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C r e at i v e T e a c h e r - D e v e l o p e d
P r o g r a m s
i n t h e N e w Y o r k C i t y P u b l i c S c h o o l s
c o n t e n t s➤ D I S S E M I N A T O R P R O G R A M S — P A G E 7
➤ T E A C H N E T D I S S E M I N A T O R P R O G R A M S — P A G E 2 5
➤ A D A P T O R G R A N T A P P L I C A T I O N — P A G E 3 6 - 3 7
Dear Colleagues,
Since 1979, The Teachers Network—IMPACT II has awardedgrants to over 4,000 New York City teachers in grades K through 12,across all subject areas, for all classrooms.
We continue the tradition with this year’s teacher disseminatorgrant awardees whose work is featured throughout this catalog.The disseminator programs profiled in the catalog are listed by thefollowing categories: how the program works, the students, the staff,what you need, the overall value, and the contact information. Theprograms have three main themes—math, science, and technologycross-referenced by reading, humanities, and language arts.
We are especially delighted to have funding for the disseminatorgrants and networking program from the AT&T Foundation andThe Pfizer Foundation. Each foundation recognizes the importanceof supporting teachers who are seeking to transform education andimprove student achievement.
We encourage you to contact the disseminator teachers to discussa program of interest and adapt the program for your students’needs. Also, visit our website at www.TeachNet.org to read aboutthe work of hundreds of other IMPACT II teachers from aroundthe country, learn about new grant opportunities, and communicatewith like-minded colleagues.
Ellen Dempsey,President, The Teachers Network—IMPACT II
C ATALOG OF CREAT IVE TEACHER-DEVELOPED PROGRAMS 19 99-2000In the New York City Public Schools
Editor: John Elfrank-DanaAssociate Editor: John DeAngelisAssistant Editors: Marilyn Siegel, Seema AhmadProduction Assistants: Elizabeth Marmol, Kaneel WilliamsDesign: KC WitherellCover Photos: Kristine Larsen
All disseminator grant proposals were reviewed by the following:
Sanda Balaban, The Teachers Network—IMPACT IIFrances Bosi, PS 205, Queens CSD 26Joan Dobis, District Office CSD 31Rafael Ortiz, The Teachers Network—IMPACT IICarol Seltzer, Retired Teacher, CSD 15Marilyn Siegel, NYU School of Education
Funding for the 1999-2000 disseminator grants, networking program, and catalog was provided by the AT&T Foundation and The Pfizer Foundation.
Stacie O’Brien
Angel Ortiz
Bonnie Cohen
Odette Lozada
Donna Gioello
Catherine de Laura
Lois Stavsky
Kathryn Lang4
Louis Velez
Pat Shea-Bischoff
Luis Torres
Mary Christine Brady
Rebecca Kaufman
Vicki Amster
Joseph Sweeney
Sheila Hofstatter
READY to lead
Debra Camputaro
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If you would like to have one ofthe disseminator teachers lead aworkshop at your school, pleasecontact the teacher or The Te a c h e r sNetwork—IMPACT II office.
All of the 1999-2000 TeachersNetwork—IMPACT II dissemi-nator award recipients took partin the annual Learning to Leadprofessional development oppor-t u n i t y. This one-day workshopwas held at Murry BergtraumHigh School on Saturday October19, 1999 and was facilitated byJohn Elfrank-Dana, MarilynSiegel, and Marilyn Dixon. Thegrant recipients were able to meetone another, exchange informationabout their programs, and dis-tribute their disseminator packets.
Small groups of disseminatorsconvened and each member ofthe group made a presentationconsisting of program overview,program activities and support-ive materials. Questions andanswers pertaining to the variouscurriculum programs in math,science, and technology wereaddressed both by the presen-ters and their audiences, alongwith invaluable group feedback.
A highlight of the day was thetaking of group and individualphotographs for the Catalog ofCreative Teacher-DevelopedPrograms. Plans were also madeby the group and IMPACT IIstaff for the January 2000 NewCentury Curriculum Fair andCatalog Reception.
TAke an idea and go creat i v e
Clockwise from the top: Having an enjoyable time at the Adaptor Awards Ceremony are Marilyn Reznick, Vice President,E d u c a t i o n , the AT&T Foundation; and Ellen Dempsey, President,The Teachers Network. Smiling at the camera are Marilyn Siegel,Coordinator of Grants, IMPACT II; Cecelia Kramer, Adaptor, P.S.22, Brooklyn; and Irene Lamm, Adaptor, P.S. 7, Queens. Posingfor a Community School District 2 photo from left to right areBarbara Mindel, Adaptor, P.S. 158, Manhattan; Frances Bosi,Disseminator, P.S. 205, Queens; Ellen Meyers, Director ofCommunications, The Teachers Network; Ann Robitaille,Adaptor, P.S. 158, Manhattan; Saudhi Vargas, Principal, P.S.158, Manhattan; Ilene Friedman, Principal, P.S. 40, Manhattan;Warren Livesley, Adaptor, P.S. 40, Manhattan; and MarilynSiegel, Coordinator of Grants, IMPACT II. Indulging in the buffetat the event are IMPACT II grant recipients and their guests.
The Teachers Network–IMPACT II honors its grant recipients at annualaward ceremonies. Take a moment, fill out the grant application on pages36-37, and we will see you at next year’s adaptor award ceremony.
On Tuesday, October 19, 1999, The Teachers Network—IMPACT II hostedan awards ceremony and reception at the AT&T Building in New York Cityin honor of the 1999 IMPACT II adaptor grant recipients, who were joinedby their principals. At this gala, there was a lively exchange of ideasbetween the 1998-99 disseminator teachers and the 1999 adaptor teachers.Guests enjoyed a delicious meal, and listened to congratulatory remarks byEllen Dempsey, President of The Teachers Network, and Marilyn R e z n i c k ,Vice President, Education, of the AT&T Foundation. Ellen Dempsey also introduced the members of The Te a c h e r s Network staff to the group.Everyone enjoyed this opportunity to share professional experiences andrecognize each other ’s accomplishments.
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D i ss e m i n ator P r o g r a m s
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FLOWER POWER➤HOW IT WORKSFlower Power is an interdisciplinaryprogram that taps into the “multiple intel-ligences” philosophy. It allows the studentsto address flowers from a variety of expe-riences. The hands-on aspect is thespringboard for activities incorporatingmath, science, art, and writing. TheLanguage Arts Performance Standardsare reinforced through writing, listening,viewing, and reading. One of the stan-dards met will be the reading of two bookstoward the total twenty-five books requiredfor the year. Students are introduced tothe artists Van Gogh and Monet in thebiographical books of Mike Venezia. Theseartists are famous for their sunflowersand water lilies. Reproductions of theirpaintings are viewed and discussed. Thisis followed by a trip to the BrooklynBotanical Gardens to view sunflowers andwater lilies. Back in the classroom, studentsstudy sunflowers to determine their partsand functions. Seeds are planted so thateach child may grow his/her own sun-flower. This will also help the childrenmeet the science standard. The activitiesculminate with the students painting ahuge mural of water lilies in the style ofMonet, as well as individual poems cele-brating the sunflowers of Van Gogh.
➤THE STUDENTSThere are 25 kindergarten students in theprogram. It is important to give them asmany diverse experiences as possible,since they are like “sponges” at this age.
➤THE STA F FVicki Amster has been teaching since1965. She loves poetry and writes con-stantly. Ms. Diana Rivera, the paraprofes-sional, has been with Ms. Amster for twoyears. Together they work with smallgroups throughout the day.
➤W H AT YOU NEEDThis program uses books such as Camilleand the Sunflowers by Laurence Anholtand The Blue Butterfly by Bijou LeTord,as well as Mike Venezia’s books about thelife and works of Van Gogh and Monet. Italso includes prints and a variety of artmaterials (tempera and watercolorpaints). In addition, a variety of plantingmaterials (seeds, soils, and pots) are nec-essary. There will also be a class trip tothe Brooklyn Botanical Gardens duringwhich the children observe, paint, anddraw the water lilies in the pond.
➤OVERALL VA L U ETeaching and learning are most effectivewhen you study a topic from every van-tage point. This program allows the stu-dents to investigate, report, and writecreatively. It also helps them to producean oeuvre through the eyes of Van Goghand Monet while enriching the children’sknowledge of the two artists.
CURRICULUM AREASLanguage ArtsScienceArtMath
GRADESK-6
MORE INFORMATIONVicki Jane AmsterP.S. 145100 Noll StreetBrooklyn, NY 11206(718) 821-4823
Principal: Rosa Escoto
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➤HOW IT WORKS Quick Quilts is an interdisciplinary program
that uses quilting to address curriculum
areas such as math, social studies, and literacy.
The students focus on math topics such as
counting, skip counting, backward counting,
counting by fives and tens, geometric shapes
and patterns, and fractions. A counting-by-
five quilt is a typical classroom activity in
which each student contributes a square to
the quilt. The student selects five colored
sticks and glues them to his/her square.
Another class activity is a fraction quilt con-
sisting of geometric shapes that have been
cut out on an Ellison machine. Students color
the appropriate fractional portions with
markers and glue the shapes onto a square.
The students are exposed to story books
that are age-appropriate and convey good
visual images of quilting. Two of them are
Kristen Avery’s The Crazy Quilt and Tomie
de Paola’s The Quilt Story. Field trips to
the Whitney Museum and the Museum of
American Folk Art introduce the artistic con-
cept of quilting to the students.
In the social studies component of the pro-
gram, Quick Quilts addresses such issues as
recycling, how different kinds of fabric are
made, and which fabrics are appropriate in
the climates of different countries.
One instructional period will be required
for the introduction of the math/social studies
topic. Students work on the execution of their
quilt squares for one period immediately fol-
lowing the introduction of the topic, or later
the same day. Individual quilt pieces are stored
in the student’s portfolio until all students have
finished. Another period is required to
assemble the pieces and bind them together.
Quilts can be made on a weekly or monthly
basis. A special quilt can be made once a year
for a special event such as the hundredth day
of the school year.
➤THE STUDENTSTwenty-five students from four different
countries in an LEP class participate in the
program. Language levels vary, but the pro-
ject is a hands-on activity that all students
can contribute to and understand. The various
activities in the project are suitable for small
cooperative groups, whole class participation,
or individual tasks.
➤THE STA F FMary Christine Brady has taught ESL for
eleven years. This is her second year teach-
ing Quick Quilts.
