Napd si civics2013
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Napd si civics2013






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Napd si civics2013 Napd si civics2013 Presentation Transcript

  • Building Bridges: Civics Educationthrough Collaborative Inquiry Karon LeCompte! Pat Sharp! Betty Ruth Baker! Baylor University! ! Karen McDonald! Waco ISD!
  • Session OverviewPartnership Program BackgroundPDS ModelDistrict PerspectiveParkdale ElementaryiCivics in Action
  • Baylor University Teacher Education ProgramFour year program with three phases:1.  2 Novice years with one semester fieldexperience annually2. Teaching Associate Year with full year onehour teaching daily and pedagogy classes inthe PDS3.  Intern Year with full year, all day co-teaching and 9 weeks full teaching in a PDS.
  • Parkdale PDS Waco, Texas EconomicallyDisadvantaged-82% Limited English Proficiency-9% At Risk-54% Mobility Rate-28%
  • Parkdale PDS Waco, Texas Ethnic  Groups   African  American-­‐42%   Hispanic-­‐31%   White-­‐24%   Na<ve  American/Asian/ Pacific  Islander-­‐3%  
  • The Baylor ModelCollaborative partnership between the Baylor School ofEducation, Baylor Law School, and local area schooldistricts. Designed to leverage the unique expertiseand resources of all involved parties —  School of Education: provided professional development for teachers, supported implementation of iCivics, conducted research —  School of Law: provided content experts to assist teachers —  School Districts: provided the venue in which to implement iCivics, support from top level administrators, content area champions
  • Why did Waco ISD endorse iCivics?  According to the NAEP Report A Nation s Report Card: Civics 2010: There has been a marginal increase in 4th grade students with a basic understanding of civics. There is no increase in 8th and 12th grade students since the previous 1998 study.    
  • CitizenshipBuilding Bridges: Civics Education in a newformat. Can children learn from playing videogames?
  • What is iCivics?—  Free, online civics education program —  16 online games (citizenship, Constitution, separation of powers, branches of government) —  Teacher materials (curriculum, state alignment, game guides, etc.)—  Vision of former Supreme Court Justice Sandra Day O’Connor—  Designed to prepare young Americans to become knowledgeable, engaged 21st century citizens by creating free and innovative educational materials.
  • Justice O’Connor Senate Judiciary Hearing
  • Our Research
  • Pretest/Posttest Scores and Mean Change by Grade Level Grade   Pretest  Mean   Pos-est  Mean   Change  Score   4   9.9  (3.9)   19.4  (4.9)   +9.53   5   13.9  (4.1)   17.4  (4.4)   +3.54   6   10.6  (3.7)   12.1  (3.4)   +0.64   8   20.4  (3.1)   22.8  (3.8)   +1.35   12   17.2  (4.7)   16.8  (5.0)   -­‐0.36  (Standard  Devia<on)  
  • What Students Say…—  They loved the games—  They learned civic knowledge—  They learned about civic processes—  Their civic attitudes and dispositions increased
  • What Teachers Say…—  Students loved the games—  Extended student learning outside of the classroom—  Classroom management was a non-issue—  They were pleasantly surprised by the benefits of iCivics in regards to content knowledge and students attitudes towards civic learning—  They needed more time to play and understand the games & additional professional development
  • What Teachers Say…
  • Community Engagement Experience—  Over 60 children came to the Baylor Law School to participate in a community engagement day —  Visit with Justice O’Connor —  Mock Trial —  Law Library —  Tour of City Hall
  • Parkdale – Professional DevelopmentOverview of iCivicsCivics Education for Young Children – Makingthe case for starting civics education with youngchildrenVocabularyLet’s Play – Immigration NationRole Play the game 19
  • iCivics at Parkdale and Beyond…
  • Hands on, Hearts on, Minds on
  • How to Implement iCivics in School Districts—  Identify a Champion—  Zero funding investment—  Establish the parameters and the effect on classroom instruction time—  Align correlation to TEKS/state standards—  Ensure support from district supervisors—  Choose the optimum schools and teachers—  Identify technology challenges and their resolutions—  Ensure principal support—  Conduct professional development for teachers—  Provide classroom support and follow through
  • Seamless Integration of Curricula•  The Constitution•  Separation of Powers•  Legislative Branch•  Executive Branch•  Judicial Branch•  Persuasive Writing•  Local Government•  Principles of Government (Federalism)•  Voting/ Civic Participation•  Budgeting•  Foreign Policy & National Defense
  • iCivics in Action
  • So What?—  iCivics does have a positive impact on both students’ civic knowledge and dispositions —  In many ways it became a great equalizer—  Requires a shift thinking about how children learn—a shift towards a more technologically driven curricula—  Highly dependent on teacher’s engagement with and implementation of the game in the classroom —  Professional development is key—  Successful implementation in classrooms, requires a commitment from school district, state, and national leaders
  • iCivics SymposiumParticipating teachers and local area school districtrepresentatives attended
  • Going Beyond the Games—  Teachers are crucial in making iCivics —  Powerful —  Authentic —  Integrative —  Meaningful —  Value Based—  Take 2 - Turn to a partner—  Content experts and community engagement
  • Learning Can be Fun…
  • The PDS Model21st Century LearningStrong PartnershipsTeaching for deep understandingTeaching with Technology
  • ConclusionsKaron LeCompte, Assistant Professorkaron_lecompte@baylor.eduPat Sharp, Professorpat_sharp@baylor.eduBetty Ruth Baker, Assistant Professorbetty_ruth_baker@baylor.eduKaren McDonald, Curriculum