do you use to help striving readers in your classroom with informational text?

    May 2007 Topic: Scripted Programs and Material Fidelity
    Due Date:     April 15, 2007 When a school chooses a core reading program to use in its classrooms, the program should be well-designed and have a solid research-base. Scripted programs are once again seen as the possible answer to cover both of these areas. Overall there has been a large amount of debate over the need and use of scripted programs. Once a school selects a program, whether scripted or otherwise, it is vital that the program be fully implemented with high fidelity. What scripted programs have you used in your own classroom and how does your school help you strive for fidelity in its use? How do you ensure fidelity of the reading programs you use?