Instructional Challenge & Innovation Projects Symposium 2016 --
Learning for Life
Shenandoah County Public School educators met on June 20th and 21st at Peter Muhlenberg Middle School for the Third Annual Instructional Challenge and Innovation (ICHIP) Symposium. This two day event showcased the 2015-16 ICHIP grant projects and offered teachers and administrators the opportunity to discuss and collaborate on new methods or ways to teach.
Approved by the Shenandoah County School Board in September 2013, the ICHIP grant program provides funding for SCPS educators to try “emerging and engaging” teaching and learning methods that have the potential to improve instruction and thus impact learning. ICHIP projects must integrate the SCPS Cornerstones of instruction, which are skills considered essential for success in the 21st Century: Critical Thinking, Creativity, Collaboration, Communication, Persistence, and Problem Solving.
Dr. Jeremy Raley, Superintendent of Shenandoah County Public Schools, welcomed everyone to the event and thanked teachers for giving of their time “to spend two days of summer vacation to grow and improve as a professionals. ICHIP is an opportunity for us, as educators, to research and develop innovative teaching and learning practices,” he said. “It allows our teachers to try new ideas, innovate, and be creative. This is an exceptional experience for those who participate.”
Dr. Jeremy J. Raley
Superintendent of Shenandoah County Public Schools
Ebbie Linaburg, Assistant Superintendent for Curriculum, Instruction, and Assessment, presented an overview of the ICHIP program, whose Grant recipients receive as much as $1,000 for purchase of resources necessary to implement their grant. Referencing Shenandoah County Public Schools’ Instructional Framework graphic, Ms. Linaburg suggested “linking what we have learned” --- integrating Instructional Framework elements such as Meaningful Relationships and Community Partnerships as well as Problem Based Learning and other new ideas with Academic Knowledge and Skills and the SCPS Instructional Cornerstones --- to create Learning for Life.
Assistant Superintendent for
Curriculum, Instruction, and Assessment
As part of the ICHIP Overview on the first morning, Meredith Bauserman, a 2013-14 ICHIP Grant recipient, presented information about the Grants that she and Barbara Derflinger received. She said, "With our two ICHIP grants, we were able to purchase chromebooks that helped us completely transform the way our students learn chemistry. We flipped our Chem I classrooms. Our students now take their notes at home and then come to class to practice, apply and experiment with these chemistry concepts. It was a huge shift---I've always considered myself to be a pretty good lecturer. Now I don't lecture. There have been even more transformations since our initial ICHIP presentation." Ms. Bauserman gave a "shout out" to Sherri Jarrett and Missy Hensley, educators she describes as "invaluable resources." Sherri has "endless ideas" and Missy "can get your mind racing." Ms. Bauserman's advice: "Surround yourself with people who will support and challenge you. AND, if you haven't applied for an ICHIP grant yet, give it a shot! It could help transform the way you teach, too!."
Meredith Bauserman presented as part of ICHIP 2014.
At the 2016 ICHIP Symposium, Meredith Bauserman talked about
the ICHIP Grant (2014) that changed the way she teaches.
Ebbie Linaburg , Dave Hinegardner (Director of Middle and Secondary Education), and Chad Hensley (Director of Elementary Education) developed the Symposium. During the mornings of the Symposium, the 2015-16 ICHIP grants recipients presented their projects with the expectation that other teachers will be inspired to adapt the new methodology or technology for use in their own classrooms. (Grants are listed below.)
Dr. David Hinegardner
Director of Middle and Secondary Education
Director of Elementary Education
In the afternoons, teachers participated in discussions and collaborative activities as they focused on “instructional pedagogy”---methods or ways of teaching-- including problem and project based learning, authentic instruction, and cross-curricular instruction. Videos shown at the Symposium focused on the fact that while students and culture have changed, education has not changed much in the last one hundred years. When high schools were established, subjects were taught as separate courses and prepared students for life in the industrial age. Today, schools are preparing 21st Century students for jobs that do not yet exist and for a life that is vastly different from life in the 20th Century. “How we teach” needs to change in order for our students to be successful in a global society,” said Ms. Linaburg. Yet, even as teachers explored new methods of instruction, Ms. Linaburg commented, “We are honoring and innovating. We are not throwing the baby out with the bathwater. We will continue to use “instructional strategies and techniques that have continuously proven effective.”
The ICHIP Grants itemized here are examples of innovation in Shenandoah County Public Schools. A series of news releases published throughout the 2016-17 school year will highlight each of these grants in greater detail. Descriptions below are brief summaries.
