►ISLES FAQ- Clinical Teachers ELEM, MIDG, SPED 2123 TQP Instructional Strategies Handout

►ISLES FAQ- Clinical Teachers ELEM, MIDG, SPED 2123 TQP Instructional Strategies Handout
ECU TQP Grant Project
►ISLES
FAQ- Clinical Teachers
ELEM, MIDG, SPED
2123 TQP Instructional Strategies Handout
1.) What does TQP stand for?
Teacher Quality Partnership grant
2.) Do I have a role in the 2123 TQP Instructional Strategies handout?
No, 2123 instructors distribute the handout to students in their class.
ISLES 1
1.) What does ISLES stand for?
Instructional Strategy Lessons for Educators Series
Also, see ISLES Student Directions (Overview)
2.) Do I have a role in the ISLES 1 module?
No, ISLES 1 is an online module with 5 quizzes in which students learn about the
strategy definitions, supporting research, and related benefits.
ISLES 2
1.) What does ISLES stand for?
Instructional Strategy Lessons for Educators Series
Also, see ISLES Student Directions (Overview)
2.) Do I have a role in the ISLES 2 module?
No, ISLES 2 is an online module with 5 quizzes in which students learn about
planning considerations using the strategies.
ISLES 3
1.) What does ISLES stand for?
Instructional Strategy Lessons for Educators Series
Also, see ISLES Student Directions (Overview)
2.) Do I have a role in the ISLES 3 module?
Yes, as your ECU student prepares for their ISLES 3 assignment, they will need
to select a lesson topic that aligns with their randomly assigned ISLES strategy.
They will need to plan a lesson using at least three ISLES strategies: the assigned
strategy, a self-selected strategy that compliments the assigned strategy, and an
assessment strategy. Then they will need to teach the lesson in your classroom
and video record themselves teaching it. ECU consent letters/forms will need to
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ECU TQP Grant Project
►ISLES
FAQ- Clinical Teachers
ELEM, MIDG, SPED
go home and returned before the intern can video record. Even though your
school may have already secured a blanket video permission from all students,
ECU requires an additional consent for our interns’ work. ECU students will need
your support in distributing and collecting the signed consent forms.
Once consents are returned, ECU students will need to video record the teaching
of their lesson. They may ask you to be the one actually holding the video camera.
ECU students typically place a “Video in Progress” sign on the classroom door so
others know that the video recording is happening and to limit disruptions.
Following the video recording, the intern will review the video and trim it to a 1015 minute submission in one or two clips that best reflect the criteria set forth in
the ISLES 3 rubric. They will then meet with you to discuss their work in the
video as it relates to the ISLES 3 rubric.
3.) When should ISLES be due?
ISLES 3 should be completed by the due date given by the ECU student’s
instructor.
4.) Where does my ECU student access ISLES 3?
It is in their Blackboard course.
5.) Where will my students submit their final ISLES 3 work? What will they submit?
ECU students will submit their final ISLES 3 work in Taskstream within their
program area’s portfolio. They will submit a lesson plan, trimmed 10-15 minute
video of the lesson being taught in one or two clips, and a written commentary.
6.) Have all students doing ISLES 3 this semester gone through the ISLES 2 module
before this semester?
Yes.
7.) Do I grade my ECU student’s ISLES 3 work?
You are not responsible for grading the student’s ISLES 3 work. You are asked to
provide the ECU student with formative feedback as the student continues to
grow in your classroom. Your ECU student’s instructor will evaluate the work in
Taskstream.
8.) Where do I find the ISLES 3 scoring rubric?
It is in the ISLES 3 module and will also be in the portfolio in Taskstream where
students submit their final work.
The ECU students are asked to review the scoring rubric and use that to determine
what is the best record of their teaching to submit.
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ECU TQP Grant Project
►ISLES
FAQ- Clinical Teachers
ELEM, MIDG, SPED
9.) Are all ECU students required to record their teaching?
The undergraduate ELEM, MIDG, and SPED ECU students are required to do
both the ISLES 3 recording and the edTPA recording (see below).
Video Recording:
Students are expected to record their teaching on at least two separate occasions
within their internship. Prior to video recording, interns must have collected ECU
Video Consent forms (see consent forms in the ISLES module) from all students;
if some fail to return them, they should be positioned off camera.
The first recording is for the ISLES 3 assignment. This lesson is to be recorded in
entirety, though the student will select portions of the recording to create 1-2 clips
of 10-15 minutes total to be submitted as part of their ISLES 3 work.
