ABE Professional Development

Report
ABE Professional
Development
ABE Program Office Webinar Series
Tuesday, June 17, 2014
Presenter: Marian Pasquale
1
Webinar Goals
• To learn from ABE sites about:
o the successes and challenges of their
professional development offerings
o the perceived needs of the ABE
teachers
• To share the results of the ABE
teacher survey
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Webinar Goals, cont.
• To identify the components of ABE professional
development that will:
o facilitate the implementation of the new ABE
curriculum, and
o best meet the needs of the ABE teachers both
veteran and new.
• To think with ABE sites about a redesign of ABE
professional development in order to create a
standard ABE PD experience across ABE sites
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Agenda
1.
Share the successes and challenges of your current ABE professional
development
2.
Identify the needs of your ABE teachers
3.
Review the teacher survey feedback and discuss how you might
change your PD scheduling
4.
Review some research about the elements of good professional
development
5.
Discuss how your present PD sessions align with the research and how
you can redesign your current PD design
6.
Questions and answers
7.
Reflection
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4
ABE Teacher Survey Results
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ABE Teacher Survey: Demographics
Most ABE teachers:
have been
teaching for 5+
years
(85%)
have been
teaching ABE
2-5 years
(14%)
knew some
(39%) or quite
a bit (28%)
about
biotechnology
before
implementing
ABE
are somewhat
(36%) or very
confident
(62%)teaching
ABE
n= 111
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ABE Teacher Survey:
Workplace Environment
23%
54%
teach in a
standard
classroom
have a class
size of 30+
students
71%
47%
have a
classroom
with lab
space
have a class
size of 20+
students
5%
94%
have a
separate
lab room
share science
equipment
with other
teachers
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ABE Teacher Survey:
Biotechnology Skills
Most teachers are very confident or confident
performing the following lab skills:
– using micropipettes and teaching students how to use
micropipettes (88%)
– prepping for gel electrophoresis and pouring gels (82%)
– restriction digestion of DNA plasmids (75%)
– preparing bacterial cultures (77%)
– bacterial transformations in the classroom (63%)
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ABE Teacher Survey:
Materials Management Challenges
Most teachers found challenges with:
– prepping materials for individual groups of students (38%)
– making the necessary solutions and materials (18%)
Other frequently mentioned:
– there is not enough time to complete the labs and complete
additional lessons in the time allotted
– picking up and dropping off materials
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ABE Teacher Survey:
Additional Challenges
The logistics - how to
implement ABE given different
length class periods (which
steps can be set up ahead o f
time/held until the next day).
I only have 41 minute class
periods so I've had to spend a
lot of time emailing my ABE
supplier with these questions.
Timing of
procedures and
which procedures
can be extended or
stopped in case of
time constraints.
Teachers should
require the
students to think
about their lab
procedures. To do
this, complete the
worksheets that
are included
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ABE Teacher Survey:
Additional Challenges, cont.
Having
opportunities for
"refreshers" of the
content and practice
o f the lab skills is
important for
teachers to continue
growing.
Knowledge of how to manage everything
well in a large classroom setting. There are
a lot of steps that are truly new to almost
all students and with only one teacher and
many students it takes good classroom
management and fluency of content.
Suggestions to newer teacher would be
helpful.
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ABE Teacher Survey:
Knowledge & Skills
Most teachers said that the following are very
important or important for new ABE teachers:
98%
Content
knowledge
98%
98%
94%
Lab skills
materials
management
Connection
between
biotechnology
and biology
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ABE Teacher Survey:
Content Knowledge
Most teachers felt the following knowledge is
extremely important or very important for
teaching ABE:
• genetic engineering
restriction digestion of
DNA plasmids
transformation of bacteria
with plasmids
• agarose gels and
electrophoresis
•
•
•
•
protein purification
cloning
science career awareness
connections between the
biotechnology and real
world applications
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ABE Teacher Survey:
Biotechnology Skills
• using micropipettes and teaching students
how to use micropipettes
• prepping for gel electrophoresis and
pouring gels
• restriction digestion of DNA plasmids
• preparing bacterial cultures
• bacterial transformations in the classroom
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Questions?
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ABE Teacher Survey:
Professional Development for New Teachers
Most teachers felt the following curriculum and
implementation issues should be addressed during initial
professional development for new teachers:
 ideas for incorporating the ABE curriculum into your
curriculum
 tips for setting up the labs
 assessment strategies for the ABE lab “practices”
 materials management strategies
 tips for scheduling the ABE curriculum into your
curriculum (time management)
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ABE Teacher Survey:
Professional Development for Veteran Teachers
Teachers asked for:
47%
assessment strategies for the ABE lab
“practices”
17%
tips for setting up labs
11%
ideas for incorporating the ABE curriculum to
their curriculum
10%
tips for scheduling the ABE curriculum into
their curriculum (time management)
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ABE Teacher Survey: PD Format
When asked about their preferences for PD format,
teachers said the following:
Response
Percentage
face-to-face
65%
online only –webinars, online courses
3%
blended: part face-to -face and part online
32%
Summer
64%
Saturdays during the school year and after school
30%
after school
7%
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ABE Teacher Survey: PD
Schedule/Format
Response
Percentage
one continuous week (summer)
28%
one week in the summer and 3–4 face-to-face
follow-up sessions during the school year
28%
one week in the summer and 3–4 follow-up
sessions through webinars
16%
3–4 webinars over the course of the school
year
15%
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Questions?
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From the Research…
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Elements of Effective
Professional Development
From: A Primer on Effective Professional Development, Laura DeSimone, March 2011
 Content Focus
 Active learning
 Coherence
 Duration
 Collective participation
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Elements of Effective
Professional Development
From: A Primer on Effective Professional Development, Laura DeSimone, March 2011
 Content focus – activities should focus on subject
matter content/skills and how students learn (your
students).
 Active learning – Teachers should have opportunities
to get involved beyond learning the lab techniques,
such as discussing connections to their curriculum and
implementation issues.
 Coherence – The PD experience needs to support
teachers’ existing curriculum.
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Elements of Effective
Professional Development
From: A Primer on Effective Professional Development, Laura DeSimone, March 2011
 Duration – PD activities should be spread over a
semester and include 20 hours or more of contact time.
 Collective participation – Groups of teachers from the
same subject should participate in PD activities together
to build a learning community.
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Questions?
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Resources
DeSimone, Laura M. (March 2011). A Primer on
Effective Professional Development, Kappan, 92 (6),
pp.68 - 71.
Guskey ,Thomas R. & Yoon, Kwang Suk. (March
2009). What Works in Professional Development?,
Phi delta Kappan, Vol. 90, No. 07, pp. 495-500.
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How can the ABE PO help?
Helping with strategies about:
1.
2.
3.
4.
5.
6.
7.
incorporating the ABE curriculum into your curriculum
setting up the labs
assessment strategies for the ABE lab “practices”
materials management
classroom time management
scheduling the ABE curriculum into your curriculum (time
management)
setting up multiple sessions during a semester
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Contact Information
Marian Pasquale
[email protected]
http://amgenbiotechexperience.com/
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