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Climate Variability & Change

Rationale and Anticipated Outcomes. This project will establish a network of practicing high school teachers actively using climate change curricula. The key result of the project will be creation of professional learning communities (PLCs) of teachers who, through a series of remote meetings and workshops, maintain ongoing communication and sharing of best practices among colleagues to strengthen knowledge and promote effective teaching strategies during and beyond the actual grant period. Workshop subject matter will emphasize incorporating analysis of NASA Earth observation data by students in classrooms. Distinguishing Features: Partners and Leverage. The partner organizations are crucial in recruiting leaders to set up the PLCs and providing exemplary climate change education resources: Global Systems Science (GSS), a high school science curriculum widely used in integrated science, Earth science, and environmental science courses, is the lead proposer of the project. GSS provides tried and true resources, including Climate Change and Life and Climate. LHS Great Explorations in Math and Science (GEMS) with an existing network of over 80 professional development (PD) sites and centers, across the United States. Earth Science Information Partners (ESIP), of which GSS is a member will provide avenues for recruitment of participants, speakers for the remote teacher workshop events, and useful resources such as Earth Exploration Toolkit, GLOBE, and Earth System Science Education Alliance (ESSEA), Measuring Vegetation Health (MVH), Forest Watch , and EOS Webster with access to NASA Earth satellite imagery. Innovation: Travel-less Meetings to form PLCs. The project will explore techniques to achieve the most effective teleconferencing meetings and workshops. This promotes not only teaching about minimizing environmental impacts of human activity, but minimizes environmental impacts of professional development -- practicing what we preach. Metrics for success: 1. How well has the project established the network of PLCs for teachers in climate change science education? Evaluation Strategies: Online surveys of participants and telephone interviews for more in-depth feedback. 2. In what ways are participating teachers successful in implementing effective lessons in the science of climate change? Evaluation Strategies: Pre-post surveys of students, online surveys of participant teachers, analysis of teleconference summaries. 3. How effective are teleconferencing professional development strategies? Evaluation Strategies: In-person interviews with project staff, telephone interviews with teachers, online surveys to assess relative effectiveness of remote conferencing with traditional inperson professional development events teachers have experienced. Management. The project will employ a cascading effect, recruiting and training 20 climate change education teacher leaders who then form the PLCs comprised of 15 high school science teachers, for a total of 320 teachers involved in the project. Project staff are actively engaged in all levels from training teacher leaders to participating in selected PLC meetings.

Project PI: Alan Gould / REGENTS OF THE UNIVERSITY OF CALIFORNIA

University of California Lawrence Hall of Science 5200 Berkeley, CA 94720-5200

Phone: 510-643-5082

Fax: 510-642-1055

Email: agould@uclink.berkeley.edu

http://www.lawrencehallofscience.org/sii/alangould.html

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Started: Sep 27, 2010

Last Activity: Mar 14, 2011

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