➤W H AT YOU NEEDMaterials include lengths of fabric or fabric
swatches; sewing notions; math manipulatives
such as calculators, rulers, and tape measures;
art supplies such as construction paper,
markers, scissors, pinking shears, and various
types of glues; a paper cutter; and an Ellison
machine (a machine that can cut a variety of
shapes).
There is one computer in the classroom. It
has Internet access, enabling the students to
get information on quilting. Guest quilters
are invited to speak to students and show
samples of their work.
➤OVERALL VA L U EQuick Quilts is a hands-on visual program
that includes students at all levels of language
learning. It facilitates further language
acquisition as students talk and write about
their work. In the math content area, the
program helps students achieve performance
standards by addressing specific core cur-
riculum. In the social studies component, the
students learn about the global village as
they identify different fabrics, and discuss
their origins and where they are worn. Issues
of recycling are introduced, as well as how
imagination and creativity have turned the
skill of quilting into an art form.
QUICK QUILTS
CURRICULUM AREASTechnology
MathSocial Studies
Literacy
GRADES K - 2
MORE INFORMATIONMary Christine Brady
P.S. 217 CSD 221000 Newkirk Avenue
Brooklyn, NY 11230(718) 434-6960
Principal: Mary Buckley Teatum
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➤HOW IT WORKSPen Pal Communities is a cross-curricu-lar program that helps students learn aboutother states in the U.S. It integrates com-puter technology and the Internet as aresearch tool with social studies, geogra-phy, art, literature, and writing.
Second graders read Flat Stanley byJeff Brown. They analyze the main char-acters and discuss the advantages anddisadvantages of being flat. They’re askedto imagine where they would travel if theywere flat enough to fit inside an envelope,and what they would tell the people theymet about their community.
Children select the work center wherethey will complete tasks such as puppetmaking, letter writing, and creating adrawing of Flat Stanley that can bemailed with their letter. Computer groupsare responsible for researching one topicabout their own community (with teacherassistance). Topics are historical andrecreational sites, museums, and naturalresources. Each student turns this infor-mation into a report that is placed in apacket with his/her letter and drawing ofFlat Stanley, class photos, and a requestfor information about the communitywhere the packet is sent.
During ongoing work sessions, studentsutilize centers to edit, revise, and com-plete their work. Those using the comput-er receive teacher assistance in locating aschool in a different state where they willsend their Flat Stanley package. Theyaddress the envelope, locate the destina-tion on the U.S. map, and estimate itsgeneral region (i.e., north or central U.S.).
As children receive responses, theyshare the packages and discuss what theyhave learned about each state, and createwriting webs that will later be used tomake more reports. Students comparetheir own community to the ones theyhave received information about.
As a culminating event, a “take-home
package” is made containing all of thematerials received from each “Pen Pal”state. The packages are taken home eachnight by a different student to share theinformation and letters with his/her family.
➤T HE STUDENTSThere are 21 second grade studentsinvolved in this program, including 15students from the Resource Room.
➤THE STA F FDebra Camputaro began teaching in 1990,and currently teaches second grade. Sheconducts workshops on whole-language lit-erature-based learning in a child-centeredclassroom. Donna Gioello had been teach-ing in Special Education for 15 years. Shehas taught at intermediate and elemen-tary school levels, working with specialneeds students. She was a contributor tothe Family Literacy Curriculum forDistrict 31’s Project Read Program.
➤W H AT YOU NEEDThis program can be done in a regularclassroom using computers equipped witha word processing program, a researchprogram, and an Internet connection.
➤OVERALL VA L U EPen Pal Communities is an excitingcross-curricular experience. On the cogni-tive level, social studies comes alive aschildren explore maps and learn about dif-ferent states. Writing skills are honed aschildren anxiously write back to theirnewly found friends. A comfort zone is cre-ated for the children to use the computeras a research and communication tool.Children gain an understanding of theU.S. mail system, and learn about theirown communities and compare them tothe communities of other children livingfar away.
PEN PAL COMMUNITIES
CURRICULUM AREAS Social StudiesArtTechnologyLanguage Arts
GRADESGrades 2-5
MORE INFORMATIONDebra CamputaroDonna GioelloP.S. 5, CSD 31348 Diesius StreetStaten Island, NY 10314718-984-2233
Principal: Katherine Corso
➤HOW IT WORKS Using Visual Arts To Improve Literacyis a program that enhances literacy amongESL students through art appreciation,computer technology, enrichment experi-ences, and student-created works of art.The multiple intelligences of the studentsare addressed through visual and finemotor tasks as well as reading and writing.Students study works of some of the greatpainters and reproduce these works whilereading biographies of the artists. Thisallows them to see the link between theartist’s personal life and his/her artwork.
Technology is used to help students prepare and report their findings to bothclassmates and the school community. TheInternet provides biographies of theartists, and the library media specialistcan be very beneficial in making thesearch a positive experience.
Enrichment experiences help solidifystudent motivation in the project. PBSdocumentaries on the master artists areuseful. A museum trip to view some of theoriginal works of art that students haveseen on the Internet and in books can be apowerful experience. The finale includeswritten reports and oral presentations toboth the class and the entire school. Theseactivities can be done individually or ingroups.
➤THE STUDENTS The students are ESL 5th graders withintensified English instruction. Many ofthem receive double-period instruction.
➤THE STAFF Bonnie Cohen has been a bilingual andESL teacher for seventeen years. EvelynCollazo, ESL and bilingual paraprofessional,helps the children with their research andwriting. Alice McElroy is a paraprofessionalassigned to work with children in computertechnology.
➤W H AT YOU NEED Children have access to four computerswith two printers in the ESL lab. The ESLroom is equipped with an extensive library.Materials are borrowed from the schooland public libraries by both the studentsand teacher. Students use word processorsto write their artist reports; graphics pro-grams like KidPix help them arrange theirpresentation of the art; and scanners digi-tize photos of their own artwork.
Posters are available from art supplystores, and other materials can be boughtat the gift shop of The MetropolitanMuseum of Art. Regular trips to the libraryto use online computers are a central partof the program. The museum trip adds adramatic finish to the project, with thestudents responding excitedly to the origi-nal works. In addition, providing studentswith professional-grade tools (canvas,brushes, and paints) helps bring the projectto a meaningful conclusion.
➤OVERALL VALU E Students who are not native Englishspeakers need a variety of ways to expresstheir knowledge. The multiple intelligencesare called into action through the varioustasks required to complete the project.This program uses visual perception, finemotor ability, computer skills, and lan-guage capabilties while raising self-esteemby enabling students to express them-selves in new ways and gain recognitionfor their accomplishments. This confidence-building program creates a long-termawareness and appreciation of art as animportant means of self-expression and apowerful force in society.
Using Visual Arts To Improve Literacy
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CURRICULUM AREAS Art
Language ArtsSocial Studies
Technology
GRADESK - 5
MORE INFORMATION Bonnie Cohen
P.S. 197 Q825 Hicksville Road
Far RockawayNew York 11691(718) 327-1083
Fax: (718) 327-3518
Principal: Thomas DeMarco
➤HOW IT WORKSIdentity Books on the Web is an inter-disciplinary project that helps studentsunderstand how history, geography, andlife experiences affect them. Throughguest speakers, the Internet, and newspa-per and magazine articles, studentsresearch the history and geography ofEast Harlem. This project can easily beadapted for other communities.
Each student creates an identity bookthat includes a time line of his/her life, amap and description of his/her neighbor-hood, an interview with a communitym e m b e r, an identity collage, and an essayexplaining how the history of the commu-nity affects his/her identity. The studentspresent their identity books to their class-m a t e s .
The students then create a HeritageGlobal Studies Web page and put theiridentity books on the Internet. UsingMicrosoft PowerPoint, the students takedigital photos, scan pictures, draw graph-ics, and write text. They reflect on theprocess by recording their activities andthoughts in an ongoing personal journal.They use reading and writing skills tolearn about themselves, their community,and the technology of the Internet.
➤THE STUDENTSThere are two classes of twenty-five ninth grade students. They are multi-levelstudents, including special education andhonors. The various activities lend them-selves to small cooperative groups, wholeclass organization, and individual tasks.Students meet daily in the classroom orcomputer lab. This program is easilyadapted to all types of learners and agegroups, and includes reading, writing, listening, speaking, and technology skills.
➤THE STA F FCatherine DeLaura has taught ESL andsocial studies on the high school level forsix years. She has received Channel 13and UFT/NYC Teacher Center grants. Shepresently teaches social studies at TheHeritage School, where she initiatedIdentity Books on the Web last year. Theproject uses English and art teachers atHeritage, but can be done solely in thesocial studies classroom. A computerteacher is useful.
➤W H AT YOU NEEDMaterials needed for this project are: different types of paper, glue, and stringfor the books, Internet access, computersin the classroom or access to a computerroom during class time, Microsoft Word,PowerPoint and Photoshop, a digital camera and scanner, an Apple Web PageConstruction Kit to create the site, andresources about the history and geographyof the school’s neighborhood.
➤OVERALL VALUE Identity Books on the Web enables students to measure the impact their community has had on their lives, as wellas their impact on the community. Theygain this information by exploring historic,geographic, and socio-economic aspects ofthe area. Students explore and expresswhat makes them unique through the creation of identity books and their ownWeb page. This interdisciplinary programimproves skills in history, English, and art,and successfully infuses technology into thecurriculum and the lives of the students.It enables students of all cognitive levelsand learning styles to achieve success.
IDENTITY BOOKS ON THE WEB
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CURRICULUM AREASSocial Studies English, ArtTechnology
GRADES9-12
MORE INFORMATIONCatherine DeLauraThe Heritage School1680 Lexington AvenueNew York, NY 10033(212) 828-2857Fax: (212) 828-2861
Principal: Susan Bartolone
➤HOW IT WORKSRecycle a Bicycle is an interdisciplinaryexpeditionary learning project that allowsstudents to study machines as used todayand in ancient civilizations. They tinkerwith, take apart, and build their ownmachines, investigating and discussingquestions that come up during their “expe-dition.” Students build a bicycle and createtheir own accompanying manual. Afterresearching and discussing their commu-nity, students donate the bike and manualto someone in need.
To help students make sense of theirdiscoveries as they tinker with bicycles andother machines, we have outlined manyclassroom activities. Students work atlearning stations to understand levers, ful-crums, inclined planes, wheels, andwedges. They discover the advantages ofusing simple machines, disassemble a bikeand reassemble it using spare parts, andwork on related problems with percent-ages, fractions, ratios, shapes, and designs.
