Final Mini-Project 1
NATIONAL BOARD CERTIFICATION
Documented Accomplishments
NBPTS Entry 4
Leonard Fretzin
"May you live in interesting times"
- Chinese saying
Introduction
I am fortunate to live in interesting times, an
era where education is becoming the means to create individual citizens able to
participate in and contribute to a diverse society. Now, more than ever, it is important that our
educational system offers all students the opportunity to make the most of
their abilities. The path to this goal is shining before us, and it is enhanced
by integrated technology. Only with the
help of technology can we hope to meet the needs and provide the support to
improve students' basic skills, excite their curiosity, and raise the level of
their performance to guarantee that they will succeed in high school, move on
to study in colleges throughout the nation, and become life long learners.
Serving a
diverse, inner city population is a challenge that I have met with energy and
enthusiasm. Supporting the Chicago
Public Schools system in its mission has become my personal mantra. I know that it is my responsibility to
demonstrate that neighborhood high schools, like
My accomplishments demonstrate a path of leadership, collaboration, and
lifelong learning that other teachers may emulate and further refine, to prove
that the answer to the woes of our contemporary educational deficiencies and
failures is the application of integrative technology.
The
Teacher as Leader and Collaborator
Nature
of the Accomplishment
When I began teaching I was concerned with the difficulties that average students had in learning the basic principles of Chemistry and Physics. As a result I began to look for additional methodologies of instruction that would achieve a better result than the more traditional teaching methods. The typical teacher-centered methodology used in the classroom is organized around lecture, demonstration, and the occasional use of audio-video supplements. It includes various forms of active or participatory methods involving individual or group student activities, hands-on laboratory work, and student research projects. Current best practices in the teaching of the sciences recommend the use of hands-on activities for as much as 40% of the instructional time.
I decided to use programmed learning methodologies to see if this helped students who struggled learning the basic facts of chemistry. My initial effort resulted in the writing of a programmed instructional exercise on the subject of Acids, Bases, and Salts. In this exercise students are required to read a small amount of informational text, generally amounting to no more that two or three sentences, and then answer a question from the information given. If the students get the answer correct the background color of the screen turns green and they are advanced to the next screen. If the students answer with an incorrect answer the background color of the screen turns red and the next screen is one that addresses the error the student made and uses remedial material to correct the student's error. This was the first step in developing a complete website for students of chemistry and physics.
Significance
of this Accomplishment
I have revised a method of learning that has suffered significant neglect since it was first proposed and implemented by behavioral psychologists. Operant conditioning has been used in developing programmed learning. According to B. F. Skinner (1958), the purpose of programmed learning is to manage human learning under controlled conditions. Typically, a textbook or computer presents the material to be learned in a series of very small steps, called frames. Each frame contains some information and a statement with a blank that the student fills in. The student then discovers the correct answer before going on to the next frame. Each frame introduces a new idea or reviews material covered earlier. The agreement between the correct answer and the student's own response reinforces correct responses, making it likely that they will occur again. Shaping is employed, in that the frames start from the student's initial knowledge and in small steps proceeds to greater knowledge.
When it was first used programmed instruction (PI) suffered from the use of bulky, awkward machines that had to be purchased for each student to pursue the course, or the use of non-reusable texts with punch hole technology. I have accomplished a method of presenting the programmed instructional format using computer technology and the Internet so that it becomes available to students at home, in a library, at school, wherever a computer is connected to the Internet. Literally all over the world.
After I witnessed the positive effects this was having on my students I decided to divulge my experiences and ideas at a science department meeting. My fellow science teachers at first seemed only moderately interested. As with most science departments, the number of biology teachers exceeds those teachers who teach physical science curriculum. However, I encouraged the other chemistry teachers to try it on their students, and gave all the teachers the URL address to my site and a paper explaining programmed instruction as a means of helping their own students. Two of the chemistry teachers used the "Acids, Bases, and Salts" program that was the first one that I developed, and were as surprised as I was to witness the improvement in students learning and interest in the subject. I convinced the chairman of the department to allow me some time every month during departmental meetings, to conduct professional development seminars so my fellow teachers could learn how to create these programmed instructions on the internet for their own subjects. Over the past year I have given as many seminars as time allows centered on writing the java-script and HTML programming for the PI. Unfortunately, at this time, the CPS does not have computer server space dedicated to the use of teachers or students, so all the teachers have to use personal space as is often provided by ISP's (Internet Service Providers).
As I developed my website (see below), I found more and more uses where our wonderful technology could be applied. I began to realize that all the teachers in the school could apply this approach to improve the educational structure, propelling it into the 21st century like a powerful rocketship.
