21st Century Collaboration:

Generation X (Mentors), Millenials (Interns) & Technology

Ron Siers - Salisbury University Sara Elburn - Salisbury University

Stacie Siers - Salisbury UniversityLori Menzel - East Salisbury Elementary School

Mary Sarah Kneebone - SU Intern Jennifer Minopoli - SU Intern

Melissa Morrissey - SU Intern

Turning Point: I have …

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Wikis: I have …

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Who, where, why…

• A Bit about Us• Workshops for PDS Mentors• Collaborative Internships

Our Shared Vision• Your Challenge: Turning possibility thinking into an

inspired vision that is shared with your intern or mentor.• Be forward-looking and look across the “horizon of time”

and imagine the great opportunities to come with technology (Kouzes & Posner, 2007).

• The image may be vague from a distance, but IMAGINE that the extraordinary is possible and the ordinary can be transformed into something wonderful & noble (Kouzes & Posner, 2007).

• Imagine the possibilities• Find a common purpose

Millennial Generation

Millennial Expectations & Technology (Carter, 2008)

• Millennial Generation – 1982 – 2002 (76 million) (Interns)

• Generation X - 1961 – 1981 (Small Cohort) (Mentors)• Boom Generation - 1943 – 1960 (80 million) (Mentors)• Traditionalist Generation – 1925 – 1942

Millennial Interaction with Multiple Technological Resources1. Unfamiliar with life before networking

technologies. Consider themselves to be technologically savvy (Carter, 2005)

2. No experience with life before cell phones, instant messaging, Internet applications, Blackberries, Palm technologies, IPods, & handheld technologies (Howe & Strauss 2000; Raines, 2003, Carter, 2005)

3. Learning occurs through social collaboration4. Social networking & Social negotiation are the

norm (Howe & Strauss, 2000)

In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.

Exhaustive Description of a Supportive Mentor: Collaborative Internship Experience

"The strength of co-teaching comes from the many opportunities to use innovative practices that would be far less practical in a classroom with one teacher." - Marilyn Friend, 2007

"Teachers (81%) in co-taught classrooms were more likely to provide instruction that involved students in higher dimensions of learning." - James M. Walsh & Barbara Jones, 2004

"Coming up with differentiated and motivating lessons is much easier with two people. Two teachers means that two people can figure out how to "shake up" the lesson and ensure maximum student engagement." - Wendy W. Murawski & Lisa Dicker, 2008

Collaborative Voices

Keep in mind…

• Meaningful use

• Mentors are models

• Intern anxiety

In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor

giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.

Exhaustive Description of a Supportive Mentor:

Collaborative Internship Experience

Google Calendar: I have …

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Delicious: I have …

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In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to

give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.

Exhaustive Description of a Supportive Mentor:

Collaborative Internship Experience

Internet Treasure Hunts: I have …

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Digital Stories: I have …

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Wordle: I have …

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Webspiration: I have …

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StudyStack: I have …

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Imagination Cubed: I have…

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Voki: I have…

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VoiceThread: I have …

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In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for

teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.

Exhaustive Description of a Supportive Mentor:

Collaborative Internship Experience

Google Docs: I have …

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1. Used it.2. Seen it.3. Huh?

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In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of

value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.

Exhaustive Description of a Supportive Mentor:

Collaborative Internship Experience

In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the

intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students.

Exhaustive Description of a Supportive Mentor:

Collaborative Internship Experience

TTP: Teammate Technological Pedagogy• Tech goal• Early tech check• Management• Reassure• Plan B

Technology in the H.S. Classroom

• In our history classroom, we try to incorporate technology as much as possible by analyzing how we can enhance information through the use of technology.

• Great Depression lesson– Laptops, LCD projector, and

TurningPoint clickers– Positive Student response

We projected a series of images from the Bayeux Tapestry onto the white board, then had students from the eighth grade class come up to the board and circle parts of the tapestry to explain the story of the Norman Conquest.

Technology in Middle School

Grade 4 Technology Integrated Lesson

Mentor Teacher: Tamara FilippelliStudent Intern: Jennifer Minopoli

Technology used:• CC TV- used for

students with visual impairments to see information up close

• Laptop- used to create Wheel of Fortune interactive game

• LCD Projector- projected information from the laptop onto the screen

• Eggspert- interactive game component with lights and sounds allowing students to compete by buzzing in their answers

•Document Camera- used to project directions students needed to read at the start of class

Third Grade Integrated Lesson:Language Arts and Social Studies

Purpose:• Integrate Language Arts lesson with Social

Studies• Infuse technology – Pixie 2 and Wikispaces • Teacher & Intern to facilitate learning • Students in charge of their learning• Students research information• Expressing their knowledge creatively• Create an artifact that can be shared• Motivate and engage students in their

learning

StandardsReading Standards: Elements of a Poem3.A.4.a - Use structural features such as structure and form including lines and stanzas, shape, refrain, chorus, and rhyme scheme to identify poetry as a literary form.

Writing Standards: Writing a Poem4.A.2.b - Describe in prose and poetry by using sensory details and vivid language with active verbs and colorful adjectives.

Social Studies Standards: Making connections with a USA Symbol5.A.2.a – Collect and examine information about people, places, or events of the past using pictures, photographs, maps, audio, visual tapes, and or other documents.

Technology Standards: Using Technology3.A.1.a - Use technology tools, including software and hardware, from a range of teacher-selected options to learn a new content or reinforce skills.3.C.1.b - Use templates or create new documents to complete learning assignments3.C.1.e - Use various electronic information retrieval sources to obtain information on a topic

LessonSU Intern: Mentor Teacher:

1. Monday – Reteach poetry elements such as rhyme scheme, rhyme, lines, and stanzas.

1. Monday- Intro Statue of Liberty (American symbol). Gather facts (Wikispaces and a piece of text)

2. Tuesday – Reviewed poetry elements. Rough draft of poetry.

2. Tuesday – Reviewed facts about the Statue of Liberty.

3. Wednesday – Monitor the editing & revising process.

3. Wednesday – Introduced Pixie 2 and all the features.

4. Thursday – Students created their poems using Pixie 2. Monitored and assisted students

5. Friday – Publish and shareThis lesson was developed after an GLIT meeting where the results of the Reading Benchmark showed that the students needed an opportunity of improvement in the area of poetry.

Examples:

Contact Information

• Ron Siers– rrsiers@salisbury.edu

• Stacie Siers– sesiers@salisbury.edu

• Sara Elburn– sjelburn@salisbury.edu

• Lori Menzel– lmenzel@wcboe.org

• Mary Sarah Kneebone– mk84357@students.salisbury.e

du

• Jennifer Minopoli– jm69759@students.salisbury.ed

u

• Melissa Morrissey– mm69491@students.salisbury.

edu

Visit our Wiki: rrsiers.wikispaces.com/MdPDS