Students survey and graph the use ofbicycles in their community and discussthe use of machines today and in ancientcivilizations. They study videos and draw-ings of Rube Goldberg devices and make atimeline of world bike use. They also designfantasy machines, participate in dramagames with them, and research bike lawsand statistics. Finally, they study themanuals and write their own manuals.
In the computer lab, students edit, illus-trate, and publish their bike manual. Thisincludes taking digital pictures of the recy-cled bikes and scanning and downloadingrelevant images. They also use the Internetto research laws, statistics, and resourcesfor bikers in the New York City area.
➤THE STUDENTS The focus on reading texts, doing research,and developing written and oral communica-tion skills helps English language learne r sreach higher performance criteria. The
hands-on approach allows kinestheticlearners to use their dominant form ofintelligence. Visual learners are surround-ed by relevant drawings and objects. Inaddition, the project builds interpersonalintelligence by providing many opportuni-ties for collaboration and cooperation.
➤THE STAFF Lara Goldstone has taught middle schoolsince 1993. She has presented the R e c y c l ea Bicycle program with James McNultyfor one year and has taught desktop pub-lishing and computer skills for four years.She is currently the Humanities depart-ment chairperson at Manhattan Academyof Technology, participates in DistrictTwo’s ELA New Standards professionaldevelopment conferences, and serves as aNYC Fellow in the National TeacherPolicy Institute.
➤W H AT YOU NEED Students and teachers bring in discardedbikes and parts that they find around thecity. Various tools (wrenches, vice grips,screwdrivers, hammers, air pumps, etc.)are needed. Students need classroom andlibrary books on ancient civilizations,machines, and bicycles as well as Internetaccess to research laws that affect bicy-clists, local bike organizations, etc. Wehave prepared a list of useful local organi-zations, Web sites, books, and videos.
➤OVERALL VA L U EStudents’ enthusiasm for tinkering withthe bicycles engages them in reading andwriting about biking. Students are excitedwhen they see the working bicycle thatthey have created. They learn how to useword-processing software and hardware,as they edit and compile the bike manual.As students work collaboratively and coop-eratively, studying their community andthe way that people use bikes, their eyesopen to the world around them.
R e c ycle a Bicyc l e
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CURRICULUM AREASLanguage ArtsSocial Studies
MathScience
GRADE6
MORE INFORMATIONLara Goldstone
Manhattan AcademyOf Technology
122 Henry StreetNew York, NY 10002
(212) 962-2964 Fax: (212) 962-2985
Melinda Leong, Director
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➤HOW IT W ORKSMath in Motion is an interdisciplinaryprogram that simultaneously introduceschildren to literature and math. With eachbook, the children try to solve problemsthat are introduced. In The GrouchyLadybug by Eric Carle, we discuss whythe ladybug flies away each time sheencounters a different-sized creature. Thisleads to a study of time and counting.Students then create their own book thatshows how their day goes by, and how aclock regulates it.
After reading “The Button” from Frogand Toad by Arnold Lobel, the childrencreate a book that classifies buttons bytheir unique characteristics. “Roll Over,”acounting song, has them singing along intime to the story. They also make a bookthat illustrates the words of the song. Weuse cooperative learning as we work insmall groups on each page, and have fundoing creative dramatics.
One of our favorite counting books isThe Ants Go Marching (The WrightGroup), which has an accompanying audiocassette. As they listen, the children formmarching groups. They use problem-solvingskills to create groups of two, three, etc.They discover that sometimes there willbe an incomplete group or, as they willlater call it, a remainder. We read aLiberian folk tale, “Two Ways to Count toTen.” Using macaroni, we learn to count toten by ones, twos, and fives. The moreambitious children use the same methodto count to one hundred.
In Jelly Beans For Sale by BruceMcMillan, we learn about money and pur-chasing power, e.g., one cent can buy onejellybean. The book’s publisher offers freejelly beans. We write to the company, whichprovides the jelly beans for the book’s pho-tos, and we learn another lesson about let-ter writing and postage.
With each book, we solve new problemsand integrate them into curriculum areas.
We incorporate the Principles of Learningas we work together, e.g., organizing foreffect, high expectations, and recognitionof accomplishments.
➤THE STUDENTSThe kindergarten class is composed oftwenty-five children. Ten of these childrenalso work with the ELL teacher. After astory is read, we divide into groups usingcooperative learning to present and solveproblems. While the children function ondifferent levels, the activities address eachchild’s interests and needs. The childrenare constantly learning from each other.
➤THE STA F FSheila Hofstatter has taught in New YorkCity schools for 25 years and has beenteaching kindergarten for the last 5 years.She is a recipient of both an Impact IIDisseminator and Adaptor grant.
➤W H AT YOU NEEDThe most important component of this program is appropriate and high-interestbooks containing a mathematical concept.Additionally, there is a need for paper ofdifferent colors and sizes, markers,c r a y o n s , glue, felt, objects for sorting,wool and string for measuring, etc. Theseare commonly found in an early childhoodclassroom.
➤OVERALL VA L U EMath in Motion uses the language artsprogram to promote the learning of mathconcepts, and is easily adaptable for largeor small groups. There are no languagebarriers; all children learn by workingtogether through hands-on activities. This program is implemented cheaply,the children enjoy participating, and theyare very proud of their accomplishments.
MATH IN MOTION
CURRICULUM AREASLanguage ArtsMath
GRADESK-Elementary
MORE INFORMATIONSheila HofstatterP.S. 193 Queens 152-20 11 AvenueWhitestone, New York 11357Phone: (718) 767-8810Fax: (718) 746-7617
Principal: Dr. Molly Fine
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➤HO W IT WORKSThe Talking Book A.R.T. Projectinvolves literacy, art, and technology.Students revisit a pleasant piece of child-hood by reading the book Goodnight Moontogether. This book has a soothing, rhyth-mic quality and is easy for students toillustrate while also learning to use newtechnologies like computers, scanners,video cameras, and the software programHyperStudio.
The students create original artworkusing both traditional and digital m a t e r i a l s.The artwork is scanned into the HyperStudiocomputer program, which enables them toadd sound, graphics, rudimentary animation,and video, allowing the book to “come alive.”
Once the project is complete, studentscan reread the book, this time usingHyperStudio to hear it read aloud, or towatch someone read it aloud on a video,and view their own and their classmates’illustrations. This project is a motivationtool to interest students in reading, whilethey create art and learn to use technology.It can also be a jumping-off point for writingand illustrating their own books, as wellas having classmates videotape themreading books, which can then be added totheir own project.
➤THE STUDENTSTwo classes of 15 SIE IV and SIE VII students meet daily for the Talking BookA.R.T. Project. They meet five times aweek, and divide a double period betweenthe computer lab and the art room. Thestudents, who need no prior experiencewith computers, are introduced to variousaspects of the program in the lab. TheTalking Book A.R.T. Project can easily beadapted to all ages, grades, and skill lev-els. The needs of all learners areaddressed because the multi-modality,multimedia features of HyperStudio lendthemselves perfectly to different styles.
➤THE STA F FThe Talking Book A.R.T. Project wasdeveloped and implemented by RebeccaKaufman, an art and technology teacher.She received a U.F. T. Mini-Grant in 1995,and has given staff development workshopson infusing technology into the curriculum.She developed this project when the teach-ers in her school were given the task ofincorporating literacy into all subjectareas. In addition to her master’s degreein education, she also has a Bachelor inFine Arts degree from the School of VisualArts and is currently working towards acertificate in computer graphics. She hasbeen teaching in the NYC Board ofEducation for fourteen and a half years.
➤W H AT YOU NEEDThis project can be carried out in anyclassroom with art supplies (paper andcrayons, markers, or paint) and books fromthe school or public library. Access to acomputer with the HyperStudio programand a scanner (students will scan theirartwork into the computer) is also requiredso the books the students create can “talk.”
➤OVERALL VA L U EPossessing little or no reading skills is a crisis situation for a high-school-age stu-dent. This project motivates kids to readwhile they perform a relatively enjoyable,non-threatening activity, namely art. Theincorporation of technology is a bonus, anda static, linear book comes alive throughvideo, animation, sound, and graphics.Teachers can use talking books to makeotherwise-difficult subject matter fun,because the use of art materials and technology can make almost any subjectpalatable and easier to learn.
The talking Book A.R.T. Project
CURRICULUM AREASArt
Language ArtsTechnology
GRADESHigh School (9-12)
MORE INFORMATIONRebecca Kaufman,
Art TeacherTwo Bridges Academy
116 Nassau StreetBrooklyn, NY 11201
(718) 694-8352
Principal: Aileen Chester
1 7
➤HOW IT WORKSFlags of the United Nations uses thecomputer as an integral publishing toolthat enhances and expands languageskills while providing information. Thestudents of Class 2-201 rely on the com-puter as a means of expressing their ideasin a professional manner.
The school recently opened a Hall ofNations that includes replicas of the flagsof the United Nations. The children havebecome interested in these flags—theircolors, symbols, and meanings. This pro-gram provides the children a means ofanswering their questions.
The students first compare the colors,shapes, symbols, and designs of the flags.Then each child designs a flag to representhis/her school. Their work is displayed, andafter much discussion (regarding d e s i g n ,c o l o r, and significance), the children vote ona flag to represent their school. Their schoolis the Ocean School, so the flag depicts thesun rising over the ocean. Its colors—blueand yellow—are the school colors.
For their next activity, each child choosesone U. N. flag—perhaps because of his/herfamily heritage, or simply because it isattractive. Students draw their flags on acomputer using the KidPix program. Thechildren then research their flag, usinglibrary materials and trade books such asFlags of the World, Flags of the UnitedNations, and Art Express. This informa-tion is then recorded on the computer withthe Claris Works program. Their drawingsare then imported to the Claris program toillustrate their research.
The last item added to the document isa laminated picture of each studentimported from a Quicktake 200 camera.The culminating activity is the publicationof the children’s research and artwork in abook that becomes part of the school refer-ence library.
➤THE STUDENTSThe second grade students are taught in a self-contained classroom. Library time isscheduled in advance. A part-time para-professional is assigned to the class (dueto the large number of students), and com-puters located in the classroom are usedon a rotation basis.
➤THE STA F FKathryn Lang began teaching in 1989,and is a recipient of a Datamation grant.A firm believer in technology as a meansof enhancing curriculum, she won theDistrict 27 Computer Contest in 1998.