The other occasion that requires video-recording is for the edTPA. This lesson is
to be recorded in entirety, though the intern will choose 1-2 clips of up to 15
minutes total to be submitted as part of their edTPA work. Additional details on
the edTPA will continue to be distributed to interns and supervisors. The edTPA
will be completed in Senior 2.
10.) How is ISLES 3 related to edTPA?
ISLES is an online three module series developed as a result of the TQP grant.
The modules focus on a set of instructional strategies. Students are introduced to
the strategies in ISLES 1 at the declarative level (what are the strategies?). This
module is required as part of the intro methods course students take. They then
work with the strategies at the procedural level in ISLES 2 (how do you use
strategies in lesson planning?) in a following course. Then they actually use the
strategies in a lesson in ISLES 3(the conditional level) during their final
semesters. ISLES 3 is modeled after Task 2 of the edTPA portfolio. It is a
practice run for students.
11.) Where and how do students submit their ISLES 3 video? Do they submit the entire
lesson video?
The student will trim (NOT EDIT) their lesson video so it is a continuous 10-15
minute segment from their lesson that best reflects their teaching as evaluated by
the ISLES 3 scoring rubric. Once it is trimmed, they will upload the video clip(s)
to the ISLES 3 assignment in the program area’s portfolio in Taskstream. .
ECU STUDENTS SHOULD NOT POST THE VIDEO CLIP ON YOUTUBE
OR ANY OTHER SOCIAL MEDIA SITE. Those sites are not considered
secure locations and they do not have permission to post videos of public school
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ECU TQP Grant Project
►ISLES
FAQ- Clinical Teachers
ELEM, MIDG, SPED
students there. The ISLES 3 video can only be submitted and posted in
Taskstream through our password protected server.
12.) Do I need to view the video with the ECU student or may I view it at home?
We are asking the students to walk you through the video at a time that works for
you both. It should be short segment, no more than 15 minutes. We want them to
tell you why they think it was appropriate/not appropriate as opposed to the other
way around. The idea is that you would guide the conversation after the ECU
student has the opportunity to share his/her thoughts. As with anything, there
may need to be adjustments based on ECU student’s needs and your schedule.
13.) If SPED AC students were assigned to a strategy island that would not work for
their AC population, can they select another island to work with?
In the ISLES 3 module, the students were randomly assigned one of the following
strategy islands: Organizers, Concept Learning, Question and Review, and
Grouping. Interns were then asked to:
Choose an additional strategy from a different island group. Please note all
lessons should include some type of assessment strategy. The island groups are
listed below.
–Organizers
–Concept Learning
–Question and Review
–Grouping
Because the TQP grant only looks at data from ELEM, MIDG, and SPED GC, if
there is another strategy island other than grouping (organizers, concept learning,
or question and review) that would be more appropriate for SPED AC interns,
please have them select a different island. Basically, those students in AC would
select 2 islands other than assessment that would best support their work. All
students are expected to utilize strategies within the assessment island in their
lessons.
14.) The ISLES 3 Student Instructions state that students will be assigned a strategy
island group (and then select one) - who assigns these groups? If this is something I
am to do, what is the criteria for making these assignments?
When students go to the module, the students will click on the assigned strategy
link and they will see it. They have been randomly assigned.
15.) Where do ECU students access a video camera?
ISLES 3 instructors should require access to a video recording device in the
course syllabus. Students are encouraged to use a video camera that they may
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ECU TQP Grant Project
►ISLES
FAQ- Clinical Teachers
ELEM, MIDG, SPED
already have. If they don’t have a camera that is easily accessible, they are asked
to check with their school media center for a school video camera.
16.) What are the lesson plan expectations for ISLES 3?
In ISLES 3 Hot Links slide, you will find the accepted ELEM, MIDG, and SPED
Direct Instruction (6-step for ELEM) and Discovery (5-E) formats. SPED has two
formats: GC and UDL that students can select when completing their lesson plans
for ISLES 3.
17.) What does my ECU student do with the ECU signed consent forms?
ECU students need to keep the consent forms in a secure location until after
graduation. The ECU student will only need to collect consent forms once. The
consent forms will work for edTPA too as long as the children in the video are the
same. Please note, ECU students may be asked for permission to use their
ISLES 3 or edTPA videos for training purposes or as examples in future
classrooms. If that occurs, copies of the k-12 student consent will need to be
made for ECU.
18.) If my ECU student is having technical or content related issues with ISLES, who do
we contact?
Ask your students to go to http://coehelp.ecu.edu and put in a ticket.
Question not on here?
Go to http://coehelp.ecu.edu to submit your request.
You will receive a response within 24 hours.
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