The Hero's Quest: A Study in Archetypes Group 2 Elliot Harris ... - iMET

STAFF DEVELOPMENT TRAININGThe Hero’s Quest: A Study in ArchetypesGroup 2Elliot HarrisAdriane JacksonDerek OliverRandall Ulrich

AgendaDAY 19:00 AMWelcome and IntroductionsIcebreaker activity: “Toss the Toy” introductions• Using a soft stuffed animal or other similar device, have attendee who is holdingthe stuffed animal introduce him/herself with the following information:o Nameo School district or other organizationo Grade taughto Expectations of today’s training• When completed, holder of stuffed animal should toss it to a random member ofthe audience.o Repeat information for each attendee until all attendees have providedtheir introductory information.• Last attendee should toss the stuffed animal to the facilitator, who gives his/herbio information.Arrange into groups activity: “5 Card Stud”• With a standard deck of cards, everyone is given a single card.• Participants are instructed to get up and mingle with the entire group.• By comparing cards, participants form the best poker hand possible.• These poker hands now form the basis of working groups.Overview of class• Overview of the training session.• Duration of training, review of agenda, exercises during training, post-trainingsurvey.• Housekeeping: breaks, emergency exits, emergency phone numbers, facilities(heat, A/C), facilitator contact information for follow-up, cell phone policy, lunchbreaks and locations for food, etc.10:00 AM BREAK10:15 AMThe Hero’s Journey: A review of its structureThe Hero’s Journey in modern literature and American culture• Review the structure of the Hero’s Journey. Ensure that everyone understands thestructure.• Guided discussion concerning finding the Hero’s Journey in modern day literatureand in American culture.• Examples of modern versions of the Hero’s Journey displayed through onlinesources.

Agenda12:00 PM LUNCH1:00 PMWebquest: Introductions, Overviews, Examples• Introduction of the concept of webquests.• Demonstration of webquest through online sites and exemplars.• Uses in the classroom, group projects, and assignments related to Language Arts.2:00 PM BREAK2:15 PMReview of the student assignment: Requirements and resources.• Review the requirements for the student assignment: webquest and the Hero’sJourney.• Review the resources available for this assignment.• Link to student assignment web site.END OF DAY 1

AgendaDAY 29:00 AMReview and questionsDiscussion of tools used for presentation and feedback• Review the previous day’s information. Allow for questions related to prior day’straining. Follow up as necessary.• Begin discussion of online tools related to webquest.10:00 AM BREAK10:15 AMUse of Voicethread, with exercises• Introduction to Voicethread. (Refer to Voicethread instructional handout.)• Exercises:o Create individual accounts on Voicethread. (Online tutorial:http://tinyurl.com/ygppq8n -or- http://tinyurl.com/y9zul3a.)o Create short slideshow, add comments (text, video, or voice). Onlinetutorial: http://tinyurl.com/yapy2vm -or- http://tinyurl.com/yh5ydnx.)o Find a classmate’s slideshow, and add comments to that slideshow.o Find Hero’s Journey exemplar: http://tinyurl.com/y9ru56e (see alsohttp://voicethread.com/#u533228.b741445), and add a video, audio, or textcomment.o Materials needed: handout on how to create an account on Voicethread.12:00 PM LUNCH1:00 PMBrainstorming alternate postings of finished assignment.Exercise: flip charts, Post-Its, wikis, blogs, YouTube• Exercise:o Gathering into groups, participants begin to brainstorm ideas concerninghow students can post their completed assignments.o Participants gather into groups, and use Post-It notes and markers tooutline their ideas.o Discussion continues within groups to finalize ideas.o At the end of discussion period, all groups show their flip chart results andthen compare notes as a group on merits of each approach.• Materials needed:o Flip charts.o Markers.o Computers to access various wikis, blogs, videos, Wikipedia, etc.