➤W H AT YOU NEEDReplicas of the flags of the United Nationsare preferable. However, a poster of theflags is available from the U.N. Researchsources include trade books, the Internet,and software programs such as KidPixDeluxe, Claris Grolier, and The Children’sEncyclopedia. Both the computer and theschool library are essential resources thatafford the students a means of gatheringinformation. The computer is used as botha publishing tool and a way to share infor-mation.
➤OVERALL VALUE The desire of the students to engage inthis project validates the computer as amotivational tool. When a program includescomputer work, children are more enthusi-astic and certain of their results, and areeager to complete the work. The studentsremind the teacher about the scheduleand events necessary to complete the pro-ject. The computer as a publishing tool isa means for all to succeed. The programallows for comment by peers and valuablereinforcement of a job well done. Studentsare empowered by success and continue touse the computer to express their ideas.
FLAGS OF THE UNITED NATIONS
CURRICULUM AREASTechnologySocial StudiesReadingWritingArt
GRADESElementary School
MORE INFORMATIONKathryn LangP.S. 197, CSD 27825 Hicksville RoadFar Rockaway, NY 11691(718) 327-1083Fax: (718) 327- 3518
Principal: Thomas DeMarco
➤HOW IT WORKSOn the Outside Looking In is an in-depth study of Hans Christian A n d e r s e n ,integrating technology across the curricu-lum areas of language arts and social stud-ies for Resource Room and ESL c h i l d r e n .
Hans Christian Andersen was a Danishstoryteller and “myth-maker” who believedin the inherent goodness of people.Through his wonderfully imaginative sto-ries, and from the movie Hans ChristianAndersen, children come to understandthat, regardless of language or appear-ance, people are basically the same thewhole world over. In these turbulenttimes, when violence is prevalent and chil-dren are exposed to so many negativeimages, this is an especially meaningfullesson that is adaptable for all ages, levelsof learning, and cultures.
In this program the children listen to,read, and write about Andersen’s stories.After a story is read and discussed, stu-dents gather material and ideas to com-plete writing and research assignments inthe computer lab. A typical classroomactivity has students retelling a selectedstory in their own words. While reading“The Ugly Duckling,” the children sympa-thize with the duckling’s plight of beingdifferent, suffer with him as he is excluded,and are overjoyed as he grows into a beau-tiful swan and gains acceptance. Studentsare excited and eager to retell this storyby writing a song or poem, drawing a pic-ture, or creating a video, all with help oftechnological tools.
By listening to Andersen’s stories readaloud and identifying with his characters,children develop enthusiasm for readingand writing. After experiencing stories like“Thumbelina” or “The Little Match Girl,”children with language and learning prob-lems realize it is okay to be different.
➤THE ST UDENTSThe students enjoy art activities, writingand dramatizing stories, comparing andidentifying with the characters, creatingpuppets, and singing songs from HansChristian Andersen These activities gen-erate successful learning opportunities.
➤THE STA F FJudy Richter is a past winner of a CoolSchool Award and the recipient of a District22 grant for Teaching Reading throughSong Lyrics. She has been teaching chil-dren with learning disabilities at P.S. 52for 23 years.
Odette Lozada has 12 years’ experienceteaching ESL at P.S. 52. She is a pastwinner of a U.S. Department of Educationgrant.
➤W H AT YOU NEEDStudents complete word processing, desk-top publishing, and research projects inthe computer lab. The computer softwareincludes Microsoft Word, EasybookDeluxe, Author’s Tool Kit, and MicrosoftEncarta. Students meet weekly with avideo artist in the ESL room, and videoequipment is available. Hans ChristianAndersen stories can be found in theschool, neighborhood, and Resource Roomlibraries.
➤OVERALL VA L U EOn The Outside Looking In improveslistening, reading, writing, and speakingskills, integrating technology across thecurriculum areas of language arts, socialstudies, art, and music. The stories ofHans Christian Andersen develop hope,faith, and self-esteem. Students developcritical reading and thinking skillsthrough a variety of projects, and gaintechnological competency by utilizing wordprocessing and desktop publishing pro-grams and creating their own video.
ON THE OUTSIDE LOOKING IN
1 8
CURRICULUM AREASLanguage ArtsSocial Studies
Technology
GRADES4-5
MORE INFORMATIONJudy Richter
or Odette LozadaP.S. 52, CSD 22
2675 E. 29th StreetBrooklyn, NY 11235
(718) 648-0882Fax: (718) 332-8832
Principal: Michael J. Carr
1 9
➤HOW IT WORKS Myth Makers is a dynamic program thatencompasses all aspects of language arts:reading, writing, listening, and speaking.Students begin their mythological journeyby listening to the Greek story of Arachne,in which the goddess Athena turns ayoung girl into a spider.
Through independent readings and col-laborative research, students identify amyth’s basic components, namely: gods orgoddesses and an explanation of howsomething came to be. Once students learnhow to identify myths, they use books,multimedia encyclopedias, and the Internetto continue on their mythological journey.
Students enhance their oral presenta-tion skills by sharing research with theclass. Dressed as mythological figures,students “tell their stories” to the class.Using props and costumes, students dra-matically share information about world-wide myths and historical figures.
The final destination on their journeyrequires students to incorporate theirinformation about myths into the writingprocess. As myth makers, students usewhat they have learned as a springboardfrom which they develop their own myths.Using acquired knowledge and imagina-tion, students create myths to explain howsomething originated. The culminatingactivity allows students to share theirmyths with each other.
➤THE STUDENTS One hundred twenty-five sixth grade stu-dents with various technology backgroundscreate their own myths. During weeklyworkshops, students work cooperativelyand independently to write, edit, and pub-lish their myths. Before creating theirmyths, students use books, multimed i aencyclopedias, and the Internet to obtaininformation about numerous m y t h o l o g i c a lfigures from around the world.
➤THE STAFF Stacie O’Brien teaches language arts atthe Bay Academy for the Arts and Sciences.As a staff developer, she leads workshopson the creation and implementation ofclassroom portfolios and rubrics. She isthe student advisor for Arista/Arcon HonorSocieties. Through Myth Makers, Ms.O’Brien’s students benefit from an interac-tive environment, which fosters authenticlearning.
➤W H AT YOU NEED In order to implement Myth Makers in the classroom, students need access toresource materials such as books, researchsoftware, and the Internet. Students needat least one classroom computer to producethe final version of their myth, whichincludes writing and illustrations.
➤OVERALL VALUE Myth Makers is an interdisciplinary pro-gram that encourages students’ creativity.Through independent and cooperativeresearch, students discover informationregarding various mythological figures.Students use this acquired information tocomplete various tasks. Tasks aredesigned to involve multiple intelligences.
Students must research various sourcesand analyze their content for useful infor-mation. Through cooperative learning,students develop speaking skills by pre-senting their research to the class.Students utilize computer technology tofacilitate each step of the project. Finally,students take ownership of a piece of writ-ing that allows them to combine theirresearch and their creative ideas.
During the Myth Makers program, stu-dents benefit from an interactive, authen-tic learning experience. They take greatpride in their finished products—theirown myth books.
Myth Makers
CURRICULUM AREASLanguage Arts Social Studies Technology
GRADESMiddle School
MORE INFORMATIONStacie O’Brien The Bay Academy for the Arts and Sciences, CSD 211401 Emmon AvenueBrooklyn, NY 11235(718) 891-9005
Principal: Marian Nagler
2 0
➤HOW IT WORKSHit or Myth is an interdisciplinary multi-cultural program that encourages studentsto read and personalize a folk tale, myth,or legend. The program targets social stud-ies and language arts. Through the use ofa word-processing program (such as A p p l eWorks) and a Macintosh Digital Camera,the students rewrite and photograph reenact-ments of scenes from the story. The stu-dents make costumes and stage sets anddevelop the format for a hardcover versionof their work. A photo essay of the entireproject is also produced.
The main activities are the reading of amyth or legend and rewriting it to reflectthe students’ likes and dislikes. Stories utilized include “The Legend of the RoyalPalm,” a Taino legend; “The Lizard and theSun” by Alma Flor Ada; and “The Legend ofSleepy Hollow” by Washington Irving.
In order to assess the students’ compre-hension, open discussions, literatureresponse forms, journals, and questioningbased on Bloom’s Taxonomy are used.Questions can be factual (“What is the n a m eof the main character?” and “What doesh e / s h e do for a living?”). Comprehensionquestions reveal knowledge of a character’scondition and motivation. Application ques-tions put the student in the character’s place(“What would you do?”). Synthesis allowsthe student to develop a new version of thes t o r y. Finally, evaluation enables the studentto express personal views about the tale.
Using cameras and the computer, acopy of the student’s story is produced andsent to a commercial publisher for finalprinting.
➤T HE STUDENTSThere are twenty-six second gradersinvolved in the program. The studentsparticipate as writers, actors, make-upartists, researchers, and photographers.
➤THE STA F FAngel Ortiz has been teaching in NewYork City schools on the elementary levelfor six years. The school librarian andcomputer teacher are involved in theresearch and development phases of theprogram. Parent volunteers are needed tohelp create the costumes and stage sets.
➤W H AT YOU NEEDThe necessary materials are collections ofmulticultural folk tales, costumes, make-up, and stage sets, as well as computers, aPolaroid or 35mm camera, and a digitalcamera. The use of the computer lab,classroom, school auditorium, and a pub-lisher such as the Student TreasuresPublishing Company (which produces full-color hardbound books) are also vital.
In order to foster an understanding ofscientific and cultural concepts, studentstake a trip to the Museum of NaturalH i s t o r y. Students also visit the Brooklyn orNew York Botanical Gardens for visualresearch. Internet and library access and aG r o l i e r’s Encyclopedia CD-ROM are alsonecessary for this project.
➤OV ERALL VA L U EHit or Myth fosters a cooperative atmos-phere and develops self-esteem and pride.Students use research, reading, and writ-ing skills. They also rely on science, socialstudies, drama, art, and computer skills.The program is easy to adapt for differentintelligence levels, using exceptional liter-ature to ensure success. This is furtherenhanced as students dramatize theirbooks in the classroom or at an assemblyprogram for the whole school. Finally, eachstudent receives a hardcover version ofhis/her work, engendering confidence andpride.
