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Purpose:   This activity is designed to introduce teachers to the IPSB Content Area Standards regardless of developmental level.

Preparation:

• Prepare enough complete copies of discipline specific standards to give each participant a copy of either the discipline in which they are currently licensed, or for middle and elementary school participants, the discipline of their choice. This information will be needed from the participants prior to this activity for this preparation. These should be reproduced on only one side of the page if they will be used in Activity #3.
  
• Provide paper, pencils, and chart paper or a means to write individual responses so they can be seen by all. [technology].
     

Process:

• Divide participants into groups of six if possible, with two from elementary, two from middle school, and two from high school. Have each group identify a recorder who will record the response of their group, and report to the whole group regarding the responses. (10 minutes)
• Ask each participant to write briefly about the most effective or powerful moment they created in their teaching experience, or one which they have experienced as learners. The participants should include what happened and why it was powerful. [reflection] (15 minutes)
• Have groups share these among themselves. [dialogue] (15 minutes)
  
• While this is happening hang up three sheets of chart paper with the words "Knowledge", "Performance", and "Disposition". (Or have template ready on computer connected to projection device which is divided into three columns with the above headings.) [technology]
  
• After the groups have completed their sharing, ask them to go back to their accounts and list what needed to be known (knowledge), what was actually done (performance), and what was valued (disposition) in order for the experience to have been powerful, finding at least one in each category. [reflection] (5 minutes)
  
• Have groups compile a list of these. Small groups report back to larger groups with their lists. Write these on the respective "Knowledge, Performance, and Disposition" chart papers or computer. [technology] (20 minutes)
  
• Ask which element is the most important, and why they think so. Ask if any of the elements could be eliminated and why they believe that.
  
• Ask if there is another element about their experience which is not present in the "knowledge,performance,disposition"configuration.(10minutes) [reflection] [dialogue]
  
• Pass out copies of standards to participants. Give them the content area they request. (5 minutes) (80 minutes total for this section.)

Break (15 minutes)

• Ask participants to look at the first Knowledge indicator in Standard #1. They may have different content areas, but they can still all do this activity. Is that Knowledge indicator related to a Performance, and a Disposition Indicator within that Standard. Why do they think so? Groups should discuss this in small groups and report back to larger group. [reflection] [dialogue] (Not all have direct or obvious relationship, though there are usually parallels) (15 minutes)
  
• Ask participants to read through all the indicators in Standard #1 and choose one they feel they do or understand well or one that reflects a belief which is effectively evidenced in their practice in order to note the indicator, and at least one reason why they think they do well with it for sharing with their group. [reflection] [dialogue] (15 minutes)
  
• Have groups sort their chosen indicators into Knowledge, Performance, and Disposition categories. (10 minutes)
  
• Ask each recorder to report the number of indicators in each category. Note those numbers on the charts used earlier. (5 minutes)
  
• Are there more identified in one category than in the others? What accounts for this if so? Discuss. [reflection] [dialogue] (15 minutes) (60 minutes total for this section)

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Purpose: This activity is designed to introduce teachers to the IPSB Developmental Standards regardless of content area or specific developmental area.

Preparation:

• Prepare copies of the Developmental Standards appropriate for the group. Each individual should have a set of standards which represents the developmental area where they teach. Participants will need to supply this information for this preparation.
  
• Provide paper and pencils

Process:

• Divide participants according to developmental area, and into groups of around four. Have each group identify a recorder who will record the response of their group, and report to the whole group regarding the responses. (10 minutes)
  
• Ask each participant to make a list of the Standard headings for their Developmental Area. Members of the groups should then split the Standards between them, and mark who has which standard(s) (with initials) on their lists. (10 minutes)
  
• Next, participants should read through the all the indicators in their designated standards noting one Performance indicator in each standard and noting if there is a Knowledge indicator and Disposition indicator needed to support that Performance. (20 minutes)
  
• The groups should share these and choose two Performance indicators and their supporting Knowledge and Disposition indicators if present, to share with the larger group. (20 minutes)
  
• After reporting back to the larger group is concluded, ask if there are common themes between the different levels, and what distinguishes them. Have small groups discuss this and report back to the larger group on their conclusions. They should find at least two similarities and two differences. Groups should report back. [reflection] [dialogue] (20 minutes)

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Purpose: This activity will help participants focus on a set of national as well as state standards, and their relationship.

Preparation:

• Prepare a set of INTASC Principles (just the principals, no elaboration) and a set of Content Standards reproduced on just one side of the page for all participants. (If participants have been involved in Activity #1, they may use the copies supplied then.)
  
• Prepare enough extra copies of INTASC Principles to replace the set that is cut apart during the activity
  
• Provide tape, scissors, paper and pencils and a means to write and individual responses so they can bee seen by all. [technology]

 Process:

• Divide into small groups. Have each group identify a recorder who will record the response of their group, and report to the whole group regarding the responses. (10 minutes)
  
• Give all participants a copy of the INTASC Principles, and a copy of the Content Standards. Have each participant note similarities. Have groups compile list of similarities, with each group finding at least four. Have groups report back to the larger group writing responses on large surface. (20 minutes) [technology] [reflection] [dialogue]
• Ask participants to form teams of two. They will use one set of Content Standards to work with, and cut one set of INTASC Principles apart. Lay out the Standards so all the pages can be looked at at once. Take each INTASC Principal and tape it to a Content Standard page that matches it best. (20 minutes)
  
• Have teams share their matchings with their small group answering the following questions: Did INTASC match the Standards one for one in order? Why or why not? [reflection] [dialogue] (15 minutes)
  
• Report back to larger group with conclusions. Ask the group if they think the INTASC principles express essential understandings about how teachers should practice. Why or why not? [reflection] [dialogue](20 minutes)

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