|Course Number:||EDU 5627 C04|
|Instructor:||Deanna Bailey with support from VEEP educators|
|Location:||Determined collaboratively with participants.|
|Dates and Times:||Flexible start dates within the following timeframe: September 4, 2018 to June 30, 2019. 2018/2019 Academic Year.|
|Credits:||3 graduate credits|
Note: Please register directly with the Vermont Energy Education Program (VEEP.) VEEP will then give you the link to Castleton's online registration form.
Personalized, Multidimensional Professional Learning for Energy/Climate Focused Instruction is a 3 credit course providing personalized instruction for teachers. In this course, teachers will receive support from a VEEP educator who acts as a thought partner/coach to help each teacher articulate and reach their own instructional goals. The course instructor will guide and assess the work of the teacher as they collaborate with their VEEP coach to gather baseline data, engage in a reflective process that focuses on a set of specific instructional goals, identify a specific performance indicator to target, practice new skills, reflect on instructional shifts, and make progress towards their goal.
The participant will:
1. Articulate their own learning goals around the implementation of 3 dimensional, personalized energy and/or climate focused learning.
2. Work with a VEEP educator to collect baseline data about instructional practice
3. Engage in reflective goal setting focused on specific instructional goals
4. Define actionable goal achievement.
5. Practice desired skills
6. Reflect on changes in practice
7. Show evidence of progress towards learning goals.
Participants will consult with their VEEP thought partner/ coach regularly through in-person meetings and observations, virtual meetings, and e-mail.
Teachers will be supported by VEEP coach and course instructor with some or all of the following:
● Finding targeted academic readings and videos to support goal achievement.
● Reflecting as a thought partner in the teachers’ practice, goals, and achievements.
● Observing the teacher instruct students and providing feedback
● Modeling in-class instruction with debriefing meetings to reflect on what was observed.
● Providing feedback and support on an ongoing basis through virtual, in person and/or asynchronous sessions as the teacher works to implement the learning in his/her classroom.
● Reflecting together on confidentially shared student work samples.
● Providing written comments/reflections via email and google docs on teachers’ work.
A minimum of 45 hours of PD that includes
● 2 hours initial planning and goal setting.
● 6 hours of academic readings with written reflections on the teachers’ goal achievement and what the teacher has learned and how it relates to their own practice.
● 35 hours of iterative planning, integrating new skills into the classroom, reflecting on outcomes, asking additional questions and continuing to plan, integrate and reflect.
● 2 hours of final written reflection
Percentage Contribution of Each Assignment
Guided exploration of personal educational goals through conversation, academic readings and written reflection (35%)
Iterative design and practice of new skills with reflection (65%)
VEEP educators will assign academic readings based on the teacher’s articulated goals.
● The Vermont Comprehensive Energy Plan
● Vermont Agency of Natural Resources – Climate Change in Vermont Website
● Community Energy Dashboard: The Energy Action Network (EAN) has created a Community Energy Dashboard to enable communities to understand their energy use and make clean energy choices and investments across all energy sectors: electric, thermal, and transportation. The Dashboard makes energy use across all three sectors visible and understandable to consumers and communities as a whole. The goal is to inform, educate, and engage Vermont communities in energy use, leading to action and documenting impacts.
VEEP Developed Curricula and Kit Materials:
Electricity, Renewables, and Climate Change (ERC)- Explore it all! ERC combines components of various workshops and curricula developed and used by VEEP in classrooms throughout Vermont. Here we’ve redesigned and updated it for NGSS - offering anchoring, investigative, everyday phenomena to help you engage students in learning big energy ideas by practicing science. Supporting lesson ideas and questions are sequenced in a suggested storyline to help you dig deeply with students into their in-the-moment questions and interests. This all-encompassing teacher resource can be used in any coherent order and format to help students unpack and make meaning of the many engaging phenomena.
Wind and Solar FUNdamentals - Introduce your youngest students to Wind and Sun! VEEP has designed an introductory unit on wind and sun for K–3 that incorporates engineering principles in engaging, hands-on lessons, using NGSS and Common Core as frameworks. With a focus on being an engineer, students will build, share, and redesign models to understand how we can effectively use wind and sun.
Wind Works - Hold on to your notebooks! Large fans and demonstration wind turbines unite to create electricity and present the power potential of wind. Students take measurements of wind speed with handheld anemometers and measure the voltage output on specially designed wind turbines. Students then graph the resulting data to explore the relationship between wind speed and power, and evaluate wind power as an energy alternative here in Vermont.
Solar Challenge - Challenge your students to build a collector to boil water with energy from the sun. Students go to engineering school, learn about collector design, and parabolas through hands-on experiments. Student teams design and build solar collectors and compete for prizes in several categories. Materials kit for Solar Challenge includes reflective Mylar, cardboard, and mini-collector patterns.
PVs in Action - Turn your students into solar energy experts. Materials kit includes mini PV panels, motors, and lights (just in case!): everything you need to demonstrate solar power right in the classroom. PVs in Action Curriculum guide has lessons that build on each other.
Modeling Climate Science- How do human activities affect Earth systems? Help your students develop their understanding of factors that have caused the rise in global temperatures over the past century with the emphasis on the major role that human activities play. Students ask questions, build models, and engage in investigations and then apply this knowledge to help minimize the risks of climate change.