HIT OR MYTH
CURRICULUM AREASLanguage ArtsSocial Studies
ScienceTechnology
GRADES2
MORE INFORMATIONAngel Ortiz
P.S. 145100 Noll Street
Brooklyn NY 11206(718) 821-4823
Principal: Rosa Escoto
2 1
➤HOW IT WORKSCelebrating Heroes presents valuableliterary and technology experiences thate n a b l e students to explore the lives ofheroes who have made the world a betterplace. In alignment with the NewS t a n d a r d s , this thematic, interdisciplinaryprogram motivates young adolescents toread, research, and write thoughtfully.Te c h n o l o g y supplements trade books andother library material for research infor-mation about positive role models.Students read, then summarize and syn-thesize notes utilizing computer software,and, finally, compose biographies usingword-processing techniques. The biogra-phies are published in two formats: boundbooks that are copyrighted by youngauthors; and multimedia, interactive col-lective biographies that are group presen-tations. These groups are formedcategorically. For example, a HyperStudioproject entitled “Space Explorers” may bedesigned by a group of young authors whohave selected subjects such as John Glenn,Neil Armstrong, and Christie McAuliffe.
The media-enhanced stories of heroes’lives are published using video and audioclips, scanned photographs, and other rel-evant artifacts. Exercising higher-orderthinking skills and problem-solving strate-gies, students engage in motivationalexperiences that foster literacy, contentknowledge, and technological expertise.
➤THE STUDENTSThere are two seventh grade classes of 33students involved in this program, whichis adaptable for students from fourthgrade through high school.
➤THE STA F FLouis Velez has been teaching for over 25years. He is presently teaching computertechnology classes, and is a past recipientof both Impact II and Teacher Centergrants. Pat Shea-Bischoff is currently
the International Reading A s s o c i a t i o nCoordinator for New York State. She hasbeen teaching at Intermediate School 24for over thirty-one years, and is also anadjunct at Fordham University. She hasbeen the recipient of many grants andawards, including Impact II and TeacherCenter grants.
➤W H AT YOU NEEDFour computers connected to a laser printerare set up in the back of the room. Differentcomputer software from Encyclopedia toHyperStudio, a multimedia authoring pro-gram, is available. Reference books are eas-ily accessed. Materials for creating thebound books are also available.
Research facilities include the schoolmedia center and neighborhood branchesof the New York Public Library. Studentsmay also access the Internet at both ofthese facilities. Trips to museums and his-torical sites enhance students’ understand-ing of their subjects.
➤OVERALL VA L U EThis highly motivational program immersesstudents in enriching literacy experiencesand meaningful uses of technology in theclassroom. Students are engaged in bothindividual and cooperative learning expe-riences while developing technologicalskills. Students gain an understanding ofhow their heroes make the world a betterplace through personal determination,self-sacrifice, and strength of character.The proud authors share their books andcollective multimedia interactive biographieswith parents, faculty, and other classes.
C e l e b r ating Heroes Creating Multimedia Interactive Biographies
CURRICULUM AREAS Language Arts Technology
GRADES5-8
MORE INFORMATIONLouis Velez and Pat Shea-BischoffI.S. 24, CSD 31225 Cleveland AvenueStaten Island, N.Y. 10308(718) 356-4200 Fax (718) 356-5834
Principal: Richard Spisto
2 2
➤HOW IT WORKSThe Women’s History Month Exhibitenables students to set up a multimediagallery exhibit that includes writing, art,and photography. Students: 1) interviewmothers, grandmothers, and other femaleswho have played significant roles in theirlives, 2) write and edit essays and poemsbased on these interviews, 3) take originalphotographs and scan existing photos, and4) plan a gallery exhibit of essays, originalartwork, and photos.
Written tributes to inspirational womenare read and discussed in the classroom.Winning essays in the Barnard College “ A Woman I Admire” competition (includingseveral of Ms. Stavsky’s former students’essays that were published in The NewYork Ti m e s) and award-winning poetry areoffered as models. Based on the interviewsthey conduct, students write and edit trib-utes to women who have played key rolesin their lives. Students in the desktop pub-lishing class scan and prepare photos andwriting for an exhibit held in March at theschool’s GALLERY 438 (a large room dedi-cated to this purpose). Students also com-pose press releases, design invitations,and procure professional help from neigh-borhood gallery curators and artists.Students attend to many details, includingframing, music engineering, and preparingrefreshments for the opening reception ofthe GALLERY 438 Women’s HistoryMonth Exhibit. Students are groupedaccording to their interests and talents.
➤THE STUDENTSThree or four classes of at least 100 stu-dents, including students of journalism,creative writing, and desktop publishing,are actively involved in the primary tasksof the project. Much of the work is donecooperatively and in committees.
➤THE STA F FLois Stavsky has taught all levels andgenres of writing classes at Seward ParkHigh School since 1980. In 1988, she wasnamed “Poetry Teacher of the Year” by theNew York City Board of Education andPoets House. She is the co-author of twoaward-winning nonfiction books that havebeen cited in the New York Public Library’sBooks for the Teen Age.
➤W H AT YOU NEEDThe project requires an adequate, securespace within the school for hanging theframed essays, poems, photos and artwork.A nearby space (not the gallery itself)should accommodate the reception andrefreshments for the opening. Thereshould be access to at least two computersthat can operate Photoshop and a high-dpicolor scanner. The teacher must haveframes, assorted boards, and the necessaryhardware to mount the exhibit. The p r o-ject requires field trips to gallery exhibits.
➤OVERALL VA L U EMotivated to create a gallery that relatesto their personal lives, students sharpentheir interviewing, note-taking, writing,editing, and technical skills. Students’understanding and appreciation of othercultures and customs are heightened asthey read and edit each other’s poems andessays. Students of diverse performancelevels and expertise assist one another.Students develop their skills as they learnhow to plan every aspect of a galleryexhibit. Students take tremendous pridein viewing their work at an exhibit that isopen to the public.
Women’s History Month Exhibit
CURRICULUM AREASEnglish
TechnologyArt
GRADES9-12
MORE INFORMATIONLois Stavsky
Seward Park H.S.350 Grand Street
New York, NY 10002(212) 674-7000 ext.326
Fax: (212) 982-8730; (201) 836-2843
Acting Principal: Jayne Godlewski
➤HOW IT WORKSMath Is a Heartbeat Away is a collabo-rative program among students, teachers,and medical personnel. It motivates stu-dents to understand math, life science,and technology concepts through hands-onexperience with interactive computer soft-ware, CD-ROMs, the Internet, biologicalspecimens, and science kits. Theseresources are needed to meet the NationalScience Teachers Association Standards(5-8) A, C, E, F, G; the National Council ofTeachers Math Standards for the fifth toeight grades; and the New York StateCompact for Learning.
Students have the opportunity to studythe human body’s organ systems usingCD-ROMs (Ultimate Human Body andLearning About The Human Body). Thesehelp the students visualize and under-stand the basic functions of the eye, heart,liver, and lungs. The students also cooper-atively create reports during class usinginformation gathered from Web sites.
Once students are familiar with thefunctions of the body organs, they com-plete activity sheets. Science kits andcharts are integrated into lessons, i.e.,Smoking Kit, Electronic Pulse Monitor,Breath Volume Kit, and Nutrition Kit.Students learn to measure stroke volumeand lung capacity, find ratios and graphhigh blood pressure, and learn aboutnutrition and the effects of smoking.Students also investigate the function ofthe eye using CD-ROMs and the Internet,and they conclude their activity with aneye dissection. The school nurse and a doc-tor visit the class to answer questions, anda trip to a local hospital helps studentsconnect material used in the classroom tothe ‘real world’ of medicine.
➤THE STUDENTSApproximately 30 sixth grade studentsparticipate in this program, which can beadapted to any size group. Achievementlevel is not a qualification for successfulprogram completion.
➤THE STA F FJoseph Sweeney developed Math Is aHeartbeat Away and has implemented itfor the past five years. He won The DisneyChannel Award and was District 30Teacher of the Year in 1992. Mr. Sweeneyis also an adjunct professor of education atAdelphi University.
➤W H AT YOU NEEDThis program uses a variety of resourcesincluding CD-ROMs, videotapes from TheLearning Channel and Discovery Channel,biological specimens, science books, andscience kits. The Body Atlas and TheHuman Body Fact Book provide a visualguide. A computer and Internet access willalso be needed. Technology can include theGrolier Encyclopedia. Print resourcesinclude an activity guide featuring math,science, and Internet activities. Milk car-tons, straws, balloons, rulers, eye charts,and plastic cups and containers are needed.
➤OVERALL VA L U EMath Is a Heartbeat Away encouragesstudents to confront their own preconcep-tions about math, life science, and technol-ogy. They become effective learners as theyacquire a respect for science and its rela-tionship to their body. This in turn impactspositively on test scores and self-esteem. In1999, participating students won first placein the District 30 Science Fair.
MATH IS A HEARTBEAT AWAY
2 3
CURRICULUM AREASMath Science Technology
GRADES 6-8
MORE INFORMATIONJoseph SweeneyP.S. 11Q, CSD 3054-25 Skillman AvenueWoodside, New York 11377 Fax: (718) 458-6362
Principal: Dr. Vivian Anemoyanis
➤HOW IT WORKSThe two main components of The MiddleSchool Print Shop are graphic designand language arts. Students work on vari-ous classroom projects and reports using avariety of print and Internet sources.Standards incorporated include readingand comprehending at least four books onthe same subject or by the same author,reading aloud, participating in groupmeetings and one-on-one conferences withthe teacher, preparing and delivering anindividual presentation, demonstrating abasic understanding of the rules of theEnglish language in written and oralwork, and analyzing and revising work toimprove its clarity and effectiveness.
Once students have completed the out-line of their report by creating a roughdraft, it is time to make the work look pro-fessional. From the graphics they createthemselves to the clip art found in variouscomputer programs, the students maketheir work come to life using applicationslike HyperStudio, PressWriter, and ClarisWorks.
As the year goes on, many major pro-jects are created. One project that incorpo-rates literacy and technology is theproduction of a monthly student newspa-per or newsletter for the school or individ-ual classes. This type of project enablesstudents to be creative, intuitive, and pro-fessional. The students also create flyersas well as graduation items such as pro-grams and invitations. A computer andprinter will suffice, but it helps to haveadvanced technological support. An optionalcomponent of The Middle School PrintShop is the support staff. This is a groupof students that use their computer skillsto assist students in the program.
