Introduction to Inquiry Workshop
June 24-July 12, 1996

Workshop Focus

Participants will thoroughly immerse themselves in the inquiry process, using art as well as science to explore multi-disciplinary approaches to the phenomena of light and color. Exploratorium exhibits will be used to help develop understanding of scientific concepts.

Participants

BLADEN COUNTY SCHOOLS
ELIZABETHTOWN, NORTH CAROLINA

Cathy C. Benton annelks@co.bladen.k12.nc.us My current assignment at Elizabethtown Primary School is teaching and delivering the fifth grade curriculum. This curriculum consists of communication skills, health, math, science and social studies. It is my responsibility to provide leadership that can take students from their current status to their highest potential. It is important that I involve my students in activities that reflect the inquiry process and hands-on experiences. My involvement in perusing various science textbooks for adoption has given me new strategies for science education reform as well as strategies to expose students to district and state level objectives.

Ann P. Elks annelks@co.bladen.k12.nc.us As Assistant Superintendent of Bladen County Schools, my job responsibilities related to district science education reform encompasses my exciting variety of opportunities. I consider my most important role to be one of coach to principals and teachers as they engage in the process of continuous improvement. Advice and support in selection of materials and training in appropriate instructional practices are critical functions of my role as district curriculum administrator. A major goal of our school improvement planning is to move from traditional textbook science teaching to an active learning model. I look forward to working with teachers toward our vision of engaged learners exploring and interacting in science learning.

Deborah Guyton annelks@co.bladen.k12.nc.us I am an eighth grade language arts teacher at Bladen Middle School, the feeder school for Elizabethtown Primary School. As lead teacher of the 8th grade, I feel the responsibility to be knowledgeable of all curriculum areas. In our middle school, we integrate science into all the curriculum areas. It is my hope that our students will become familiar with the inquiry method of learning and will recognize that this method can be used for investigation, discussion and research in all subject areas.

Lynne S. Rozier annelks@co.bladen.k12.nc.us My current job title is third grade teacher and post-grade three chairperson. As teacher, I utilize various strategies (textbooks, experiments, inquiry process and hands-on activities) to expose students to district and state level objectives. During my tenure as grade chairperson, I received various science textbooks in preparation of adopting a new series.

Bonnell Walker annelks@co.bladen.k12.nc.us At the present time, I am the principal of Elizabethtown Primary School. I have spent all of my educational career at this school. Coincidentally, even some of my childhood education was spent here too. As the instructional leader of the school, it is my responsibility to oversee the entire curriculum. In order to better meet the needs of our customers, we have been searching for a more "hands-on" integrated approach to science. Several members of our staff have taken AIMS training. Also, as we evaluate textbooks and ancillary materials we are careful to choose teaching aids which best meet our needs.

Cheryl White-Smith annelks@co.bladen.k12.nc.us I am a second grade teacher. I have been teaching for four years. I have experienced some science workshops such as SCIS and AIMS. I graduated from Appalachian State University in Boone, North Carolina, where I received my BS degree in Education. I am one that believes in hands-on science. Our group is in the beginning stages of spreading inquiry science process skills within our county.

BUFFALO PUBLIC SCHOOLS
BUFFALO NEW YORK

Local Systemic Change, NSF
Center for Urban Science Education Reform, EDC

Emily Cappelli I am an elementary (third grade) teacher in the Buffalo, New York, school district. I am our school's (Future Academy) science mentor. I am a graduate of our district science program - Project Team - Teacher Education at the Museum. For the past three years, I have been training other teachers through workshops in this project which involves training others using "hands-on" bits; Outdoor Science Activities, Thematic Planning and Inquiry Workshops.

Linda Manley I am currently teaching a self-contained fifth grade class. I am responsible for reading, language arts, math, science and social studies instruction. I was a participant in Project TEAM for two years at the Buffalo Museum of Science, and I will facilitate a week long session on inquiry upon my return from San Francisco.