Students Lead the Way: Biomedical Entrepreneurs Present the First Biomedical Expo - Tara Mason, Melinda Walters
Students enrolled in Shenandoah County Public Schools’ Project Lead the Way Biomedical Academy collaboratively planned and executed the school division’s first ever Biomedical Expo. Academy students developed presentations and designed activities appropriate for their audience of eighth and ninth grade students. They also created “professional” business cards and posters promoting the event.
Melinda Walters (left) & Tara Mason
(Above) Biomedical Academy students Daniel Morel and Karla Rodriguez display animal organs used in classes and for Biomedical Expo.
Right: ICHIP participants explore Academy resources..
Move and Learn Project - Social Work Department with ALES - Donna Early and Ashlie Tate
Students in Ms. Tate’s Grade 4 classroom pedaled desk bicycles during independent reading time to find out if movement would help them improve their reading ability.
Ashlie Tate and Donna Early
Can movNotes from students: Did the bikes help?
Can movement help reading?
A Problem-based Learning Unit for a Sustainable Future: What Would Alterative Energy Look Like at NFMS?
Science 6 students researched possible alternative energy sources and other improvements needed to recycle/reuse an old, modular classroom behind NFMS into a “Net Zero” Science 6 lab.
John Woods and MET Tower
Emma Oden & Emma Davis
2015-16 Science 6 students
Victoria Jimenez Luna (left) and Alyssa Payne
2015-16 NFMS Science 6 Students
Zoey Francis, 2015-16 NFMS Grade 6 student, and John Woods
OSMO: IPlay + iConnect = iLearn -
Alice Bauserman and Robin rndorff
To improve the reading level of her below level readers and her English Language Learners, Ms. Bauserman and Ms. Orndorff used ICHIP funds to purchase iPad minis, OSMO interactive learning systems, Tiggly Words, and several reading related IPad apps.
Robin Orndorff (left) and Alice Bauserman (right) display OSMO and games designed for improvement of reading.
A Problem-based Learning Unit for an Energy Efficient Toy
Design: Can you Develop a Self-sustaining Toy? - Christine Richmond
Using a PBL (Problem-Based Learning) model, Ms. Richmond challenged her Grade 6 Science students to design and engineer a self-sustaining (renewable energy source) toy for a young child. Ms. Richmond collaborated with English teachers to require students to write and present a commercial for their toy to classes at W.W. Robinson Elementary School. She integrated math by having her students keep a record of all costs.
Deborah Diner and Cheryl Morgan, who are both Grade 4 teachers at W.W. Robinson, spent last summer (plus additional time) converting the entire Grade 4 content and skills into Project Based Learning Units. Their projects “were not just arts and crafts models.” The ICHIP grants Ms. Morgan and Ms. Diner received were a part of their PBL units.
Cheryl Morgan (left) and Deborah Diner (right)
Snap Circuits in Inter-Disciplinary Project Based Learning - Deborah Diner
Electricity Standards were integrated into Standards for history, math, and language arts. The snap circuits provided hands-on learning making knowledge of electricity more easily understood.
A Community of Authentic Learning: Investing Every Stakeholder in Cross-Curricular Project-Based Learning - Cheryl Morgan
To maximum effectiveness of education, data indicates that students need to connect to the community; in addition, parents need to be involved in their children’s leading. Students in the PBL classrooms went on field trips; local experts came into the classroom; and parents participated in parent nights.
| Chery Morgan
Going Deeper with Virtual Reality - Alyssa Moore
Alyssa Moore was at a conference when she first encountered Virtual Reality through Google’s Cardboard Virtual Reality Glasses. Before she left that conference, she had ordered her own VR kit. Basically, with these VR glasses and the use of free Apps, students can go on field trips around the world and, with the 3-D effect, they will actually feel as if they are in that location.
Alyssa Moore (left) with teachers trying out the Google glasses.
Gemini Discrete Video Modeling System - Julie Neese-Whitaker
The Gemini Discrete Video Modeling System did not prove successful with Ms. Neese-Whitaker’s Multiple Disabilities students. Students were to watch the video and then imitate the word that was taught. Ms. Neese-Whitaker had precisely followed the instructions. “Finding programs that do not work is just as important as finding programs that work,” said Ms. Linaberg.
Interactive Watershed: Augmented Reality in the Science Classroom - Chando Greco and Darla Lisbon
With the assistance of Cody Vance from the SCPS Technology Department, Ms. Greco and Ms. Lisbon set-up an Augmented Reality Sandbox in Signal Knob Middle School’s Discovery Zone. An AR Sandbox allows students to create topographic maps using real sand augmented (supplemented) by an elevation color map, topographic contour lines, and simulated water.
Chanda Greco and Darla Lisbon
More photos from 2016 ICHIP Symposium