➤THE STUDENTSThis program was initiated in grades 5-8,but students of all grade levels can partici-p a t e . Small groups, individuals, or full
classes can work on projects that candevelop throughout the school year. Thewriting and reading component can takeplace in the classroom or reading lab. A l lstudents can benefit from the experience andgains in literacy that this program offers.
➤THE STA F FLuis Eladio Torres developed The MiddleSchool Print Shop. He began teaching atHostos Community College in 1993. Hehas developed training programs for t e a c h-e r s , conducted parent workshops, and waspresenting speaker for The Middle SchoolPrint Shop at the 1999 UFT TechnologyFair. Luis is currently in graduate schoolat Mercy College.
W H AT YOU NEEDThe Middle School Print Shop can becreated in the classroom or departmentoffice. All you need to get started is atable to write and read on, a computerwith the appropriate programs, paper, anda printer. The setup consists of four com-puters, a color laser printer, a banner-maker printer and two workstations. Themore technology you have available, themore advanced your program will become.The school or public library is also animportant resource for printed researchmaterial.
➤OVERALL VA L U EThe Middle School Print Shop is anexcellent way to provide students with tech-n o l o g y, literacy, and work-related training.The program satisfies state standards forlanguage arts and technical literacy whilecreating individuals with skills, experienceand a feeling of accomplishment and self-worth.
THE MIDDLE SCHOOL PRINT SHOP
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CURRICULUM AREASLanguage Arts
Technology
GRADES 5-8
MORE INFORMATIONLuis E. TorresIS 125 CSD 8
1111 Pugsley Ave.Bronx, New York 10472
(718) 822-5186Fax: (718) 239-3120
Principal: StephenRappaport
TeachNet D i ss e m i n ator
p r o g r a m sFor the first time, we are featuring Te a c h N e tD i s s e m i n a t o r Programs in our annual catalog of c r e a t i v et e a c h e r- d e v e l o p e d programs. These programs were d e v e l-oped for dissemination via TeachNet.org, our website.
We invite you to adapt these programs, as well as the disseminator programs featured in the first half ofthis catalog, by completing the grant application onpages 36-37.
To view these projects on the Internet with live links goto: w w w. t e a c h n e t . o r g / d o c s / N e t w o r k / P r o j e c t / N e w Yo r kWe also encourage you to join us on TeachNet(www.teachn e t . o r g), where you will find a wealth ofinformation, ideas, and resources. See you on-line!
➤PURPOSE To stimulate curiosity about space explo-ration and the lunar landing. Studentswill use the Internet to research theUnited States’ moon landing in 1969.
➤TEACHER STEPS The teacher will find books about themoon walk and related topics for students.Appropriate software for research (includ-ing a multimedia encyclopedia) should beselected.
➤STUDENT ACT IVIT IES Students will first have a discussion to seehow much is known about space explorationin general and the United States’ 1969manned landing on the moon specifically.They will then research information usingmultimedia encyclopedias, the I n t e r n e t ,and books, and organize material, s u m m a-r i z e it, and write a written report. Thereports will be typed on computers, andstudents will share their reports withclassmates.
➤ASSESSMENT METHODS Assessment methods are the grading ofwritten reports and group discussions.
➤S TANDARDS Standards addressed include producing areport containing relevant informationand doing research using various referencematerials.
➤TEACHER SKILLS Teacher skills required include accessingthe Internet; using a word processor; creat-i n g a database of questions; and preview-ing specific Web sites related to the 1969moon landing.
➤STUDENT SKILLS Students will use the Internet and multi-media encyclopedias for research, and usedifferent computer programs to create adatabase and semantic web.
➤S O F T WARE Materials include multimedia encyclope-dias, information gathered with Internetaccess, books, and programs such as AppleWorks, KidPics, and Superprint.
➤R E L ATED L INKS Space Science and Engineering Centerw w w.ssec.wisc.edu
➤TIPS Teachers can stimulate the students’ inter-est by choosing the appropriate nonfictionbooks. Students who thought that readingnon-fiction would not be as interesting asfiction quickly change their minds whenthey read materials about the 1969 moonwalk.
Frances Carroll is a librarian at P.S. 101in Brooklyn, New York. She is also aTeachNet Project Mentee.
The Fascinating Moon Walk
26
SUBJECTS ScienceEnglish
GRADES5
➤PURPOSE Students learn geologic history and time,stratigraphic nomenclature, general plantand animal fossils of the periods, climaticconditions, and the movement of theNorth American or Laurentia continentalplate. Students learn how to read quicklythrough information from the Internetextracting the pertinent information totheir project.
➤T EACHER STEPSThe teacher prepares a worksheet for student use during the project.
➤STUDENT ACT IV IT IESThe students read information on thePrecambrian period and see exampleanswers to the worksheet that is present-ed to them. This enables them to see whatis required of them and helps thembecome research readers. They find infor-mation on the three periods in Earth’s his-tory and rewrite the information on threeindex cards that they place on a timelinethat stretches across a classroom wall.Students can be creative with their repre-sentation of each period and are not limit-ed to index cards. However, the indexcards provide the opportunity to consoli-date their notes and better understand theinformation.
➤TEACHER SKILLS The teacher must be knowledgeable inweb creation and guided lessons.
➤STUDENT SKILLSThe students develop Internet navigationskills.
➤S O F T WARE Text Editor or another web authoring toolis needed.
➤R E L ATED L INKShttp://home.att.net/~kbwd/dynamic/tectonic.htm The project website. scotese.com The site that has many of the sources ofinformation for the project.
Edward Colley teaches science at MurryBergtraum High School in Manhattan. Heis a TeachNet Project Mentor and an avidsurfer (ocean waves that is).
P l ate Tectonics
27
SUBJECTSScience (Earth Science)
GRADES9-12
➤PURPOSE To produce computer-generated graphscharting the progress of various stocksover a four-to-six-week period.
➤TEACHER STEPS Teachers locate appropriate Web sites forfinding daily stock quotes. They preparecomputer-generated bar and line graphsusing Kidpix to use as samples.
➤STUDENT ACTIVIT IES In cooperative learning groups, studentswill follow the day-to-day changes in thestocks they have chosen to ‘invest’ in. Thestudents will use Kidpix drawing tools tocreate bar and line graphs depicting theprogress of their stocks. They will alsoprint and share their graphs with theirclassmates.
➤ASSESSMENT The students will be assessed by the accuracyand quality of the graphs they produce.
➤S TANDARDS Standards include predicting results andanalyzing data; reading and interpretinginformation from a graph; describing andcomparing quantities; collecting and orga-nizing data to answer questions; makingstatements, and drawing conclusionsbased on that data.
➤TEACHER SKILLS Skills include using drawing and paintingtools to create graphs, and accessing theInternet to research stock quotes.
➤STUDENT SKILLS Students will use drawing and paintingtools, construct graphs using drawingtools, access the Internet to research stockquotes, and print the work they create ona computer.
➤S O F T WARE Software will include programs likeKidpix, ClarisWorks, AppleWorks, andMicrosoft Works.
➤R E L ATED L INKS w w w.wsj.com w w w. m a r k e t w a t c h . c o mw w w. b l o o m b e rg.com w w w. t h e s t reet.com w w w. m u l t e x i n v e s t o r.com w w w. m o n e y.com w w w. s t o c k p l a y e r. c o m
➤T IPS A follow-up lesson can be based on the useof a spreadsheet application to creategraphs.
Carolyn Hornik is the computer coordi-nator at P.S. 101 and is a staff developerfor District 21. She teaches an after-schoolprofessional development in-service courseentitled Computers In The Classroom.This is her 24th year of teaching.
Stock Market Game: Graphing Stocks
28
SUBJECTSMath
Social Studies
GRADES5-12
ESTIMATED CLASS PERIODS 6
CHor [email protected]
➤PURPO SE Students create a plaster craft mask todepict the four seasons. Using computerskills to navigate Web sites, they learn aboutthe Renaissance artist, Giuseppe A r c i m b o l d oand his “Season” series of floral faces. Thestudents will create symbolism in theirmasks through the use of collage materials.
➤TEACHER STEPS Teacher steps include locating Web sites tobe used for reference purposes; gatheringvisual resources; and acquiring Vivaldi’s“Four Seasons” for use as a musicalaccompaniment.
➤STUDENT ACT IVIT IES Students will view and discuss “WebGallery of Art” and Arcimboldo’s paintings.They will brainstorm associations andphrases for the four seasons and decidewhich season has the most appeal to them.They bring in materials to enhance thefeeling of that season.
To create their masks, students createcolor studies, apply plaster craft over theplastic molds to create the form which isthen sanded, painted, and decorated. Thestudents then set up a showcase of theirwork.
➤ASSES SMENT Methods include class discussion and cri-tique, short quizzes, peer review and eval-uation of work, and creative writingassignments.
➤S TANDARDS Students will use sensory elements andexpressive images to communicate theirown ideas in works of art. They will activelyengage in the process, creation, and perfor-mance in the visual arts. Students willrespond critically to a variety of works byone artist, connecting the individual worksto each other and to other aspects ofhuman endeavor and thought.
➤TEACHER SKILLS The teacher will explore various Web sitesto be used as reference sources and organizematerials for a slide show presentation.
➤STUDENT SKILLS Students will navigate the World WideWeb to gather research information andimages.
➤S O F T WARE The students will use the HyperStudioprogram.
➤R E L ATED L INKS w w w. k f k i . h u / ~ a rt h p / h t m l / a / a rcimbol/index.html Arcimboldo’s “Seasons” series of humanfaces turned into floral arrangements.
w w w. a d e s - p l a c e . c o m / a rt / m a s k s . h t m
➤TIPS Plaster craft is easier than papier-machéto work with, but it is just as messy. It driesquicker but is more costly. Be prepared towork with groups of students daily ratherthan the entire class at one time.
Lori Langsner is an art teacher at MyraS. Barnes I.S. 24.
A Mask For All Seasons
29
SUBJECTSArtsEnglish
GRADES8
ESTIMATED CLASS PERIODS 10 or more
➤PURPOSE The purpose of this project is to introducestudents to women mathematiciansthroughout the centuries, and to acknowl-edge their contribution to mathematics.Students are also exposed to social andhistorical aspects of math.
➤TEACHER SK IL LS Skills include Web creation, and familiaritywith computers and the Internet.
➤STU DENT SKILLS Students use Web navigation and createnewsletters and a newspaper with the useof Microsoft Word.
