Summer Arts Based Literacy Camp 2005 Presented to the IRA
Conference, Toronto, May 15, 2007 Janet Richards, Ph.D. Lorna Cole,
Doctoral Candidate Lorna Cole, Doctoral Candidate Coleen Sams,
Doctoral Candidate Slide 2 Charter School Slide 3 Camp Participants
Doctoral Students Doctoral Students Master Students Master Students
Teacher Candidates Teacher Candidates Elementary School Students
Elementary School Students Dr. Richards Doctoral Students Master
Students Teacher Candidates Stude nt s Slide 4 Mentoring Each Other
Mentor for Doc students Mentor for Master student Mentor for
elementary students. Mentoring preservice teachers Dr. Richards
MasterDoctoral Preservice Students Slide 5 Planning Brainstorming
Brainstorming Dividing Jobs Dividing Jobs Contacting Parents
Contacting Parents Slide 6 Dr. Richards- presented lesson to
preservice teachers Dr. Richards- presented lesson to preservice
teachers Doctoral students - answered questions to Master students
Doctoral students - answered questions to Master students Master
students guided preservice teachers Master students guided
preservice teachers Preservice teachers conducted lesson with
students Preservice teachers conducted lesson with students Slide 7
Issues Many of the families did not speak English Many of the
families did not speak English Spanish Indian Bosnian Time Time 10
weeks 2 Monday holidays Uncertainty of elementary school
participant attendance. Uncertainty of elementary school
participant attendance. Slide 8 Contacting Parents Spanish speaker
contacted Spanish speaking parents Spanish speaker contacted
Spanish speaking parents All others contacted by English speakers
All others contacted by English speakers Slide 9 Visual Literacy
Slide 10 Collaboration Among Peers Slide 11 Master Teachers Model
Lessons Slide 12 Student as Mentors Slide 13 Preservice Teachers as
Mentors Slide 14 Course Requirements Case Report Case Report
assessments cloze passage cloze passage interest inventory interest
inventory informal reading inventory informal reading inventory
portfolio dialogue journal dialogue journal student-created book
student-created book mural (students and teacher) mural (students
and teacher) Lesson Plans Lesson Plans Weekly Reflections to Dr.
Richards Weekly Reflections to Dr. Richards Slide 15 Nametags
Nametags Group Rules Group Rules Camp Notes Camp Notes Dialogue
Journals Dialogue Journals Student Dictionaries Student
Dictionaries Interest Inventories Interest Inventories Prediction
Logs Prediction Logs Reading Logs Reading Logs Music Music Semiotic
Systems-transmediation Semiotic Systems-transmediation Cloze and
Maze Passages Cloze and Maze Passages Visuals to Accompany Fiction
Visuals to Accompany Fiction Combining Fiction and Informational
Text Combining Fiction and Informational Text Collaborative
Interactions with Graduate Students Collaborative Interactions with
Graduate Students Reflections- email to Dr. Richards Reflections-
email to Dr. Richards Slide 16 Extending the Definition of a
Professional Development School: Multiple Connections among
Teachers and Learners in an Arts-Based Summer Literacy Camp Slide
17 Preservice Teachers in a Summer Literacy Camp for Children
At-Risk A Sociocultural Perspective A Sociocultural Perspective
Slide 18 Povertys Blight on Education malnutrition, malnutrition, a
paucity of text in the homes, a paucity of text in the homes,
limited parent-to-child time, limited parent-to-child time, lack of
mentally stimulating activities, lack of mentally stimulating
activities, limited access to computer technology, and, limited
access to computer technology, and, where this study comes in, the
cessation of educational opportunities during the summer months.
where this study comes in, the cessation of educational
opportunities during the summer months. Poverty impedes educational
progress in many ways: Slide 19 How we helped: In the year 2000,
42.2% of Hillsboroughs children lived below 200% of the poverty
level (Center for the Study of Childrens Futures, 2004, pp. 92-93).