AgendaAlternate feedback methods (wikis, blogs, Google Docs)• Introduce alternate feedback methods students can use for their projects.• Review relative merits of each type of feedback mechanism.2:00 PM BREAK2:15 PMReview literature focusing on use of technology in the classroom, incorporating intoassignments, and use of web 2.0 tools as feedback mechanisms.Wrap-up/SummaryFinal questionsPost-training surveys• Post-training satisfaction survey: http://www.surveymonkey.com/s/DR3BV5Go Complete before participants leave.• Staff development post-training survey (six weeks post-training):http://www.surveymonkey.com/s/958RZVQo Are teachers incorporating today’s training into their lesson plans?END OF DAY 2

ResourcesHandouts:1. Agenda (Facilitator’s Guide Activity List)2. California Teaching Standards3. Suggested Reading / Review of Literature4. List of web sites to visit5. Step-by-step Voicethread account creation6. Post-training online surveys (2)Equipment needed:1. Computers for participantsa. Dedicated training room with computers and Internet accessb. Students bring their own laptops and have wireless access to the Internet2. Flip charts3. Pens and markers4. Post-It notes5. Overhead projector6. Instructor computer with Internet access7. Stuffed animal/toy for Icebreaker activity8. Deck of standard playing cards for group selection activityRoom layout:1. Room should be set up with “islands” of work stationsa. Flip charts located at each work stationb. Pens, markers, and Post-It notes should be piled on each workstationAudience/Capacity:1. Audience should consist of no more than 20 attendees.2. Four groups of five members, after playing “5 Card Stud” game.

HANDOUTS1. Agenda (Facilitator’s Guide Activity List)2. California Teaching Standards3. Suggested Reading / Review of Literature4. List of web sites to visit5. Step-by-step Voicethread account creation6. Post-training online surveys (2)

StandardsCa ELA 11th and 12th grade2.0 Writing Applications (Genres and Their Characteristics) Students combine the rhetoricalstrategies of narration, exposition, persuasion, and description to produce texts of at least 1,500words each. Student writing demonstrates a command of standard American English and theresearch, organizational, and drafting strategies outlined in Writing Standard 1.2.6 Deliver multimedia presentations: a. Combine text, images, and sound and drawinformation from many sources (e.g., television broadcasts, videos, films, newspapers,magazines, CD-ROMs, the Internet, electronic media-generated images). b. Select an appropriatemedium for each element of the presentation. c. Use the selected media skillfully, editingappropriately and monitoring for quality. d. Test the audience’s response and revise thepresentation accordingly.2.4 Deliver multimedia presentations: a. Combine text, images, and sound by incorporatinginformation from a wide range of media, including films, newspapers, magazines, CD-ROMs,online information, television, videos, and electronic media-generated images. b. Select anappropriate medium for each element of the presentation. c. Use the selected media skillfully,editing appropriately and monitoring for quality. d. Test the audience’s response and revise thepresentation accordingly.Teaching standard: California Standards for the Teaching ProfessionSTANDARD FOR PLANNING INSTRUCTION AND DESIGNING LEARNINGEXPERIENCES FOR ALL STUDENTSTeachers plan instruction that draws on and values students' backgrounds, prior knowledge, andinterests. Teachers establish challenging learning goals for all students based on studentexperience, language, development, and home and school expectations. Teachers sequencecurriculum and design long-term and short-range plans that incorporate subject matterknowledge, reflect grade-levelcurriculum expectations, and include a repertoire of instructional strategies. Teachers useinstructional activities that promote learning goals and connect with student experiences andinterests. Teachers modify and adjust instructional plans according to student engagement andachievement.3.0 Literary Response and Analysis - Students read and respond to historically or culturallysignificant works of literature that reflect and enhance their studies of history and social science.They conduct in-depth analyses of recurrent themes. The selections in Recommended Literature,Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to beread by students. Structural Features of Literature3.6 Analyze the way in which authors through the centuries have used archetypes drawn frommyth and tradition in literature, film, political speeches, and religious writings (e.g., how thearchetypes of banishment from an ideal world may be used to interpret Shakespeare’stragedy Macbeth).

