P658: Shared best practices and products of adaptable design within the FOCUSSS teacher professional learning community

Author: Eleanor D. Flanagin, Senn High School , USA

Co-Author: Leah A. Bertke, Gordon Tech College Preparatory, USA; Brian C. Hayes, Taft High School, USA; Neil T. Reimer, Muchin College Preparatory, USA; Patrick L. Daubenmire, Adam Tarnoff, Charles Bilodeau and Mary T. van Opstal, Loyola University Chicago, USA

Date: 8/5/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

The list of challenges endemic to teaching in urban schools is long, and there is significant variability in what a particular teacher in a particular school facing a particular group of students might perceive to be his/her most pressing challenge. The Families, Organizations, and Communities Understanding Science, Sustainability, and Service (FOCUSSS) hypothesizes that arming teachers with adaptable expertise and adaptable, flexible resources can prepare them to cope with inevitable change. This poster will present four case studies demonstrating how four adaptable experts (i.e. teachers) worked with FOCUSSS resources in four different contexts, and produced instructional designs that were appropriately differentiated for each context, but that retained “coherence and meaning” (Brown, 2004) with respect to the overall programmatic goals.