During summer vacation, the poorer the children, the greater their
educational losses (Schachter, 2001). By offering literacy
opportunities, our children made gains rather than incurring
losses. Slide 20 and how we helped our students: Poor teacher
preparation has been cited as one of the factors contributing to
low academic achievement in impoverished children (Darling-Hammond,
1997). By providing meaningful, site-based learning experiences,
the pre-service teachers developed their skills in: By providing
meaningful, site-based learning experiences, the pre-service
teachers developed their skills in: parent communications, working
with diverse populations, and developing the strengths in the
children with whom they worked. Slide 21 Most importantly, The
children benefited by experiencing summer literacy opportunities
leading to their educational achievements rather than losses. The
children benefited by experiencing summer literacy opportunities
leading to their educational achievements rather than losses. Slide
22 Preservice Teachers and their Lessons Lessons based on themes
Lessons based on themes Used journals, shared book experiences Used
journals, shared book experiences Taught reading comprehension
strategies Taught reading comprehension strategies Linked fiction
with informational sources Linked fiction with informational
sources Extended lessons with creative arts activities Extended
lessons with creative arts activities Slide 23 Preservice Teachers
Reflections Emailed weekly reflections to the faculty member in
charge of the program. Emailed weekly reflections to the faculty
member in charge of the program. Completed an exit survey to learn
more about the summer camp experiences. Responses were used to
structure future camp activities and participation in the survey
was voluntary. Completed an exit survey to learn more about the
summer camp experiences. Responses were used to structure future
camp activities and participation in the survey was voluntary.
Slide 24 Exit Survey Questions How did you communicate with
parents? How did you communicate with parents? What have you
learned about your self as a teacher? What have you learned about
your self as a teacher? How have your views changed since our first
two sessions? How have your views changed since our first two
sessions? What do you want to say about the children in the camp?
What do you want to say about the children in the camp? What do you
want to say about the graduate mentors? What do you want to say
about the graduate mentors? What else do you want to tell us? What
else do you want to tell us? Slide 25 Mentors 15 masters degree
students and 7 doctoral research assistants served as mentors to
the preservice teachers (all experienced teachers). 15 masters
degree students and 7 doctoral research assistants served as
mentors to the preservice teachers (all experienced teachers).
Teams of 1 doctoral student and 2-3 masters students mentored 6
preservice teachers in a expert-novice community of practice model
Teams of 1 doctoral student and 2-3 masters students mentored 6
preservice teachers in a expert-novice community of practice model
Slide 26 Literature Informing the Inquiry sociocultural theories:
Matthews & Cobb, 2006; Rogoff, 1990; Tharp & Gallimore,
1988; Vygotsky, 1978) sociocultural theories: Matthews & Cobb,
2006; Rogoff, 1990; Tharp & Gallimore, 1988; Vygotsky, 1978)
three planes of analysis: the personal, the interpersonal, and the
community three planes of analysis: the personal, the
interpersonal, and the community a consolidation of many
perspectives and voices or genres of others we have known (Stahl,
2000, p. 70) a consolidation of many perspectives and voices or
genres of others we have known (Stahl, 2000, p. 70) Slide 27 Data
Sources preservice teachers weekly email reflections preservice
teachers weekly email reflections end-of-semester survey
end-of-semester survey masters and doctoral students observation
field notes masters and doctoral students observation field notes
Slide 28 Rationale to prepare teachers to work with diverse
populations to prepare teachers to work with diverse populations to
provide a unique mentorship model for preservice teachers to
provide a unique mentorship model for preservice teachers to
discover how teaching at-risk students in a nurturing community
might impact preservice teachers professional development to
discover how teaching at-risk students in a nurturing community
might impact preservice teachers professional development to add to
the limited body of research on teacher preparation for diverse
populations to add to the limited body of research on teacher
preparation for diverse populations comments from weekly meetings
e-mail exchanges with the preservice teachers with the university
faculty member Slide 29 Questions How did the preservice teachers
participation as teachers of children at-risk transform their
professional development? How did the preservice teachers
participation as teachers of children at-risk transform their
professional development? How did the preservice teachers
interpersonal interactions with parents and mentors impact their
professional development? How did the preservice teachers
interpersonal interactions with parents and mentors impact their
professional development? How did the preservice teachers
participation in a mutual learning community enhance their
professional development? How did the preservice teachers
participation in a mutual learning community enhance their
professional development? How did the mentors perceive the
preservice teachers professional development? How did the mentors