Suggested reading regarding staff developmentAnnotated BibliographyBernhardt, V. L. (2009, Winter). Data use: Data-driven decision making takes a bigpictureview of the needs of teachers and students. Journal of Staff Development,30(1), 24-27.This article focuses on how one California school used a study on education and itsresulting data to make decisions regarding the quality of teaching and learning. Use ofthe data led to improvements in decisions regarding professional development forteachers in the school and the direction and vision regarding the school’s future.McAdamis, S. (2008, Winter). Don't just participate - engage in learning. Journal ofStaff Development, 29(1), 9.This article focuses on the difference between merely being a passive learner andabsorbing material and actively engaging in professional development. Teachersengaging in professional development training experience processes that promotereflection, deep understanding, and emotion. These involve activities such as reading,writing, observing, and listening, among other activities.Podulka, M., & Witort, R. (2009, June/July). Should we sacrifice class time forprofessional development? Learning & Leading with Technology, 36(8), 8-9.This article engages in a debate over whether or not professional development forteachers should take away time from class time. Both sides are represented, with the“Yes” side offering arguments that include the need to keep up with technology,especially when it is involves in the classroom experience and the future training ofstudents. The argument continues that teachers need to truly understand the technology ifthey are going to effectively employ it, rather than just being treated to a demonstrationof the latest and greatest technological toy. The “No” side argues from a financialperspective, and notes that when budgets are in short supply, class time should not sufferin favor of professional development. The argument further states that teachers should beaccountable and education should focus on student gains.

Further reading/resources regarding the student assignment web pageAnnotated BibliographyGijlers, H., Saab, N., Van Joolingen, W. R., De Jong, T., & Van Hout-Wolters, B. H.(2009). Interaction between tool and talk: How instruction and tools supportconsensus building in collaborative inquiry-learning environments. Journal ofComputer Assisted Learning, 25(3), 252-267. DOI: 10.1111/j.1365-2729.2008.00302.xThis article focuses on student collaborative learning efforts and the process by whichstudents reach a consensus on tasks. Researchers describe quick consensus building,where minimal conflict is present; integration-oriented consensus building, which isbased on the combination of interactions of students and the level of understanding of theinformation obtained in the learning environment; and conflict-oriented consensusbuilding, which makes use of the variety of ideas and opinions of students in a group andworking together to complete tasks. The remainder of the article examines inquiry-basedlearning and consensus building when working to complete tasks.Handsfield, L., Dean, T., & Cielocha, K. (2009). Becoming critical consumers andproducers of text: Teaching literacy with web 1.0 and web 2.0. Reading Teacher,63(1), 40-50. DOI:10.1598/RT.63.1.4The authors describe the differences between Web 1.0 and Web 2.0 online tools. Thedistinctions are drawn regarding Web 1.0 versus Web 2.0, and how they are utilized bystudents and what roles are assumed by the learners when using the different types ofonline tools. As the authors note, “unlike Web 1.0 tools, Web 2.0 tools 'belong' to thecollective, or to all collaborators.” Although Web 1.0 and Web 2.0 online tools eachhave their place in the learning environment, the authors discuss the value of each,placing emphasis on the collaborative environment and the tools best suited for eachpurpose. The authors focus primarily on teaching literacy through collaboration and Web2.0 tools.Williams, J., & Chinn, S. J. (2009). Using web 2.0 to support the active learningexperience. Journal of Information Systems Education, 20(2), 165-174.Researchers note in this article that students of today have different styles andexpectations regarding the learning environment, creating a need to reconsider teachingmethods. The authors indicate that students are more actively engaged in learning wheninformation is delivered according to the needs of how they process information.Through the use of Web 2.0 online tools and collaborative learning, students are muchmore engaged in their learning. Expanding on students’ experiences with social media,online tools and collaborative efforts are combined to redesign information delivery forclasses, especially in the university environment, as described by the researchers. Theremainder of the article deals with application of this theory in various learningenvironments and potentially real-life situations beyond the classroom.

