A Community of Problem Solvers: Teachers Leading Problem-Based Learning in Southern Illinois

问题解决者社区：伊利诺伊州南部教师领导基于问题的学习

• 批准号: 1136414
• 负责人: Karen Renzaglia
• 金额: $ 325万
• 依托单位: Southern Illinois University at Carbondale
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-10-01 至 2019-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1136414&HistoricalAwards=false
• 关键词: Community; Problem; Solvers; Teachers; Leading

Southern Illinois University Carbondale (SIUC), in partnership with Shawnee Community College (SCC), Boys and Girls Club of Carbondale, and over 12 high-need school districts in the region, is mentoring and preparing 20 Master Teaching Fellows (MTFs) to transform science and math teaching in the partner schools. Through courses, leadership activities, research experiences and involvement with training pre- and in-service science teachers, MTFs are establishing a sustainable community of problem-solvers. MTFs are mentored by SIUC and SCC STEM faculty and educators in a synergistic endeavor to strengthen inquiry-based science experiences for teachers and students. As the principal agents for educational reform, MTFs are acquiring a deep grounding in science and mathematics content, inquiry-based learning methods, instructional interventions, and Action Research skills. They are developing leadership skills in designing and implementing professional development activities for their fellow in-service teachers in the region and for pre-service teachers. SCC is a key link in this partnership as most students at SCC attended the partner school districts and transferred to SIUC to complete their undergraduate degrees. Collaborating with researchers and IGERT fellows, MTFs conduct scientific research at the Cache River Natural Area and develop Problem-Based Learning (PBL) exercises and materials for a Resource Center housed at SCC. A virtual community is also being established using a course management system to disseminate resources and promote team communication. This community-based approach leads to inquiry-based instruction, especially problem-based learning, in the middle grades and improved student performance in science and mathematics at this critical juncture in education. MTFs conduct mentored authentic research, which they then translate to PBL exercises for their classrooms and the Boys and Girls Club of Carbondale, and disseminate to other teachers. IGERT Fellows mentor the MTFs and guide them in implementation of classroom activities. Additional pre- and in-service teachers are engaging in similar projects with their students or through a summer research experience. The focus on a widely studied and attractive natural area is designed to draw teachers, students and their families into "backyard" or community science projects. Additional professional development components of the program for MTFs include enriching science, leadership and science pedagogy courses, workshops and lectures in existing courses that MTFs will assist SCC and SIUC faculty in teaching, induction of novice teachers, development of a PBL Resource Center, shared maintenance of the web site, and National Board Certification to transform teacher leadership in their schools.

南伊利诺伊大学卡本代尔（SIUC）与肖尼社区学院（SCC），卡本代尔男孩女孩俱乐部以及该地区12个高需求学区合作，正在指导和准备20名硕士教学研究员（MTF），以改变合作学校的科学和数学教学。通过课程、领导活动、研究经验和参与培训职前和在职科学教师，多边基金正在建立一个可持续的问题解决者社区。MTF由SIUC和SCC STEM教师和教育工作者指导，以协同奋进加强教师和学生的探究式科学体验。作为教育改革的主要推动者，MTFs在科学和数学内容、基于探究的学习方法、教学干预和行动研究技能方面有着深厚的基础。他们正在发展领导技能，为该地区的在职教师和职前教师设计和实施专业发展活动。SCC是这种伙伴关系的关键环节，因为SCC的大多数学生都参加了合作学区，并转到SIUC完成本科学位。MTF与研究人员和IGERT研究员合作，在该高速缓存河自然区进行科学研究，并为SCC的资源中心开发基于问题的学习（PBL）练习和材料。还正在利用课程管理系统建立一个虚拟社区，以传播资源和促进团队沟通。这种以社区为基础的方法导致在中等年级进行探究式教学，特别是基于问题的学习，并在教育的这一关键时刻提高学生在科学和数学方面的成绩。MTFs进行指导的真实研究，然后将其转化为PBL练习，用于他们的教室和卡本代尔的男孩和女孩俱乐部，并传播给其他教师。IGERT研究员指导MTF，并指导他们开展课堂活动。更多的职前和在职教师正在与他们的学生或通过夏季研究经验从事类似的项目。重点放在一个广泛研究和有吸引力的自然区域，旨在吸引教师，学生和他们的家庭进入“后院”或社区科学项目。MTFs计划的其他专业发展组成部分包括丰富科学，领导力和科学教育学课程，MTFs将协助SCC和SIUC教师教学的现有课程中的研讨会和讲座，新手教师的入门，PBL资源中心的开发，网站的共享维护，以及国家委员会认证，以改变他们学校的教师领导力。