Peer+Group+Guidelines


 * The following guidelines were used in previous Peer Group curriculum activities. Please feel free to revise the process.

International Business** Kathy Sickler (Grades 11-12) Ken Sickler (Grades 11-12)

Pat Rufe – Careers (grade 10) Jeff Austin – Careers (Grade 8) Jodie Haggerty – Careers (Grade 8)
 * Careers**

Aaron Kohler – Computer Skills/Applications (Grade 8) Christa Forgione –Computer Skills (Grade 5-7) Linda Yurkanin – Learning with Computers (Grade 3)
 * Computer Skills** 1

Jonathan Hakim – Advanced Computer Apps. (Grade 9) Michelle Brozusky – Computer Skills (Grade 5-7) Donna Carrell– Learning with Computers (Grade 3) Jim Miller - Introduction to Internet (Grade 10)
 * Computer Skills 2**


 * __Directions__**: During our Small Group Peer Review activity you will be assigned to a small group. (see above) Each of you will become an editor and be familiar with your colleagues’ curriculum relative to scope and sequence.


 * 1) Dr. Clark will assume the role of __facilitator__ to make sure the group stays on task and moves forward within the time allotted.
 * 2) Each member of the group will independently read and review your colleagues curriculum (i.e., second set of eyes). Make sure you bring your assigned curriculum. (see above)
 * 3) You will have approximately __30 minutes__ to read, review and enter your comments into your Google Docs Planning Worksheet.
 * 4) Each of you have been provided directions to access the Google Docs Worksheets. Available: [|Google Planning Worksheets](http://partnerpage.google.com/stroudsburgsd.org) Note: if you do not have access to Google Docs you will then need to complete this activity using hard copy.
 * 5) Each member of the group will meet collectively to discuss and share observations. Allow __15 minutes__ for this review.
 * 6) Dr. Clark will then pull the groups together for final comments. Allow __15 minutes__ for this review.
 * 7) With a thorough, critical reading of the curriculum, each teacher gains an appreciation for his or her role in the flow of curriculum through the years, significantly more detailed knowledge of the school’s curriculum, and insight into the school’s needs.