CAMBRIDGE PUBLIC SCHOOLS
CAMBRIDGE, MASSACHUSETTS

Restructuring Grant, NSF

Mary DiSchino dischino@puck.rosaparks.cambridge.k12.ma.us I currently teach third and fourth grade at the Graham & Parks Alternative Public School in Cambridge, Massachusetts, a small yet very culturally and racially mixed city across the Charles River from Boston. For the past four years my students and I have developed science curriculum from their questions. We have pursued topics as varied as ear wax, the lengthening of daylight in the spring, bees and the reason leaves change color in the fall. Moral and technical support for this work was provided by colleagues and researchers who met regularly at a seminar conducted TERC, a local educational research organization, as well as the school system's administration. Last spring I was granted a two month leave from my classroom duties to review the data I had gathered over three years by video taping science sessions in my classroom and to write a paper. This work was completed and even published earlier this year. Science teaching and learning has become a focus for my current work with children. Continuing to explore the possibilities for growth and change intrigues me.

Judith Siemen JBEAR@aol.com I am currently employed by the Cambridge School Department in Cambridge Massachusetts, as a kindergarten teacher - teaching four, five and six year olds in an extended-day setting. I am also one of 30 system-wide Science Liaison teachers serving grades K-2 for the "Habits of the Mind: Science in Cambridge" program, funded under a NSF Teacher Enrichment Grant. My duties as Liaison Classroom Teacher include: offering encouragement and support to peers in the implementation of the Cambridge science curriculum; serving as a science demonstration site for the observation and learning of teachers/educators; communicating the goals of science education reform, the state and city frameworks and the Cambridge science curriculum to K-2 teammates; working with science staff development teachers to introduce and implement the curriculum, share resources and information about needs of school staff.

DISTRICT OF COLUMBIA PUBLIC SCHOOLS WASHINGTRON, DC

Urban Systemic Initiative, NSF

Gloria D. Allen allen_g@mercury.k12.dc.us I am one of ten Science Coordinators in a system under an Urban Systemic Initiative Grant. With two elementary laboratories in my site building, I am charged to support both teachers and children around science instruction. Currently our team is designing, organizing and implementing a Summer Institute around mathematics, science and technology. Eleven hundred teachers Pre-K-12 are being supported for four weeks to be targeted as a major reform component seeking to offer hands-on, minds-on approaches to instruction.

Barry G. Sprague iban@aol.com My current assignment is an Elementary Mathematics/Science/Technology Coordinator based at the Park View Space Magnet School in the District of Columbia Public Schools. My main focus has been the implementation of a new elementary mathematics, science and technology curriculum aligned with the national standards, while at the same time engaged in an extensive professional development program for elementary teachers, emphasizing hands-on, student centered instructional methods. I function as a resource person, organizational leader liaison person and educational leader, who acts as a change agent to empower teachers to implement successful and innovative strategies for instruction and assessment, and to influence motivation and attitudes toward mathematics and science.

LITES/OAKLAND UNIFIED SCHOOL DISTRICT OAKLAND, CALIFORNIA

Local Systemic Change, NSF

Vicki Luibrand luibrand@ella.mills.edu LITES is an NSF funded Local Systemic Change partnership between Mills College and the Oakland Unified School District. Site support is a high priority in this project and is provided primarily through two and one-half LITES Teacher Support Liaisons. Bringing different educational experiences and resources, we take on multi-faceted responsibilities. We are classroom coaches, science methods instructors, school site team and administrator ombudspersons, purveyors of equipment and materials, facilitators of curriculum implementation, workshop presenters and gophers ...when need be. I am a K-12 science educator, secondary science teacher, Mills College Mid-Career Math and Science Student Teacher Supervisor, and LITES Liaison to various science support and reform groups (i.e., SEABA, ESSA, LASER).

MESA PUBLIC SCHOOLS
MESA, ARIZONA

Local Systemic Change, NSF

Joe Freeman badgersdad@aol.com I have been teaching sixth grade at Field Elementary School (K-6) for the past twenty-three years. I am currently the technology liaison for my school and implementing "hands-on image processing" to the four sixth grade classes. I am part of a science reform committee called the "Synergy Circle", consisting of mostly science and technology teachers who are promoting hands-on, inquiry based learning at their sites.