perceive the preservice teachers professional development? Slide 30
Data Analysis Slide 31 The premise of our research- Sociocultural
ideas regard individual development as inseparable from
interpersonal and community processes. (Rogoff, Baker-Senett,
Lacasa, & Goldsmith, 1995, p 45) The premise of our research-
Sociocultural ideas regard individual development as inseparable
from interpersonal and community processes. (Rogoff, Baker-Senett,
Lacasa, & Goldsmith, 1995, p 45) This can best be demonstrated
through the use of a diagram. This can best be demonstrated through
the use of a diagram. Slide 32 Theoretical Framework Sociocultural
Individual Development (focuses on transformation) Personal
(participation in an activity) Interpersonal (interaction with
others) Community (participation with community: shared values and
practices) Slide 33 Theoretical Framework Using Rogoffs notion of
planes of analysis, we examined our data using a prismatic lens to
examine the transformations experienced by our pre- service
teachers in terms of professional development. Using Rogoffs notion
of planes of analysis, we examined our data using a prismatic lens
to examine the transformations experienced by our pre- service
teachers in terms of professional development. Slide 34 Theoretical
Framework for our research Sociocultural Individual Development
(focuses on transformation) Personal (participation in an activity)
Participation as tutors Interpersonal (interaction with others)
Communicative interfaces with parents and mentors Community
(participation with community: shared values and practices)
Connections with values and practices of summer literacy camp Slide
35 Data Collection Process 1. Data was collected chronologically in
order to successfully analyze transformations. 2. We used a content
analysis technique to filter through large volumes of data to
locate and code relevant information. We read and underlined
relevant information. Slide 36 Data Collection Process 3. We then
used the filtered data which was underlined to scrutinize to a
distinct triadic: 1.The pre-service teachers and the personal 2.The
pre-service teachers and the interpersonal 3.The pre-service
teachers and the community Slide 37 Caution Although we examined
and are presenting each of the planes independently, we are aware
that the planes do not exist independently. Although we examined
and are presenting each of the planes independently, we are aware
that the planes do not exist independently. Slide 38 Magnifying
glass vs. Prism Just as peering through a multifaceted crystal,
this data organizational scheme allowed us to understand the
dimensions of the pre-service teachers development that we might
have overlooked through a single foci analysis. Just as peering
through a multifaceted crystal, this data organizational scheme
allowed us to understand the dimensions of the pre-service teachers
development that we might have overlooked through a single foci
analysis. Slide 39 Data Analysis These five areas were attributed
to their involvement in the tutoring sessions: These five areas
were attributed to their involvement in the tutoring sessions: 1.
Overcame doubts and fears about teaching 2. Recognized importance
of lesson preparation 3. Acquisition of management and
organizational skills 4. Empathy for at risk-students 5.
Introspection- learning about themselves as teachers. Slide 40
Overcoming doubts and fears E-mail narrative A- E-mail narrative A-
Oh, I was overwhelmed the first night. On the way home I called my
best friend and said I was dropping the course. But I stuck with
it. The class did not get easier, but it was the most beneficial
class I have taken. E-mail narrative B- E-mail narrative B- I did
not know if the camp would work and if I could learn all I needed
to know. Now I know I did learn what I needed to know. I was
terrified in the beginning, but it all worked out. I did it. Slide
41 Importance of Preparation E-mail narrative A- E-mail narrative
A- I felt a lot of stress at the beginning of the semester because
I was not as prepared as I could have been. Plenty of prior
planning is the key to success. I acquired the motivation to plan
and plan and plan---a behavior I did not have before tutoring these
children. E-mail narrative B- E-mail narrative B- I never knew it
took so much time to plan a lesson. If you are not prepared, the
lesson fails. The children know you are confused. Slide 42 Group
Management and Organization E-mail narrative A- E-mail narrative A-
I learned about adjusting to different situations that popped up
during our sessions and I learned from my mistakes. I also learned
not to rush through everything- to take my time. On the other hand,
I also learned to speed things up if necessary. E-mail narrative B-
E-mail narrative B- I learned to keep every student engaged. I used
to have non-productive teaching times. I could not adjust to any
small or large changes that were necessary. I would continue to
plow through the lesson. Slide 43 Group Management and Organization
E-mail narrative C- E-mail narrative C- I learned that I needed to
figure out how to allot my teaching time so I didnt finish my
lessons too soon, or I didnt run out of time. Also, organization is
the key. You must be prepared for anything and always have a back
up plan. Expect anything. Slide 44 Empathy for At-risk Children
E-mail narrative A- E-mail narrative A- I discovered that every
child is different and I need to meet every childs needs. I learned
that the children in my group were wonderful. They even helped me
if I forgot something. I actually learned from the kids in my
group. I forgot that they were children at-risk for school failure.