I knew that I would have to go beyond the narrow confines of self-interest and extend my accomplishments farther so that it would benefit the entire school and community. In order to do this I met several times with my principal and interested parents and together we were able to work out the framework of a plan to expand the school's website for each teacher to include at least some aspect of my technological plan.
It is important to understand that it requires a certain 'politick' in approaching teachers and asking them to contribute their time and energy on a project that is your idea. It is important to limit any form of resentment that might develop by seeming to require teachers to do even more work than they presently do in the day to day preparation and grading of classroom activities. It is an important selling point to convince teachers that in the end the adaptation of technology will save them time and free them to do more tutoring and other professional development activities.
My principal and I, have had some long and detailed meeting about the best way of going about the process of introducing and integrating technology throughout the school. My principal decided to eliminate my chemistry teaching position this year and place me in an unfilled position for a Computer Information Technology teacher. Even though I am not endorsed for this position, we hope that I will have the time and energy to begin conducting seminars for the teachers to instruct them on how to create their own website. My experience with website development has provided me with an opportunity to help my school to develop a type of program that will provide us with a leadership role in educational technology.
I have discussed the integration of the technology that I developed on my website with the computer club. These students can collaborate on the project and oversee the day to day addition of material from each teacher, as well as, structure the school web site to accommodate, in an orderly manner, all of the materials the teachers want to make available. Ideally the school's website should minimally include the lesson plans for each teacher, with at least four weeks of history, as I have done on my website. Secondly, there should probably be a course description, and other informative information for students and parents as I have included on my website's "Handouts" section.
In the summer of 2000 I developed a
website for teaching modern physics at the Center for Talent Development at
Impact
on Student Learning
I was amazed to see the impact that the first PI elicited in my students. Suddenly they were excited by learning instead of yawning in their seats during lectures. Students became focused on the lesson because they are like a computer game and are intensively interactive. The PIs are set up to indicate the scores students achieve as they progress. Because the PI requires a written response, students reading and spelling abilities are very much improved. After the first PI on the subject of 'Acids, bases, and salts' was completed I went on to write one for every unit covered in regular chemistry and called them "Adventures" on my website. These now include: Conversion Factors, System Internationale, Matter and Density, Chemical and Physical Change, Atomic Theory, Elements and Ions, Polyatomic Ions and Compounds, The Mole and Chemical Formulas, Balancing Chemical Reactions, Stoichiometry, Electron Configuration and Bonding, Solutions and Molarity, and pH and Titration. I have found students' performances to improve by as much as 50% or more in pre- and post- Programmed Instruction evaluations.
As my development of educational technology increased, I continued to expand my website and found that students' interest and progress was accelerating by leaps and bounds. I thought to myself that 'this has go to be something good' and must be spread by collaborating with other teachers and administrators. Up to this date my website has recorded over 7,660 hits.
The
Teacher working with students' families and community
Nature of the Accomplishment
I now had a beginning website used for instruction, but I asked myself 'what else could I do to help parents in the community who were concerned and interested in their child's progress in school. I met and talked to parents frequently during the school year, and from this intercourse learned that parents are concerned about their child's progress, the work they are supposed to bring home with them at night, and the requirements and grading of the course.
I already knew that technology
could conveniently supply many of their answers, and even though the community
of
Significance of this Accomplishment
This accomplishment was instrumental in helping guide parents to information that they could readily use at home to help their students and to monitor their child's progress. They would no longer accept their son or daughter saying that they "didn't have any homework tonight" because the parent could go to my website and find out not only the homework that they had that night, but also what I was teaching in class. When a student was ill or absent for any length of time the parents were able to find out what work needed to be done or made up. I made an important step in applying technology to create a distant learning environment.
Impact on Student Learning
Students were also aided by the addition of this feature to the website. They no longer had to ask their teacher what they had missed during an absence, but were immediately directed to the website for information on the subjects and homework that was required for them to complete.
Students were made to be on task, and they were able to study the lecture note outlines of chemistry (and physics). In addition, as I built my website I added links to "Periodic Tables", "Calculators", places to contact other experts for advise ("Ask an Expert"), learning "Games", places to "Test Yourself", "Practice Problems", and "Chemistry Links". The results of all of this effort on my part were truly unbelievable!
The
Teacher as a Lifetime Learner
Nature
of the Accomplishment
I am a lifetime learner and have always sought ways of improving my abilities and accomplishments. Technology came to the fore in many opportunities that I came across in my early days of teaching. It was my good fortune to be offered the opportunity, during the summer of 1995, to participate in the Teacher Research Associate program (TRAC) at Argonne National Laboratories. During this summer I had my first introduction and instruction with the technology of the Internet. During the program I was able to discuss, with other teachers, the goals of systemic change and the idea of recreating an educational system to use the potential of technology to reach new goals.
