Kids in Nature Program (KIN)

Title: Kids in Nature
Presenter: Jennifer Thorsch and Susan Brooks

Kids In Nature is an innovative and highly regarded program designed to enrich the learning experiences of underrepresented and underserved youth in our community. KIN provides fourth- through sixth-grade students with a year-long dynamic combination of hands-on, inquiry-based, classroom activities, interactive custom-designed computer simulations, and field trips to UCSB’s Cheadle Center for Biodiversity and Ecological Restoration and to Sedgwick Reserve; one of seven Natural Reserve sites managed by UCSB. The activities focus on environmental science, botany, ecology and habitat restoration. Students participate in actual habitat restorations at Sedgwick Reserve that engage them in authentic scientific and ecological experiences. KIN provides students in our community with opportunities to observe, engage in, and understand the importance of programs that preserve our ecosystems. As such, KIN helps to develop an educated population able to make informed decisions about the future of our environment and the animal and plant species we share it with.

ESL

Title: Workshop for Teachers on Second Language Acquisition and Writing; Writing Workshop for Second Language Students
Presenter: Janet Kayfetz

Description: For professors: A workshop on general principles in language acquisition and how these principles can be understood in the context of a real classroom with real second language speakers. We would also address the important issue of writing: what the challenges are for L2 learners; specific approaches to the teaching of writing that will help students improve their writing. We could also talk about how to use a holistic writing rubric to evaluate student writing. For students: A workshop on speaking and writing for any group of students, really, but especially for second language students who need encouragement and some specialized help with their speaking and writing. The workshop would be student-centered and activity-oriented.

UCSB EXTENSION

Program and Classes: Cross-cultural Language, and Academic Development (CLAD Certificate) is an "add-on" qualification to single- and multiple-subject teaching credentials mandated by the state and required by most school districts in California. UCSB Extension offers a five-course 18 quarter unit series that is approved by the California Commission on Teacher Credentialing (CCTC) to satisfy the course work option. Credentialing Classes fulfill requirements toward multiple- or single-subject teaching credentials for teachers from out of state or for persons in the process of completing a credential. Inservice Credit enables teachers to earn credit for successfully completing classes offered in cooperation with school districts, university departments, and/or UCSB Extension. These classes are specifically designed for educators. Professional-Growth Classes contribute to a credential holder's competence, performance, and effectiveness in the profession of education. Teaching English as a Second Language (TESL) Certificate program provides new and experienced ESL teachers with specialized theoretical and practical training to utilize current ESL methods, materials, and research in a variety of settings, such as adult education and private language schools in the US and overseas. Travel Study is designed to provide classroom enrichment possibilities and professional growth opportunities to educators who undertake either domestic or foreign travel. Please note: UCSB Extension charges a fee for these offerings. Scheduling: For more information, contact:

Debbie Richards,
(805)893-3695; Fax (805)893-4943;
Web site: http://www.extension.ucsb.edu
UCSB Extension, 6550 Hollister Ave., Goleta, CA 93117; or Lili Byall,
Program Representative Education, Marketing, Sciences
UCSB Extension
805.893.4162 phone
805.893.4943 fax
lbyall@els.ucsb.edu
www.extension.ucsb.edu

CALIFORNIA HISTORY - SOCIAL SCIENCE PROJECT

Title: California History-Social Science Project
Director: Margaret Rose

Description: The Interdisciplinary Humanities Center, in conjunction with the Department of History, offers a major thematic professional development three-week institute each summer for K-12 teachers. The institute, academic year follow-ups, and other programs integrate examination of the subject matter with discussion and demonstration of effective standards-based teaching and assessment methods. The program also sponsors one-week institutes and workshops on the integration of technology in the history-social science classroom. Scheduling: Contact Margaret Rose directly for scheduling at 893-7269, rose@humanitas.ucsb.edu.

COLLEGE OF LETTERS AND SCIENCE HONORS PROGRAM

Title: Letters and Science Honors Student Volunteers in the Schools
Presenter: Regina Fletcher

Description: Under teacher supervision, undergraduate honors students will participate in well-defined, short-term projects in classrooms. Potential activities may include (1) laboratory or small group supervision, (2) tutoring, and (3) class presentations, including college life panel discussions.

SOUTH COAST SCIENCE PROJECT

Title: The South Coast Science Project
Presenter: Tom Ostwald

Description: This project provides K-12 teachers an opportunity to focus on the California science standards in a three-week thematic summer institute. The 2001 institute will focus on biology and the 2002 on earth science. The project includes a $1500 stipend plus $600 for classroom supplies. Participation requires that the district pay $150 and agree to six released days over the next two years. Scheduling: Contact Tom Ostwald directly at 893-8718 or 893-3355, ostwald@math.ucsb.edu.