Tammy Hale I am currently a fifth grade classroom teacher. I am also a member of the Synergy Team. The Synergy Team acts as a catalyst to promote science awareness throughout the district.

Sandra Hill bchill@mail.ldt.net I am currently teaching fourth grade. In addition, I serve on my school's Systemic/School Improvement/Goals 2000 team which plans for staff development. I also represent my school at monthly district science meetings where I receive training and information with my school staff. At the district level, I was selected to be a member of the Synergy Team (participants are selected who demonstrate leadership in science, technology and math). I will be conducting workshops on Inquiry to schools who request training in that subject. Other team members train to instruct in Integration, Equity and related topics that promote improved science instruction.

MILL VALLEY SCHOOL DISTRICT
MILL VALLEY, CALIFORNIA

Betty Mott bmott@marin.k12.ca.us I have twenty years of teaching experience and have taught K, K/1, 2, 4/5 and 5th grades. I am presently teaching 5th grade at Tam Valley Elementary School. I have been teaching hands-on science to Tam Valley 5th graders for more than ten years. I would like to continue to inspire and support fundamental change in the way science is taught in the elementary grades. I would like to see our district allocated yearly funding for consumable science materials. Recently our school district's instructional materials center has begun to purchase books, models and video to support science curriculum. This needs to continue. Tam Valley 5th graders, for three years, have participated with the National Geographic Telecommunications project KidsNet. I hope to use the internet as an appropriate and effective tool for research and publishing next year to model inquiry based/project based learning in science.

Dafna Neiger dneiger@marin.k12.ca.us I have taught fifth grade for three years and have been able to apply much of what I learned from my prior career as a lobbyist into my classroom. I teach hands-on integrated units which connect to my student's lives. I try to ground their classroom experiences in real life investigations. My reason for applying to the Institute is to help further my knowledge and experience as a science teacher. Because I currently teach social studies to the fifth grade and not science, I have had three years to develop that curriculum and not my science skills. Next year my focus will be on experimenting with the science curriculum in an effort to begin to take over that part of the curriculum. With training from the Exploratorium, I believe I could be an asset to our staff, particularly to the upper grades. I am excited about the idea of designing fifth grade and cross grade level explorations, and having others at my site who are involved and enthusiastic about science. I enjoy taking a leadership role and believe that one of my strengths lies in training other teachers. I would like to continue my commitment to leadership by taking a leading role in the development of the science curriculum at my site. My educational philosophy and teaching experience prove that children learn best through discovery. One of my strengths is the willingness and creativity necessary in allowing children the freedom to explore. I am interested in teaching science in a way that is in alignment with the rest of my hands-on inquiry based curriculum.

NOVATO SCHOOL DISTRICT
NOVATO, CALIFORNIA

Steve Madson stevemad@nusd.marin.k12.ca.us My name is Steve Madson. I'm 32 years old. I've been married for seven years to Tamara Madson. We have two daughters, Courtney Scout, 2 1/2, and Carissa Summers, born June 15th. I have taught at Lu Sutton for five years, my first three years in kindergarten, the last two in fifth grade. Next year, I'll be in a K/1 combination. I will work with other teachers on my staff to implement the inquiry science method.

David Weaver dweaver@doxy.nusd.marin.k12.ca.us I am a teacher at Lu Sutton School. I've been at the 2nd grade level but am currently shifting to 4th grade. I have taken Exploratorium's sound workshop and implemented Exploratorium's resources into sound and light units in the technology summer school.

Dede Sabbag sabbags@aol.com I am currently the sixth grade science teacher at Ross School. The school is a K-8, one school district; and I will assist the K-5 teachers with science in the future. Our school is linked with the Exploratorium through a special grant, and may of our teachers receive training about connecting with the Exploratorium using computers and other technology.