Appendix A.

Overview of a Typical Master Teacher Summer Institute

Institute Component	Description	Purpose	Institute Day	Time allotted
Pre-course readings	Articles on the institute topic(s), sometimes authored by the scientist presenters	Familiarize teachers with the topic(s) before the institute begins	Any time before institute begins	Open
Working Styles protocol (NSRF)*	Exercise for identifying teachers’ working styles	Facilitate teachers’ identification of their own and others’ working styles and build a value for working style diversity; informs staff about teachers’ working styles Prepare for productive collaboration during later design process	Day 1	20 minutes
Interactive scientist presentations about current research	Scientists from the University of Utah and other institutions present their research related to the institute topic(s) 3–5 presentations/institute	For teachers to gain and clarify new knowledge and understandings about cutting-edge science (and research processes) Begin the process of making meaning of the new content, both individually and collaboratively	Days 1–2	1.5 hours or more/presentation, including embedded Q&A
Teachers distill key concepts from each presentation	After each presentation, teachers work collaboratively in small groups to distill the information into key concepts * 1 key concept is written on each sticky note * Sticky notes are grouped by key concepts (whole-group exercise)	Part of the sense-making process for the new content, both individually and collaboratively	Days 1–2	30 minutes/presentation
Hands-on activities, laboratory investigations and/or field experiences	Scientists and/or Center staff who are scientists engage teachers in activities related to the institute topic that could be translated into the classroom	Engage teachers in inquiry-based experiences related to the institute topic(s); model experiences they could use in their classrooms	Days 1–2; can extend into days 3–4 for multi-day laboratory investigations	30 minutes – 1 day
Main ideas about readings protocol	Facilitators and teachers collaboratively distill key concepts from the readings using a text-based discussion protocol, chosen from NSRF* protocols; e.g., “Text-Rendering”; concepts are recorded on sticky notes	Further processing and making meaning of the new content, both individually and collectively	Day 2, end of day	30 minutes
Create preliminary key concept categories (topics for curriculum design)	Facilitators group key concepts on teachers’ sticky notes from presentations and readings into broad categories/topics Further organizing key concepts from lectures and readings	Contributes to ensuring productive collaboration by teachers the following day.	Day 2, after teachers have left for the day	30–60 minutes
Discussion of key concept categories/topics	Teachers consider the facilitators’ categories and suggest changes (whole group collaborative exercise)	Teachers and facilitators work collaboratively to define the topics for the next phase--curriculum design work	Day 3, at beginning	20–30 minutes
Curriculum design guidelines and process	Facilitators present guidelines and process for teachers’ curriculum design work Teachers are introduced to: * what constitutes a learning goal * prioritizing key concepts for curriculum design * curriculum design guidelines and process * wiki training	Foster productive teacher collaboration during the design process and maximize quality of curriculum design	Day 3	1 hour
Choosing topics for curriculum design work	Teachers self-select a topic and/or group for curriculum design work by standing next to the topic on which they want to work. Teachers are reminded about working styles	Foster productive teacher collaboration during the design process through topic self-selection and awareness of working styles	Day 3	5–10 minutes
Developing student learning goals	Begin process of curriculum design by distilling big ideas from the key concepts and developing student learning goals Teachers work in their curriculum design groups to distill big ideas from the key concept sticky notes for their category Teachers write student learning goals for each big idea Teachers post their big ideas and learning goals on a large white board	Promote quality design through direct application of new information to student learning goals	Day 3	45–60 minutes
Silent conversation (NSRF* “Chalk Talk” protocol)	Silent discussion of big ideas and learning goals via comments written on white board Individual teachers provide feedback to one another on their learning goals; also identify overlapping or identical learning goals	Maximize the quality of curriculum design by developing clear learning goals for each topic area	Day 3	15–20 minutes
Refining learning goals	Curriculum design groups use feedback from the silent conversation to refine their learning goals; Center staff facilitate discussions between groups about how to address any overlapping learning goals	Maximize the quality of curriculum design by refining clear learning goals for each topic area	Day 3	30 minutes
Curriculum design	Curriculum design groups draft initial ideas for activities that can facilitate students achieving the learning goals Teachers are asked to design ideas for computer-based, paper-based, and kinesthetic activities Each group records their ideas on the course wiki	Design quality curriculum through productive collaboration	Day 3	½ day
Curriculum design groups report to whole group	Each group briefly describes the ideas they are drafting	Identify any overlap in design ideas between groups	Day 3 (end) or Day 4 (beginning)	30 minutes
Commenting on wiki	Teachers comment on other groups’ ideas on the wiki	Idea development through collaboration with other groups	Any time during days 3–5	Variable
Curriculum design	Teachers continue to design curricula	Further idea development and refinement	Day 4	All day
Curriculum design groups report to whole group	Each group shares their ideas in detail with the entire group Process is videotaped	Teachers: Learn about activity ideas other groups have drafted. Center: Clarify teachers’ thinking for each idea to inform curriculum development and production	Day 5	½ day

^*NSRF = National School Reform Faculty