Further reading/resources regarding the student assignment web pageAnnotated BibliographySchrum, K., & Schrum, L. (2009, March/April). Exploring the past with 21 st centurytools. Social Studies and the Young Learner, 21(4), 24-27.This article discusses collaboration in the classroom when working on social studiesprojects, and utilizing collaborative online tools, such as Voicethread. The article focuseson collaboration to assist students in thinking through their projects, sharing ideas withfellow students, and using collaborative tools to post and share their work. Through theuse of Voicethread as one tool, students can post their work, and thus begin a dialogueabout the work by use of Voicethread’s feedback tools and options.Wilson, L. (2007, October). Getting it wrong: Slaying myths about video games (Part2). Technology & Learning, 28(3), 30-33.This article is the second half of a two-part article focusing on the use of video games andtheir use in the classroom, and whether or not the games have a legitimate place in theeducational environment. The author seeks to debunk myths that have come up regardingthe use of video games in the classroom, such as video games’ value as a teaching tool(they have it); the learning aspect of the games take away the fun aspect (they don’t); andthat teachers do not need to be involved in the game and that kids can do this on theirown (teachers need to provide guidance in order for the intended outcomes to take place).

List of web sites to visit:Movie Heroes and the Heroic Journey (Media Awareness Network): http://www.mediaawareness.ca/english/resources/educational/lessons/secondary/movies/movie_heroes_journey.cfm.This a site directed at 11th and 12th grade students, discussing the Hero's Journey, andmodern examples.The Archetype of the Hero's Journey (Web English Teacher, Argosy University):http://www.webenglishteacher.com/hero.html.This site provides multiple links to Hero's Journey-related web sites. Assists students infinding definitions of the Hero's Journey, as well as finding modern examples in literatureand movies.The Hero's Journey: http://www.readwritethink.org/materials/herosjourney.An online game that allows students to better understand the Hero's Journey by creatingtheir own story using the elements of the Hero's Journey. Students enter the storyelements in the online game to create their own Hero's Journey.A cooperative effort of read-write-think (http://www.readwritethink.org) and theNational Council of Teachers of English (NCTE): http://www.ncte.org.Hero: The Hero Archetype in Literature, Religion, and Popular Culture:http://tatsbox.com/hero.A site created by Brian M. Davis as part of graduate studies in literature. The siteprovides students with the various elements of the Hero's Journey, and asks a number ofquestions regarding the Hero's Journey to get the student thinking about the Hero'sJourney.A Hero PowerPoint Presentation can be accessed as a PowerPoint file(http://tatsbox.com/hero/movehero-updated.ppt) or as a PDF document(http://tatsbox.com/hero/movehero-updated.pdf).Finding Nemo exemplar: http://voicethread.com/#u533228.b741445 -orhttp://tinyurl.com/y9ru56e.This is an exemplar created by Derek Oliver to illustrate the Hero's Journey, usingVoicethread, and demonstrating the commenting features in Voicethread.

Online ToolsVoicethread (http://voicethread.com): Voicethread is a free online collaborative tool. This is the site beingused as a presentation, collaborative, and feedback tool. Voicethread allows the students to post theirpresentations, then allows them to provide comments in video, audio, or text-based formats.GoView (http://goview.com): GoView is a free online tool. GoView is used for recording screen captures (Cf.Captivate, SnagIt!, and CamStudio). GoView was used to record the online tutorials for creating an account onVoicethread, as well as creating a simple Voicethread presentation with comments.

Dotsub (http://dotsub.com): Dotsub is a free online. Dotsub is a site specializing in allowing users to createsubtitling for their videos. Dotsub was used to add subtitles (captioning) to the screen capture recordings thatwere originally created using GoView.Animoto (http://animoto.com): Animoto is a free online tool. Animoto is used to create short (30-second)video clips, using photos or video. You can add music from their library or you can add your own. Longerclips require upgrading to a paid service. Animoto was used to create the introduction for Group 2.

SurveyMonkey (http://www.surveymonkey.com): SurveyMonkey is a free online tool. SurveyMonkey is usedto create online surveys. The formatting, color scheme, question type, etc. are all customizable. It even comeswith templates. SurveyMonkey allows you create the surveys and collect responses. SurveyMonkey was usedto create the two post-training surveys in the staff development training.TinyURL (http://tinyurl.com): TinyURL is a free online program. TinyURL is used to shorten lengthy URLsgenerated by various sites. TinyURL was used to generate shortened URLs for the online Voicethread tutorials.

Links to online surveys:• Post-training satisfaction survey: http://www.surveymonkey.com/s/DR3BV5G• Staff development post-training survey (six weeks post-training):http://www.surveymonkey.com/s/958RZVQ