SOUTH COAST WRITING PROJECT

Title: South Coast Writing Project (SCWriP) Summer Institutes
Presenter: Sheridan Blau and SCWriP staff

Description: Every year SCWriP selects twenty outstanding teachers of writing from all disciplines and all levels of instruction (kindergarten-college) from Santa Barbara, Ventura, and northern Los Angeles counties to be designated as UCSB Fellows in Composition. The Fellows of the Summer Institute join as colleagues with resident project staff and a number of distinguished visiting consultants to create a community of writers and readers. For four full days a week for five weeks, they meet to: demonstrate their own approaches to the teaching of writing; examine current theory and research in the teaching of writing; write extensively and join regularly in small groups to share and respond to each others' writing. Current summer institute filled; scheduled June 27-July 28.

Title: South Coast Writing Project (SCWriP) Staff Development Workshops
Presenter: SCWriP fellows and staff

Description: SCWriP offers a variety of staff development programs designed to meet the needs of teachers and of schools at all levels. All SCWriP in-service programs are conducted by experienced classroom teachers and feature hands-on demonstrations of classroom-tested and research-supported instructional techniques. SCWriP in-service programs ordinarily require a commitment on the part of participating teachers and schools to several workshop sessions and follow-up activities.
Individual sessions or entire extended programs typically include (but are not limited to):
· Implementing an effective writing program.
· Writing across the curriculum.
· Teaching literature and writing in an integrated curriculum.
· Teaching linguistic minority students.
· Preparing students for state and national writing and reading tests.
· Preparing students for academic writing.
· Using technology to support the language arts.
· Using portfolios and other performance-based assessment instruments.
· The reading/writing workshop.

Title: South Coast Writing Project (SCWriP) Computer-Using Fellows
Presenter: SCWriP staff
SCWriP sponsors a variety of special projects for SCWriP teachers who incorporate computers, photography, video cameras, laser discs, telecommunication, and other technologies into their classrooms. SCWriP also coordinates technology-related projects for the California Writing Project and the National Writing Project.

Title: South Coast Writing Project (SCWriP) Literature Institute for Teachers (LIT)
Presenter: SCWriP staff

Description: LIT is an advanced institute in the teaching of literature for teachers who have completed any Writing Project Summer Institute in Composition or similar program. Teachers selected for LIT participate in a Summer Literature Institute, where they read and respond in discussion and in writing to literary works, develop effective approaches to teaching literature, and examine applications of recent critical theory. LIT teachers also conduct in-service programs and institutes sponsored by SCWriP and other educational agencies. LIT was initially established by a grant from the National Endowment for the Humanities and is presently affiliated with the National Literature Project Network.

Title: The Engaging Process of Research

UCSB's Ventura Center
Tuesday - Thursday, July 25-27, 8:30-3:00
and at
UCSB's Embarcadero Hall
Tuesday - Thursday, August 1-3, 8:30-3:00
Eligible for UC Extension units.

Description: This course provides teachers with integrated, sequential approaches and strategies to integrate state reading and writing standards. Special focus is on the California State standards that require students to complete research papers in grades 4 though 8.
Participating teachers work on lessons designed for students to gain the reading, researching, and writing skills required for successful research papers across the grades and across the curriculum.

Title: Writing for Teachers of Writing

UCSB's Ventura Center
Tuesday - Thursday, July 25-27, 8:30-3:00
And at
UCSB's Embarcadero Hall
Tuesday - Thursday, August 1-3, 8:30-3:00
Eligible for UC Extension units.

Descrition: This course will introduce teachers and prospective teachers to the art and craft of writing, to the fundamental principles and theories of the disciplines of rhetoric and composition, and to modern practices in the teaching of writing. The center of the course will be the practice of writing and the writing produced by class members in a variety of genres for a range of academic and intellectual purposes.

Title: ELL Writing Institute

UCSB's Ventura Center
Tuesday - Thursday. July 25-27, 8:30-3:00
Eligible for UC Extension units.

Description: This course will deal with the development of literacy among both native and non-native speakers of English and the role of cognitive, affective, socio-cultural, and instructional influences on language acquisition and development, particularly as they apply to English language learners at various ages and levels of proficiency. Instruction will focus on theory and practice, providing teachers with a rationale for planning lessons as well as practical strategies for helping English language learners meet state and national standards and make timely progress toward mature proficiency.

