The Office of Instructional Technology Services in collaboration with the Reading/English Language Arts Office, Curriculum & Instruction Department

Goal “To know is to know how to make.” This the essential definition of constructivist learning. The goal of the initiative is to enable students to do improve TAKS scores by a better understanding of how to make and, subsequently use, graphic organizers.

Portrait of a Handheld-Enabled Classroom Both teachers and students are engaged in an ongoing learning process, in which content area and technology skills are embedded in lesson activities. Classroom instruction is primarily student-centered, but the role of the teacher is vital in guiding and facilitating learning, as well as helping assess student work. Assessment is authentic and ongoing. Expectations of student performance are extremely high. Technology tools are used transparently throughout the curriculum by students as well as teachers to support the learning environment. Classroom work is characterized by a buzz of activity, a high level of intrinsic motivation, and a spirit of discovery as well as a love of learning on the part of all participants. Students demonstrate mastery of required knowledge and skills through a variety of assessment options. Authenticity of content, tools, audience, and assessment prevails.

Background Information Visual learning is one of the best methods of teaching valuable comprehension, thinking and writing skills. By combining the power of visual learning with speech support, Kidspiration and Inspiration leverage the strength of multiple learning styles to improve students' comprehension and retention. To continue the effort to standardize productivity tools to achieve student achievement goals, it is recommended that graphic organizer software (i.e. Kidspiration and Inspiration) be implemented district-wide. Graphic organizers such as the Inspiration software program are designed to help students comprehend information and concepts. Instructors can use this visual learning tool for activities such as concept mapping, critical thinking, brainstorming, diagramming, outlining, and organizing.

Graphic organizers such as concept maps, radial diagrams and note taking matrices required careful planning and editing to avoid being cluttered, confusing and consequently -- unusable. They became unwieldy and not very user friendly. When a new idea was generated or an unanticipated change was made this required a complete remake of the map, diagram or matrix. Furthermore, the map was often limited to the size of the paper and time allocated to generate the organizer. Newly developed electronic organizers and multiple windows ease designing, gathering and rearranging information. They allow the developer to cut, clip, paste, move and rearrange information at will. Not having to preplan, draft and remake brings into being the free flow of creativity and information in a natural manner.

Content Area Focus Working in collaboration with the Curriculum & Instruction Department, the Office of Instructional Technology will approach integration of technology using electronic graphic organizers into the scope and sequence. Use of graphic organizers span a wide variety of content areas, including the following (to only list a few examples):

1. Elementary Mathematics: Chapter 111, Subchapter A - (6) Patterns, relationships, and algebraic thinking. The student describes relationships mathematically. The student is expected to select from and use diagrams and number sentences to represent real-life situations.

2. Elementary Science: Chapter 112, Subchapter A - (6) Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to: (A) sort organisms and objects into groups according to their parts and describe how the groups are formed; (B) record observations about parts of plants including leaves, roots, stems, and flowers; (C) record observations about parts of animals including wings, feet, heads, and tails

3. Elementary Social Studies: Chapter 113, Subchapter A - (18) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:(B) create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.

4. Elementary English Language Arts/Reading: Chapter 110, Subchapter A

(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).

While many more examples could be provided, it is clear that ample evidence exists for the use and assessment of graphic organizers within content area TEKS, not to mention Technology Applications:TEKS.

Campus Participation Process Campuses interested in participating in the Graphic Organizer Initiative will need to adhere to the following process:

1) Submit an on line form requesting the purchase of how the electronic graphic organizer software will impact teaching and learning. The form should address the following components:

• How will Kidspiration/Inspiration address specific content area TEKS, in particular critical areas of need you have identified in your campus improvement plan?

• Explain how these needs are reflected in their campus improvement plans and lesson plans over a 2 year period, beginning from the moment your campus participates in professional development sessions.

• Identify when professional development will take place for your campus.

• Work with the Office of District Initiatives to and Instructional Technology to identify logistical issues (e.g. How many copies of Kidspiration/Inspiration will be purchased by the campus, how many will need to be provided by the District, who will install the software, etc.).

2) Invite IT Team to present to the Campus Leadership Team (CLT) on tech integration initiatives (must include specific date/time at time of application).

Professional Learning Participants will attend a 6-hour workshop session. Participants will also submit copies of their lesson plans online to be shared with others. Professional Learning sessions will also be assessed at levels 4 and 5 of the Five Critical Levels of Professional Development Evaluation (Guskey, T. (2000) Evaluating professional development, Corwin Press, Inc). Those levels include the following:

• Level 4- Participants’ use of new knowledge and skills:

• Questions Addressed include: Did participants effectively apply the new knowledge and skills?

• Instruments used will include questionnaires, structured interviews, participant reflections, portfolios, video-or audiotape if appropriate.

• Level 5- Student learning outcomes:

• Questions Addressed include: a) What was the impact on students?; b) Did it affect student performance or achievement?

• Instruments used include questionnaires, portfolios, and student records.

Implementation Phases Although a timeline is provided to frame the implementation, one can observe the progression via multiple phases (shown below).

Phase 1: Seek Board approval in October, 2004 Phase 2: Collect Campus Access Survey data by November 15th Phase 3: Notify campuses at November 16^th Campus Technology Representatives (CTR) meeting of the

process to be followed for software deployment. Phase 4: Begin processing and delivering professional development from January through August, 2005

Assessment and Evaluation

• Ongoing assessment will be provided through the implementation process and conducted by the Office of Instructional Technology.

• Teachers participating in the project will also be assessed using the LOTI Instrument in Spring, 2005, as well as the LOTI Walk-Through form.

• Student assessments will be done through the use of authentic assessment measures (e.g. rubrics).

• Student and teacher products will be displayed via a web site managed by Instructional Technology Office.

• Teachers will adhere to the use of graphic organizers as proscribed in content area scope and sequence.

Prompt approval and implementation of this plan will ensure successful implementation. While no plan can anticipate with 100% accuracy the issues that will arise, we can anticipate the Professional Development and Support Structures that need to be set in place. This plan seeks to do this, and your feedback is invited.

Please submit your comments to:

Miguel Guhlin, Director Office of Instructional Services Email: mguhlin@saisd.net 210-527-1400 ext. 115