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Informal Learning Certificate (ILC) Program for Informal
Educators - Exploratorium
The CILS Informal Learning Certificate (ILC) program supports
museum educators who work directly with teachers and school
leaders. The ILC is a teacher professional development design
program that builds understanding of program and workshop
design; science inquiry; and the policies, research, and learning
theories driving science education reform. CILS participants
are part of a cross-institutional community of educators from
museums, school districts, universities, and policy communities.
Outcomes of program participation should include:
• Articulated understanding of professional development
workshop/ program designs that build on resources and pedagogical
approaches intrinsic to informal science institutions. (Use
of inquiry, exhibits, discourse and argumentation, and collaborative
learning designs are some of the informal teaching strategies
that will be explored.)
• In-depth understanding of, and experiences with, science
inquiry
• Participation in a network of museum-based teacher
professional developers
• Professional relationships with a broader community
of teacher educators from universities, districts, and informal
settings
• Knowledge of current learning theory and research
• Collaboration or participation in research projects
examining teacher development through informal science settings
• Deeper conversance with current science education
policy and reform
ILC Program Components
Inquiry Workshop
September; (6 days) Exploratorium/SF
The CILS Inquiry Workshop focuses on the nature of science
inquiry and how to support its classroom implementation through
museum-based teacher professional development programs.
We focus in particular on the role that museum collections
can play as starting points for inquiry, and then engage in
extended first-hand inquiry experiences of learning science
through inquiry. Through deconstruction and analysis
of these experiences, we deepen our understanding of inquiry,
and explore the specific role that museums can play in supporting
teachers in its classroom adoption.
Learning Theory Workshop
February; (3 days)-Exploratorium/SF
The second of four ILC workshops, the CILS Learning Theory
Workshop is designed to explore the connections between theories
of learning (whether implicit or explicit) and designs for
learning. As part of this workshop we will look at exhibits,
classroom practice, and professional development designs.
We explore a brief history of learning theories to highlight
key ideas that relate to our work in museums. The last
day of the workshop specifically addresses theories of teacher
professional development.
Bay Area Institute (BAI)
August (4 days)-Presidio/SF
ILC participants join all CILS students, faculty, advisors,
and guests to explore the domain of informal support of formal
systems of education, and to identify emerging research questions,
methodologies, and findings. The conference is designed to
develop new thinking, relationships, and methods for effectively
linking the informal and formal learning and learning systems,
To do so we draw upon researchers, practitioners, and policymakers
whose work involves informal learning, learning in informal
science institutions, and bridging formal and informal systems
of education. The wide range of expertise and perspectives
of this group -from science and mathematics education, to
developmental psychology, social psychology, the natural sciences
disciplines, K12 education, and a host of informal science
institutions-contributes to the rich discussions.
ASTC Network Meeting
October; (1/2 day)- location varies
A networking session to check in, follow up, and hear guest
speakers who can address issues that have emerged as central
to the work of the group. Travel, lodging, and support for
the ASTC Network Meetings are not funded through CILS, and
must be covered by the participants. Attendance is optional,
but strongly encouraged.
School Policy Workshop
April; (3 days)-Exploratorium/SF
Participants meet for three days to examine current science
education reform policies and issues, and to explore implications
for the work of museums. Experts in science learning assessment,
teacher professional development, and standards-based school
reform will present their work and findings
Professional Development Design Workshop
August; (3 days)-Exploratorium/SF
The last of four workshops, the Professional Development Design Workshop
brings together ILC participants with leading professional development thinkers
to examine current trends and innovations within the field. The workshop
intermeshes presentations by guest speakers with working group sessions to explore implications for current practice.
ILC Workshop Dates
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