A couple of years later, I had
another fortunate opportunity to participate in a program called Science
Partners at the
This has led me to begin work on a
Master's Degree from the
Significance of this Accomplishment
Technology is in a stage of evolution and change. It is important for educators who want to remain on the vehicle of continuous improvement to do everything they can to learn and remain in touch with the current state of educational developments. As a lifelong learner I am lucky that programs like CTER exist, because they provide me with a convenient way to learn the concepts and models of technology integration that is being practiced by the foremost advocates of distant learning. I have learned many things, even though my course work is only half over. For example, I have been introduced to programs such as C-Base, WebBoard, and real-time Audio and Video Conferencing, all of which offer exciting opportunities for application to High School instruction.
By keeping in close touch to the facilities available in distant learning, such as through relevant trade magazines (eg. T.H.E.), I have expanded my awareness of what can be done in the future. For example, there are programs available to put students' grades and progress reports securely online, and to develop online testing applications for students who are homebound or otherwise handicapped.
Impact on Student Learning
The improvements in student learning that I have already discovered through my web page achievement will be greatly expanded as educators, such as myself, move bravely into the new world of technology integration.
All high school students in the very near future will benefit by the work being done by teachers in their home towns, as well as, those thousands of miles away, and even in foreign countries!
My website has been endorsed by the National Science Teachers Association (NSTA), who viewed my "Adventures" series of Programmed Instructions and requested that I allow them to integrate these activities in their sciLINKS service. This service is an endeavor by NSTA to connect textbooks to useful online content because many teachers are taking advantage of the Internet to show their students materials that enhance or extend the content covered in the curriculum. By utilizing textbooks as a portal to good online content, the NSTA can reach more teachers and students than is possible with the traditional search engine or pointer web site. This is illustrated by the fact that 90% to 95% of students study science through the pages of a textbook. A direct connection from a concept on the textbook page to materials exploring that concept in cyberspace leads readers to the kinds of materials professional educators believe work best in the classroom.
I have received comments from students and teachers all over the world and will reproduce a few of those that I've had the foresight to save in the documentation section. It's really remarkable to see what an interconnective world our technology has spawned.
Reflective
Summary
I hope that I have been able to clearly present my development as a leader and collaborator in the advancement of technologically integrated education. I have had to center my efforts on my community and stimulate, participate in, and create projects that would lead students, teachers, and administrators into the forefront of technology integration. I have been fortunate to be provided with some opportunities to advance my own expertise, and I think that I have not only taken a maximum provision of using these programs to best advantage, but have freely developed my own thing.
The integration of technology is becoming an increasingly important part of education and curriculum development. This is why I believe that my organization and formulation of a web based structure has made beneficial contributions to the every-day practices that exist in classrooms all over the world. Students learn best in a soil rich in technological advances. I have been able to develop the skills of other teachers, and enhance their confidence and ability to use the current technology in order to improve student learning in all subject areas and curricula.
The website that I developed has benefited students, teachers, administrators, and families because it focuses on students' growth and works from the bottom up to benefit everyone involved. But I don't take my success lightly, because changes are always necessary at times to improve the program. It takes continuous surveillance and experience to evaluate where changes are needed for all students, whether they are slow learners or gifted. Suggestions and communication with teachers all over the world becomes an inherent part of the improvement engine for the website technology.
Technical educational methodology is a central feature of the developing educational scene today. I believe that I have demonstrated that the wise use of the instruments of technology can enhance student learning, growth, and development into lifetime learners. Because of this I have sought to collaborate with schools, governmental agencies, and other community based organizations to develop the type of informational learning systems that will dominate the world of tomorrow.
I am an educator who values the
opinions of parents, teachers, and administrators because I have found that I
can learn much from the wisdom of others.
As a lifetime learner I continuously seek channels to improve my own
competence. The most recent example of
this is my study in the CTER program of the
I learn every day by working with colleagues and students. This has helped develop who I am as a teacher. Someone who's main interest is to understand how people of different cultures, backgrounds, and abilities, learn best. I count myself lucky to have stumbled upon this quest early in my development as a teacher. My happy associations with colleagues and professors who are adept in educational technologies have offered me opportunities to learn more and more every year. It is their drive and pursuit of excellence that encourages me to explore the frontiers of technology.
The Chinese saying "May you live in interesting times" was originally meant to be a curse, but I think that it can be turned into a blessing.