E-mail narrative B- E-mail narrative B- I learned to focus on the
childrens abilities and not their at-risk disabilities. All
children are different and thats fine. These children are just like
children everywhere. Slide 45 Self-Awareness as Teachers E-mail
narrative A- E-mail narrative A- Tutoring the children has forced
me to look at myself as a teacher and not as, I want to be a
teacher. I now can teach children who are at-risk, I listen to
them. I can keep them on task. I scaffold their learning. I pretend
Im Lev Vygotsky. E-mail narrative B- E-mail narrative B- I learned
to model-model-model and not ask the children so many questions.
Most of all I learned that I could do it! I learned to give the
children concrete examples before I offered abstract information.
Slide 46 Self-Awareness as Teachers E-mail narrative C- E-mail
narrative C- I learned about myself by planning and offering
literacy lessons. Imagine that? Slide 47 Preservice Teachers and
the Interpersonal Analysis of the email reflections and the exit
survey responses showed transformations in the preservice teachers
in 2 areas related to interpersonal interactions: Analysis of the
email reflections and the exit survey responses showed
transformations in the preservice teachers in 2 areas related to
interpersonal interactions: Communication with parents
Communication with parents Communication with mentors Communication
with mentors Slide 48 Preservice Teachers and the Interpersonal
Responses from Communication with Mentors included. Responses from
Communication with Mentors included. Thank you mentors. You have
helped me every step of the way. You gave us confidence. We learned
about the job of teaching as we went along, thanks to your
guidance. At first I did not want anyone to observe me teaching,
but I learned I could count on my mentors to help me. Thank you
mentors. You have helped me every step of the way. You gave us
confidence. We learned about the job of teaching as we went along,
thanks to your guidance. At first I did not want anyone to observe
me teaching, but I learned I could count on my mentors to help me.
I would like to thank the mentors because they boosted our
confidence and that helped the children in the camp. They were
always available and they endured question after question after
question. I would like to thank the mentors because they boosted
our confidence and that helped the children in the camp. They were
always available and they endured question after question after
question. I got a bit nervous when the mentor observed me the first
few weeks, but she was only trying to be helpful. I got a bit
nervous when the mentor observed me the first few weeks, but she
was only trying to be helpful. My mentor was excellent. She had
great ideas. All of the mentors provided unlimited support. If they
did not know an answer to my question, they did their best to find
out. My mentor was excellent. She had great ideas. All of the
mentors provided unlimited support. If they did not know an answer
to my question, they did their best to find out. Slide 49
Preservice Teachers and the Interpersonal Responses from
Communication with Parents include.. Responses from Communication
with Parents include.. I was actually able to talk to parents in
Spanish. I never had to speak with Spanish speaking parents. I was
actually able to talk to parents in Spanish. I never had to speak
with Spanish speaking parents. I had wonderful interactions with
parents. New teachers say they never know how to talk with parents-
well- I learned in the camp. I had wonderful interactions with
parents. New teachers say they never know how to talk with parents-
well- I learned in the camp. I talked to parents before and after
every session. I also called parents on the phone. I loved talking
to parents. I talked to parents before and after every session. I
also called parents on the phone. I loved talking to parents. Each
week I gave parents a copy of our camp notes so they were able to
ask questions express concerns, and know exactly what their child
was doing each session. Each week I gave parents a copy of our camp
notes so they were able to ask questions express concerns, and know
exactly what their child was doing each session. Slide 50
Reflections Trust is key element. Build relationship between
preservice teachers and mentors. Plan together. More documentation.
More pictures. Celebrate! Slide 51 Several others assisted in both
the camp and this presentation. Verizon financially assisted
Verizon financially assisted Research assistants included: Research
assistants included: Melissa Gray Diane Kroeger Sherry Moser Maura
Santiago Kim Shea Rebel Williams