SmART: Learning Through Art

Presenter: Niki Dewart

Description: The University Art Museum's guided visits of its permanent collections and special changing exhibitions engage students in interactive learning about the arts and humanities. The UAM also offers art education workshops for teachers throughout the year. Enrich your curriculum through gallery discussions, art projects and in-class activities! Scheduling: For more information, please call (805) 893-4320 or visit http://www.uam.ucsb.edu.

University Art Museum Docent-Led Tours

Presenter: Niki Dewart

Description: The University Art Museum offers guided visits of its permanent collection galleries and special changing exhibitions to elementary, secondary, high school and university students, as well as after school programs and summer camps. Tours are available Tuesday through Friday between 10 am and 4 pm. We can best accommodate a maximum of 35 students and can provide one gallery teacher for every 12 to 15 students. Pre-visit and follow-up materials related to current exhibitions are available for teachers upon request. In addition, the UAM provides a special elementary school program that focuses on the primary elements of art, ranging from color, shape and texture to perspective, pattern and movement. smART: Visual Literacy Tours engage students in the rich vocabulary of visual art through interactive viewing and discussion, along with hands-on activities which allow students create works of art based on information introduced during the tour. Scheduling: Tours available Tuesday through Friday, 10 am to 4 pm.

Water Conservation Classroom Presentations and Resources

Presenter: Autumn Salamack

Description: The Santa Barbara County Water Resources Division provides FREE water-related presentations, curriculum, activities, workbooks and more for both teachers and students. All classroom presentations meet California State Educational Content Standards. A brief summary of the presentations offered is listed below. For more information, please visit www.sbwater.org. Scheduling: To arrange a presentation or receive materials, please contact Autumn Salamack at (805) 568-3541 or asalama@co.santa-barbara.ca.us.

All About Water (K-1st)
Time: 30 minutes
Colorful pictures and a short cartoon add an entertaining visual element to this presentation. Students will learn about local water resources, the water cycle and water conservation through an interactive discussion and hands-on activities.

The Water Puzzle (2nd-4th)
Time: 60 minutes
An overview of the water cycle starts the presentation. Students will then play the water web game to learn about connections in the environment and the importance of water. A big colorful water puzzle will show students the journey water takes from local water sources to our homes and where it goes after use. Students will learn about local water resources, water treatment, and water conservation through an interactive discussion and hands-on activities.

The Story of Water (4th-6th)
Time: 60 minutes
Students learn about their local water sources, the water cycle, water treatment, wastewater treatment and the importance of water in the world. Local rainfall patterns and impact on water supplies will be explained. Presentation includes colorful displays, big puzzles and hands-on activities.

Wastewater Science & Discovery (5th-6th)
Time: 60 minutes for each part
This is a two-part presentation on water and wastewater science. Students will learn about local water resources, the wastewater treatment process, water recycling and the language associated with sewage treatment. Part 1 is a classroom discussion and part 2 is an interactive lab or a tour of a local wastewater treatment plant.

The Water Supply Decision (7th-8th)
Time: 50 minutes
Students will learn about the environmental and social impacts of the State Water Project and the decision-making process regarding new water supplies for the County.

Groundwater Model (K-12th)
Time: 60 minutes
This hands-on demonstration of groundwater principles with the groundwater model will demonstrate the different types of wells and groundwater issues common in California. Topics will include movement of a contamination plume, groundwater recharge, nonpoint source pollution and saltwater intrusion.

FREE Water Quality Presentations

Presenter: Autumn Salamack

Description: Project Clean Water provides FREE water-related presentations, curriculum, activities, workbooks and more for both teachers and students. All classroom presentations meet California State Educational Content Standards. A brief summary of resources available is listed below. For more information, please visit www.sbwater.org. Scheduling: Please contact Autumn Salamack at (805) 568-3541 or asalama@co.santa-barbara.ca.us.

Sum of the Parts (K-2nd)
Time: 30 minutes
A series of colorful posters and a short skit help students learn about watersheds, the difference between a storm drain and the sewer, causes of water pollution and how they can help keep the creeks and ocean clean. Students dress up as polluters within the watershed and learn about the impacts of nonpoint source pollution.

Watershed Model (3rd-8th)
Time: 60 minutes
Students learn what a watershed is, the difference between a storm drain and the sewer, what causes water pollution and what they can do to help prevent it through a series of posters and a short video. A hands-on, three-dimensional model lets students physically pollute a watershed and demonstrates the difference between point source and nonpoint source pollutants.

Curriculum
Various classroom curriculum focusing on different water issues are available to teachers throughout Santa Barbara County. There is a small fee associated with obtaining most of these materials. Ordering information is listed for each curriculum guide.