➤S TANDARDS Standards include making a connectionbetween the concepts learned now and thepeople who discovered them; promotingequality between the genders; helpinggirls realize that math is not ‘closed’ tothem; and discovering that math is not‘dead’ and that new discoveries are contin-ually being made.
➤OUTLINE The teacher will locate Web pages aboutwomen mathematicians and link them tothe Web page for this project. He/she cancreate general questions for students toresearch and search for current womenmathematicians interested in being inter-viewed.
➤STUDENTS Students should go to the Internet sitesprovided or find their own and look up fivesignificant women mathematicians andfamiliarize themselves with women’s con-tributions to math. They should find onewomen mathematician to interview anddevelop thoughtful questions related tothe person’s field as well as some otherquestions (i.e.,‘Who interested you inmath?’) Next, they put the information
they gather into a two-page newsletter tobe distributed to classmates. The best arti-cles (chosen by the students themselves)will be included in a newspaper distrib-uted to their schoolmates.
➤S O F T WARE Students use Microsoft Word (html editor).
➤R E L ATED L INKS The project link: w w w. g e o c i t i e s . c o m / a q l 9 7 1 0
➤R E L ATED S ITESw w w.agnesscott.edu/lriddle/women/women.htm
w w w. a w m - m a t h . o rg/biographies. html
Angela Lee teaches math at MurryBergtraum High School in Manhattan.She is a TeachNet Project mentee.
Women in Mat h e m atics
30
SUBJECTSMath
GRADES9-12
➤PURPOSE To design and create a brochure using the computer, in order to explore how abrochure informs, educates, and persuadesthe reader through the use of text, typog-raphy, and visuals.
➤T EACHER STEPS The teachers should collect interesting, eye-catching brochures to show to students.
➤STUDENT ACT IV IT IES Students brainstorm in groups about achosen topic, describing and writing downwhat they know. (Ask: What is the pur-pose of a brochure and why would a busi-ness or group mail one?) They look at thesample brochures to get ideas and identifystyles they like. (Ask why a certain styleinterests them, and encourage them to usethose features in their brochures.)
The students divide into groups of four,and discuss relevant vocabulary words,including: demographics (Who is thisbrochure going to appeal to? How old arethey? What is their income?); layout (Aplan for a design. Layouts can be done onscrap paper); typography (Type or fontstyle used to reflect what you are trying toconvey to the reader); clip art (Art foundin books, on CD-ROMs, or on the Internetthat represents what your type or wordsconvey).
The students research topics on theWeb using search engines and pick outfive interesting facts they feel would besignificant in their brochure. They writetitle, headlines, and subheads and readthem out loud to the class for feedback. (Isit attention-getting? Are the words redun-dant?) They use a thesaurus to replaceoverused words.
They then write descriptive text andsketch out rough design ideas for thebrochure. (Graphics, which should includeclip art, can be obtained from most soft-ware. Ascanner may be used to scan photos
of art you might find elsewhere.) They tryvarious layouts and decide which fontsand color schemes to use, referring back tovarious printed brochures. (Ask: Why isthe letter style important to the success ofthe brochure? Why is the color schemeimportant? Samples are printed to seewhich changes need to be made. Approvedcopy is printed and folded as necessary.
➤AS SESSMENT Each group of students presents brochuresto the class. Students write the answers toa critique and vote by silent ballot for themost effective brochure.
➤TEACHER SKILLSTeachers need a working knowledge ofscanners and of utilizing the Internet.
➤STUDENT SKILLS Students learn to use scanners and how toutilize the Internet.
➤S O F T WARE Materials include print shop program,imaging software such as Adobe PhotoShop,scrap paper, and pens.
➤T IPS Follow up the lesson by having studentsdesign a brochure for a school concert orevent using the skills they’ve developed.Have it printed professionally. Ask a localprinter to visit the class to explain theprinting process.
Diane Lufrano teaches art atIntermediate School 24.
Brochure Design
31
SUBJECTArt
GRADES6-8
ESTIMATED CLASS PERIODS 5
➤PURPOSE Students create their own digital self-por-traits as “labels” and write labels for workon display at a museum. They write criticalreviews of artwork, and communicate withthe museum’s curators.
➤TEACHER STEPS The teacher contacts a museum’s educationdepartment to discuss upcoming exhibitsthat might interest to the class, and visitsto preview works on display.
➤STUDENT ACT IVIT IESThere is a discussion of labels and theiruse in everyday products. Students bringin two samples from their favorite prod-ucts, and analyze and list all the elementsof the labels. They create a web of commonelements, and view labels on artwork frommuseums. They discuss elements that arecommon to labels on products.
Next, the students create self-portraitsof themselves as labels. They decide whatinformation to include on the portrait andwhat imaginary commercial product theywill use to represent themselves. In aseries of homework assignments, studentscreate sketches and drawings of the self-portrait label. The final version of the labelis created with PhotoShop and ClarisWo r k s .
The students visit at least two museums.They choose two works of art for whichthey write their own labels. They takenotes of their interpretations.
Back at school, students present theirinterpretations. They rewrite and w o r d -process the final versions of their labels,and e-mail them to the museum. The stu-dents create an online gallery about theirproject. They exhibit their self-portraitsand samples of their writing.
➤ASSES SMENT In my class, the teacher and the curator ofthe New Museum of Contemporary Artassessed the students’ works. The students
writing was assessed according to thenumber of works they interpreted and thedepth in which they answered questions.
➤S TANDARDS Students create, perform, and participate inthe arts; respond to and analyze artworks;and respond critically to a variety of works,connecting the individual work to otherworks and to aspects of human endeavorand thought.
➤TEACHER SKILLS The teacher needs a working knowledge ofcomputer technology and picture scanning.
➤STUDENT SKILLS Students need a basic knowledge of e-mailand word processing.
➤S O F T WA R ESoftware used includes Microsoft Word,Excel, Adobe PhotoShop and ClarisWorks.
➤R E L ATED L INKSw w w. n e w m u s e u m . o rg The New Museum home page w w w. v k p . o rgThe Visible Knowledge Programw w w. v k p . o rg / i n d e x . c f m ? g o t o = c l a s s room.cfm Lobby of VKP classrooms (look for LABELCLASS)
➤T I P SFunding for museums and not-for- p r o f i tgalleries are often contingent on their workwith the general public. They need to edu-cate the public in order create an audienceof viewers and collectors. They need you.D o n ’t be afraid to contact them.
Meryl Meisler, Disney American Te a c h e rAward winner and multimedia artist, teachescomputer art to children and adults. Merylteaches at the Institute for CollaborativeEducation.
The Label Project
32
SUBJECT Arts, English
GRADES8-12
ESTIMATED CLASS PERIODS10 or more
W h at Is Astronomy?
33
➤PURPOSE After reading the first three chapters ofSecret of the Andes , children will learn toanalyze components of the solar systemand beyond. Children will use the Internetfor research on astronomy.
➤TEACHER STEPS The teacher previews Web sites, limitingthe focus of contents for students, andfinding information on South America, lifein the Andes mountains, and Incanlifestyles and traditions. He/she also readsSecret of the Andes in its entirety, andobtains information on astronomy.
➤STUDENT ACT IVIT IES Students read the first three chapters ofSecret of the Andes. Following this, theydiscuss the Incan tradition of worshippingthe stars and the sun, and relate thisinformation to their prior knowledge ofastronomy. They also research Web sitespertaining to astronomy and locate infor-mation in Grolier ’s Encyclopedia. Theythen put this information into databasesand work in cooperative learning groupsto write informative reports and createartistic representations of researched top-ics using KidPics. A student from eachgroup will read their report and shareillustrations with the class.
➤ASSESSMENT METHODS Assessment methods include a chart basedon facts learned from Secret of the Andes ,focus questions on traditions linked toastronomy, reports from cooperative learn-ing groups, and a test on astronomy.
➤S TANDARDS The students produce an informativereport, demonstrate an ability to read andcomprehend informational materials, anddemonstrate their knowledge of theEnglish language in written and oral work.They also participate in group meetings.
➤TEACHER SK ILLS The teacher needs a working knowledge ofword processing, Internet research, andthe creation of database spreadsheets.
➤STU DENT SKILLS Students need to have basic skills in wordprocessing, graphic production, andresearching.
➤S O F T WARE The novel Secret of the Andes , by AnnNolan Clark is read, and the class makesuse of Netscape, Claris Works; and KidPics; Grolier’s Encyclopedia; various mapsand globes, and The Weekly Reader.
➤ R E L ATED L INKS y a h o o . c o m / s c i e n c e / a s t r onomy
➤TIPS Make sure children are familiar with tech-nology skills needed, and prepare them inadvance with knowledge of South America,the Andes, and the Incas.
Audrey Woloshin is a fifth grade teacherat P.S. 101 in Brooklyn, New York.
SUBJECTSEnglishScience
GRADE5
ESTIMATED CLASS PERIODS 5
➤PURPO SE Producing an old-time ’40s-style familyalbum, utilizing a laser scanner to pre-serve family photos, and publishing familystories using a word processor. This inter-generational project might be used in con-junction with Grandparents’ Day or theJapanese holiday, “Respect for the AgedDay,” which is celebrated in September.
➤TEACHER STEPS Locate an old-fashioned photo album orscrapbook to show students.
➤STUDENT ACT IVIT IES While looking at a scrapbook from the1 9 4 0 ’s or earlier, the students presentideas, comments, and impressions. (Ask:How are photo albums historical artifacts?)
All students should interview a seniorfamily member (ideally, a grandparent orgreat aunt/uncle) while paging through afamily album or a box of old photographs.While taking notes, the students shouldask questions, eliciting the names of thosepictured and a story surrounding the cir-cumstances behind the picture. Studentsshould develop a well-written story thatwill be used as a caption for the photo inthe class album.
Following a discussion of the concept offamily heirlooms, the family photos thathave been brought in are scanned andprinted on special photo paper. Decorativedeckle-edged scissors should be used totrim the photos, imitating the old-timepattern. Students type anecdotes/captionsusing the word processor (preferably ascript font to imitate the scrapbook styleshown in the model).
➤S TANDARDS The students improve communicationskills through the interview process;understand the past through oral history;and construct a photo album reminiscentof days past.
➤TEACHER SK ILLS The teacher must know how to operate aphoto scanner and word processor.
➤T I P SHave students create family albums orscrapbooks displaying photos and memo-rabilia from their own lives from birth tothe present.