Documentation
The Teacher as Leader and Collaborator
1) Programmed Instruction Exercise: "Acids, Bases and Salts" and the other website Programmed Instruction "Adventures"
http://home.att.net/~lfretzin/list.htm
2) The "Physics Funhouse"
http://home.att.net/~lfretzin/indexPhysics.html
The
Teacher working with students' families and community
1) Website for "Homework": http://home.att.net/~lfretzin/assign.html
2) Website for "Lecture Notes: http://home.att.net/~lfretzin/notes.html
3) Website for "Handouts": http://home.att.net/~lfretzin/hand.html
4) Website for "Science is Fun": http://home.att.net/~lfretzin
The
Teacher as a Lifetime Learner
1) I was pleased to learn that the National Science Teachers Association (NSTA) viewed my website and has requested that I allow it to be used in their sciLINKS service.
Their e-mail request is transposed here:
"Subject: FW: NSTA selects your site
Date:
From: "Mark Davis" <mark_d@nsta.org>
To: <lfretzin@worldnet.att.net>
I'm writing to tell you about a new service provided by the National Science Teachers Association and to invite you to help us facilitate the effort. The service is called sciLINKS, and it is an endeavor by NSTA to connect textbooks to useful online content.
Many teachers are taking advantage of the Internet to show their students materials that enhance or extend the content covered in the curriculum.
These materials are available in the public domain, but they are often difficult to find. We believe that by utilizing textbooks as a portal to good online content, we can reach more teachers and students than is possible with the traditional search engine or pointer web site. This is simplified by the fact that 90% to 95% of students learn science through the pages of a textbook. A direct connection from a concept on the textbook page to materials exploring that concept in cyberspace leads readers to the kinds of materials our professional educators believe work best in the classroom.
You are receiving this letter because one of your web pages was selected by our team of teachers who reviewed it using a stringent set of criteria that ensure selected materials have accurate content and effective pedagogy. You can review the criteria they used by visiting http://www.scilinks.org/criteria.htm
Our teachers selected the following web page(s), and identified the following web masters and/or authors as responsible for this page or page:
URL http://astro.uchicago.edu/home/web/lenz/intro.html
Web master/author contact - Chemistry Department, Leonard Fretzin
Once a web site is selected, we place its URL in a database, correlate it to the National Science Education Standards, and write a brief description that identifies one or more of its salient characteristics. When a reader (a teacher, student, or even parent) of a sciLINKed textbook comes across a sciLINKS icon in their textbook, they know that the content on that page has been enhanced with online content specifically connected to a single concept. The reader goes to the free sciLINKS web site, and they type in a code found on the pages of that text, and the sciLINKS search engine reports the five to 15 pages our teachers selected.
When a user selects one of these sites, a new browser window opens, points to the selected web site, and connects the reader directly to the content provider--you.
We hope you find this connection useful. If you would prefer to not be included in the site for any reason, please write me, and I'll remove your page from the database. On the other hand, should you agree that this is a useful way to direct students to your online content, then please consider using the attached sciLINKS logo somewhere on the selected page(s). This will mark your page as one of excellence.
If your web page URL changes please let me know so we can update it in our database. If a web page has been mistakenly attributed to your organization, please zip me a note so that I can track down the actual owner.
If you have additional sites that you would like to submit for review go to The main scilinks page: http://www.scilinks.org
At the bottom of the page there will be a link to the submission page.
Thanks for considering this opportunity to connect teachers and students to the content you have worked so hard to create.
Regards,
Mark Davis
SciLinks
2) Sample e-mail comment from a college student:
subject: chemistry
Date:
From: "Patricia L. Hannon" <hannonp@wpunj.edu>
To: lfretzin@worldnet.att.net
Dear Sir,
I located your site and find it exceptional!
I am a adult college student with no prior background in the sciences.
As a horticulture major I need (and want) to take a number of chemistry
classes. My first class (an introduction) has left me confused and with more
questions than I started out with! Now in my soils class we are dealing
with (+) & (-). I knew before taking chem. that (+)'s are anions & (-)'s are cations (Yes, I have many isolated bits of info stored but unconnected!)
Can you recommend simplified yet through books, media, etc......
Any assistance you can provide is greatly appreciated
Thanks & Enjoy a beautiful Thanksgiving!
p.l. hannon
3) Collaborative e-mail comment from a colleague:
Subject: Your eBrigade
Comments on
Date:
From: "Lach, Michael" <mlach@cps.k12.il.us>
To: "'lfretzin@worldnet.att.net'" <lfretzin@worldnet.att.net>
Thanks for sharing your web site. How do you use it during class time? How
often do your students use it? Other than provide info on homework and lists
of links, how else do you envision using the web to improve education?
-ML
Michael Lach
Chicago Public Schools eBrigade
<http://www.cps.k12.il.us/eBrigade/>