Mountains to the Sea Watershed Curriculum (4th-8th)
Water Activities Manual for Santa Barbara County (6th-8th)
Lesson Plans from the California Foundation for Agriculture in the Classroom (K-12th)
The Streamside Community (3rd)
Cotton and the Water Connection (4th-6th)
Alfalfa Lesson Plan (4th-6th)
A Child's Place in the Environment (ACPE) Series (4th-6th)
Ground Water Education (7th-12th)
Project Water Science (7th-12th)
Turning the Tide on Trash: Marine Debris Curriculum

Mountains to the Sea Watershed Curriculum (4th-8th)
A comprehensive watershed education program introduces both teachers and students to our local watershed by studying the journey of water from up in the mountains all the way down to the sea. The suggested curriculum, in-class presentations, field trips and additional resources cover a variety of topics including the water cycle, runoff, and the connection between our local creeks and the ocean. A variety of handouts, posters and experiments are also included. Training workshops are held annually. For more information, please contact Darcy Aston at (805) 568-3546.

Teaching Interpersonal Communication

Presenter: Thomas Scheff

Description: This is an excerpt from the syllabus for a course I regularly offer at the university. My idea is to give a workshop for high school teachers who might want to teach a similar course for high school students.

Soc 146 class, Spring 2004

INTERPERSONAL COMMUNICATION

Everyday communication: Can we understand our own communication habits and those of others? One way that might help is to take a look at our own behavior in remembered dialogue. For example, can an invitation be framed in a way that is clear, but decreases the risk of rejection? How can one manage disagreement in a way that may lead to resolution or compromise rather than hurt feelings? To open discussion, volunteers will role-play situations from their own experience. The first goal of this class is teaching you how to be a better at communicating in your own life: this class should be directly useful to you. Example of dialogue for role-play (an invitation and response)

1. Context/relationship: Cathy and John have belonged to a group of friends for a year.
2. Cathy: "I was just calling to see if you wanted to go out sometime."
3 John: "You mean like on a DATE?" (Emphasis on the word date)
4 Cathy: "Yea, like on a date! What'd you THINK I was talking about?"
5. Outcome: Did this exchange improve, maintain, or hurt the relationship?
To start the ball rolling, we will try role-playing this dialogue as it happened, and also try some alternatives to lines 2, 3 and 4.

These are the kinds of situations that students in earlier classes have wanted to role-play and discuss:
Avoiding a quarrel (for example: about being late, controlling the television remote, or how to drive a car.)
Getting out of a quarrel
Dealing with a roommate
Authority figures: parent, teacher, boss.
Being treated as an independent adult rather than as a dependent child.
Managing the emotions involved in speaking in class or in public
Offering or receiving an invitation (romantic or not)
Romantic etiquette: kissing, petting, sexual intercourse, telling, etc.
Questioning or being questioned about commitment (in a relationship)
Love or infatuation?
Being taken for granted.
Breaking up, including emotional aftermath.
Offering or receiving an apology

There is only one weekly assignment: Bring to class a new TYPED dialogue that really happened to you, for each class meeting. YOU must be one of the two persons in the dialogue. Use only dialogues that were puzzling or upsetting to you. NO MORE THAN 5 LINES, just as in the example above. Please type your name in the right upper corner.

1. The discovery method of learning: “when you tell people something, you keep them from ever knowing it?” Also the “ricochet” effect: its much easier to learn from other’s mistakes, because you have grown accustomed to your own.

3. Respect as the magic wand. “Leveling”: being direct but respectful (Satir).
4. Emotion talk: “I” statements (vs. you and it statements)
5. Fear of rejection as a universal problem
Authentic pride vs. embarrassment, shame and humiliation, a comparison with traditional Maori society. (Metge)
6. Real vs. fake apologies (Tavuchis)

Teacher Training Seminar in Egypt

Presenter: Garay Menicucci

Description: The UCSB Center for Middle East Studies has received US Department of Education funding through the Fulbright Hays Group Propjects grants for conducting one-month summer teacher training seminars in Egypt and Jordan from 2003 through 2006. CMES has taken over 100 K-12 teachers from all over California to the Middle East for interdisciplinary seminars that cover archeology, history, Middle East social studies, women and gender issues, Islam, human rights, and cultural studies. Seminar participants visit local schools, meet teachers, students, government officials, and educational NGO representatives. The goal of these seminars is to build Middle East Studies K-12 cirricula. All California teachers and administrators of social studies and humanities programs and invited to apply. Applications for the next seminar will be due in April 2007.