Pat Shea-Bischoff is a teacher at I.S. 24in Staten Island, New York. Pat is alsothe International Reading AssociationCoordinator for New York State and formerPresident of the New York State ReadingAssociation.
F a m i ly Heirlooms
34
SUBJECTSLanguage Arts
ArtSocial Studies
Values Education
GRADES7-8
ESTIMATED CLASS PERIODS 3
➤PURPOSE This series of lessons will aid students intheir participation in The Stock MarketGame. When researching stocks on theInternet, students will find high/lowgraphs. After completing these lessons,they will be able to use these graphs tomake educated decisions about choosingstocks and tracking stocks that they havealready purchased.
➤TEACHER STEPS Teachers find Web sites with appropriateinformation; prepare student handoutsdemonstrating how to read high/lowgraphs; prepare focus questions for stu-dents to answer about specific graphs;determine cooperative learning groupsprior to the lesson; and assign specific jobsto each student in the group.
➤STUDENT ACT IV IT IESThe students use handouts to follow alongwhile the teacher presents the lesson, andthey take appropriate notes. They thenform groups to view teacher-recommendedsites and discuss their interpretation ofthe graphs within the group. Afterwards,they choose one graph to use whenanswering focus questions in paragraphform, using a word processing program.They print out the graph used and hand itin with their answers.
➤ASSESSMENT METHODSStudents may be evaluated by readingtheir answers to focus questions. Informalobservation during group work periodswill also be used when assessing studentlearning.
➤S TA N D A R D SStandards include reading and compre-hending informational materials; producinga report; participating in group meetings;demonstrating a basic understanding of therules of the English language; collecting
and organizing data; making statementsand conclusions based on data in a graph;using previously learned strategies, skills,knowledge, and concepts to make decisions;and making connections between conceptsin order to solve problems.
➤TEACHER SKILLS Teachers need a working knowledge of theInternet and word processing software.
➤STUDENT SKILLS Students must search specified Web sitesfor information and use word processingsoftware.
➤S O F T WARE Netscape Navigator or other web browsersand ClarisWorks or another word process-ing program are used.
➤R E L ATED L INKSw w w. a o l . c o m—Keyword: ‘stock quotes’
f i n a n c e . y a h o o . c o m
➤T I P SGiving students a choice of different stock graphs to interpret will make thisactivity more interesting. Be sure studentsprint out the graphs that they select sothat your assessment will be accurate.Grouping students heterogeneously workswell for this activity.
Denise Zackman is a first year teacherat PS 101 in Brooklyn, New York.
Primer For The Stock Market Game
35
SUBJECTS MathSocial Studies
GRADES4-12
ESTIMATED CLASS PERIODS 3
An adaptor is a current K-12 New York City Public School teacher who selects a classroom programprofiled in the 1999-2000 The Teachers Network—IMPACT II Catalog of Creative Teacher-DevelopedPrograms and creatively modifies it to his/her own classroom situation. You may adapt any programthat would be of benefit to your grade level/subject and students. Adaptor grants of $250 each will beawarded September 2000. Completed applications must be postmarked by April 14, 2000. You mayapply for only ONE grant. Please use a computer word processor or typewriter to fill out the application.Handwritten applications will not be accepted. If you want the application sent to you as an e-mailattachment, send your request to: [email protected]. Note Mac or Windows, and the name of theword processing software you intend to use.
All sections of the application must be completed for consideration. There are three sections to this application:I. Applicant Information II. Information and Implementation III. Administrative Support
Mail completed application to:John Elfrank-Dana, Director of Technology and Curriculum, The Teachers Network—IMPACT II 285 West Broadway, Suite 540, New York, New York 10013. For information: 212-966-5582 or [email protected]
I. APPLICATION INFORMATION
36
A D A P T O R G R A N T A P P L I C A T I O N
NAME (FIRST, MIDDLE INITIAL, LAST) Mr.__ Ms. __ Mrs. __ Dr.__
SUBJECT(S) CURRENTLY TEACHING
H AVE YOU RECEIVED AN IMPACT II GRANT BEFORE Yes __ No __
COMPLETE SCHOOL NAME AND NUMBER
SCHOOL ADDRESS
C I T Y / S TAT E / Z I P
SCHOOL FAX NUMBER
HOME ADDRESS
C I T Y / S TAT E / Z I P
L I C E N S E
GRADE LEVEL(S)
IF YES, PLEASE SPECIFY THE TITLE AND YEAR OF THE AWA R D :
P R I N C I PA L’S NAME
COMMUNITY SCHOOL DISTRICT
SCHOOL PHONE NUMBER
YOUR E-MAIL ADDRESS
HOME PHONE NUMBER
II. INFORMATION AND IMPLEMENTAT I O N
1. Title of disseminator program to be adapted ______________________________________________________
2. Program disseminator’s name _________________________________________________________________
3. D i rect contact with the teacher disseminator of the classroom program you are interested in adapting is re q u i re d b e f o re a grant can be approved. I made contact via the following method: (date of contact) ______ E-mail ____ Telephone____ Workshop ____Letter ____Visit ____Curriculum Fair ____
O t h e r, please explain_________________________________________________________________________
4. Fill in the number of students at appropriate grade level(s) who will be involved in your adaptation:K___ 1___ 2____ 3____ 4 ____ 5____ 6 ____ 7____ 8____ 9____ 10____ 11____ 12____
Subject(s) ___________________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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5. When will you begin using this classroom program? Date _____/_____/_____Why did this program interest you? _____________________________________________ _ _ _ _ _ _ _ _ _ _ _____
6. What is the educational need for this program in your class?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. What qualities or parts of this program most impressed and interested you and why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. How will you implement the classroom program with your students and integrate it within your curriculum?What changes will be made from the original classroom program?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9. How will you know that your adaptation made a difference (assessment)? Summarize the desired effects of your
program on students.______________________________________________________________________________________________________________________________________________________________________________________
10. Signature of the Applicant/Teacher __________________________________ Date _____/_____/_____
III. ADMINISTRATIVE SUPPORT (to be completed by the school principal)I support implementation of this program during the school year Sept. 2000 to 2001. Yes ___ No____ If the adaptation is successful, will you be able to fund its continuation as part of the regular school budget the fol-lowing year? ____Yes ____No Comments:
______________________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___
S i g n a t u re of the principal:_______________________________________ Date _____/_____/_____
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The Teachers Network—IMPACT II supports public school teachers through grants andnetworking opportunities in the areas of curriculum, leadership, policy, and technology.The Teachers Network is a nationwide, educational, non-profit organization that identi-fies and connects innovative teachers who exemplify professionalism, independence, andcreativity within public school systems. The Teachers Network serves 27 affiliates—cities, counties, and states—that have adopted IMPACT II grants and its networkingmodel. Over 35,000 teachers have received IMPACT II grants; half a million teachershave benefited from IMPACT II networking opportunities.
P R O G R A M S TA F FEllen Dempsey, presidentEllen Meyers, vice president for programs
and communicationsJohn Elfrank-Dana, director of technology
and curriculum developmentSeema Ahmad, development associate
A D M I N I S T R A T I V E S TA F FPeter A. Paul, program associate &
NTPI coordinatorAmma Appiah, office managerDavid Licata, web masterElizabeth Marmol and Kaneel Williams,
high school student interns
S ta f f
Board of DirectorsChairperson: Mark Zvonkovic, Partner, King & Spalding
Vice Chairperson: Charlotte K. Frank, Vice President, Research & DevelopmentThe McGraw-Hill Companies
Vice Chairperson: Luyen Chou, President, Learn Technologies Interactive
Secretary: Ilene Mack,Senior Program Officer, William RandolphHearst Foundations
Treasurer: James M. Rice, Managing Director,J.P. Morgan & Co., Inc.
Chair of Finance Committee: Ross C. Roadman,Senior Vice President, Strategic Planning,American Retirement Corporation
Georgia Sims Carson, Community Volunteer
Phyllis Chambers, Director, Board of Trustees,Chicago Foundation for Education
William J. Cirone, Superintendent,Santa Barbara County Education Office
Ellen Dempsey, President,The Teachers Network—IMPACT II
Peter Dillon, Teacher, Heritage School, New York City
Joan Goldsmith, Author and Consultant
Janice Gordon, Director of TechnologyHartford Public Schools
Richard Luftglass, Assistant Director, Corporate Philanthropy Programs, Corporate Affairs Division, Pfizer Inc.
Margit L. Pearson, President, Sunset Point
Thomas Sobol, Christian A. Johnson Professor,Teachers College, Columbia University
D e e Topol, President (Retired), The Travelers Foundation
Lonnie Wagstaff, M.K. Hage CentennialProfessor of Education, University of Texas at A u s t i n
➤Teachers Guide to CyberspaceDozens of innovative classroom projects byclassroom teachers using computers and theInternet, basic technical information, grantsand fundraising tips, recommended web sites,and a special section on how to create yourown web page.
➤How We Are Changing Schools CollaborativelyTeachers' success stories and case studies,blueprints for collaboration, interviews withleading education experts, and special how-tosections on electronic networking andgrantwriting.
➤How Teachers Are Changing SchoolsTeacher leaders share what they have learnedabout: restructuring schools, teacher-designedcurricula, team teaching, school governance,creating visions, improved community/schoolrelationships, schools-within-schools, andteacher-designed schools.
➤Teacher/Parent Partnerships HandbookTips and tools from teachers across the coun-try on how to get parents truly involved intheir children's education.
➤The Teachers Vision of the Future ofEducation: A Challenge to the NationAdds the teachers' voice-for the first time-to the national debate on educational reform.
➤Changing Schools, Changing Roles—Redefining the Role of the Principal in aRestructured SchoolCaptures discussions by three focus groupsthat center around the topic of the changingrole of school leadership.
➤Inventing the Future of Teaching/ TheTeachers Network/The Teachers VisionThis 53-minute, three video set shows howteachers in communities throughout the U.S.are shaping schools and classrooms of thefuture now.
➤In It Together— Building Teacher-Principal CollaborationThis 12-minute video features principals' andteachers' thinking and experience-offeringstrategies and techniques that help build col-laborative learning communities.
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Interested in other publications and videotapes produced by The Teachers Network—IMPACT II?
FREE WITH YOUR ORDER OF 10 OR MORE BOOKS:
➤Experienced Teachers HandbookPacked with hundreds of specific strategies, tips, steps, worksheets, and model programs to help every teacher become a more effective, successful educator.
For an order form please call (212) 966-5582, fax (212) 941-1787, or e-mail [email protected]
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