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Napd si civics2013


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Napd si civics2013

  1. 1. Building Bridges: Civics Educationthrough Collaborative Inquiry Karon LeCompte! Pat Sharp! Betty Ruth Baker! Baylor University! ! Karen McDonald! Waco ISD!
  2. 2. Session OverviewPartnership Program BackgroundPDS ModelDistrict PerspectiveParkdale ElementaryiCivics in Action
  3. 3. 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.
  4. 4. Parkdale PDS Waco, Texas EconomicallyDisadvantaged-82% Limited English Proficiency-9% At Risk-54% Mobility Rate-28%
  5. 5. Parkdale PDS Waco, Texas Ethnic  Groups   African  American-­‐42%   Hispanic-­‐31%   White-­‐24%   Na<ve  American/Asian/ Pacific  Islander-­‐3%  
  6. 6. 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
  7. 7. 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.    
  8. 8. CitizenshipBuilding Bridges: Civics Education in a newformat. Can children learn from playing videogames?
  9. 9. 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.
  10. 10. Justice O’Connor Senate Judiciary Hearing
  11. 11. Our Research
  12. 12. 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)  
  13. 13. What Students Say…—  They loved the games—  They learned civic knowledge—  They learned about civic processes—  Their civic attitudes and dispositions increased
  14. 14. 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
  15. 15. What Teachers Say…
  16. 16. 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
  17. 17. 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
  18. 18. iCivics at Parkdale and Beyond…
  19. 19. Hands on, Hearts on, Minds on
  20. 20. 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
  21. 21. 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
  22. 22. iCivics in Action
  23. 23. 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
  24. 24. iCivics SymposiumParticipating teachers and local area school districtrepresentatives attended
  25. 25. 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
  26. 26. Learning Can be Fun…
  27. 27. The PDS Model21st Century LearningStrong PartnershipsTeaching for deep understandingTeaching with Technology
  28. 28. ConclusionsKaron LeCompte, Assistant Professorkaron_lecompte@baylor.eduPat Sharp, Professorpat_sharp@baylor.eduBetty Ruth Baker, Assistant Professorbetty_ruth_baker@baylor.eduKaren McDonald, Curriculum