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What Knowledge Mediates Teachers’ Appropriation of High Leverage Practices?

What Knowledge Mediates Teachers’ Appropriation of High Leverage Practices?.

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What Knowledge Mediates Teachers’ Appropriation of High Leverage Practices?

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  1. What Knowledge Mediates Teachers’ Appropriation of High Leverage Practices? This presentation is based upon work supported by the National Science Foundation under Grant # 0554486 as administered by the University of Pittsburgh and Vanderbilt University. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Jennifer L. Cartier & Leslie Lancaster University of Pittsburgh DR K-12 PI Meeting Washington, D.C. November 8, 2009

  2. Overview Project Background Driving Questions Pittsburgh Design of PST Learning Opportunities Contexts TSS Research Questions Results Measures More Questions! 2

  3. Project Background • Driving Question • What are the relationships between elementary teachers’ science & mathematics knowledge, their pedagogical approaches, and what their students learn? • Contexts • Vanderbilt University (M. Singer-Gabella, PI) • Undergraduate & graduate elem. teacher preparation programs • Focus on mathematics • University of Pittsburgh (J. Cartier, E. Forman, co-PIs) • Graduate elementary teacher preparation programs • Focus on science 3

  4. Teacher Learning Context Design:Vision of Science Instruction Enacted Curriculum (EC) • Resembles Science Inquiry • Purposeful Exploration • Formulating questions • Designing ways to gather data • Collecting data • Organizing & describing first- and second-hand data • Developing Explanations • Applying Knowledge to New Situations 4

  5. Teacher Learning Context Design:The Reality of Science Instruction! ? Curriculum Materials (CM) • Rarely Resemble Science Inquiry • Exploration without purpose • Hands-on tasks that do not derive from explicit prior knowledge, questions, or theories of the world • Data collection is rote or not systematic • Explanations are not tightly connected to patterns in data • Opportunities for application are rare 5

  6. Curriculum materials (4 color-coded activities) 4 Learning Goals (LGs; on index cards) Plan instruction in order to help 5th grade students reach the indicated LGs Decide which (if any) of these instructional activities you would use and In which order Planning the Enacted Curriculum A Mini-Exercise Materials You Are to Use… What You Are To Do… 6

  7. What Practices Did You Employ? Our project seeks to identify key Planning Practices so that we can design contexts in which PSTs can learn these practices.

  8. Teacher Learning Context Design:High Leverage Practices That Mediate Between CM & EC Page 3 in Hand-Out HIGH LEVERAGE PRACTICES teacher practices most likely to lead to student learning (Franke & Chan, 2007; Ball, et al., 2009) Planning Practices (HLPs) Identify BI and LGs (patterns, explanations) Organize / sequence lessons Design tools Plan talk as dialog with CM 8

  9. Page 5 in Hand-Out [HLP-2] Organize/Sequence Lessons 9

  10. Scaffolding the HLP:The Learning Cycle Framework Page 6 in Hand-Out HLP 1 Identify Big Ideas & Learning Goals HLP 2 Organize & Sequence LGs & Lessons 10

  11. Teacher Learning Context Design:Opportunities to Learn & Demonstrate the HLPs INSTRUCTION Reflection HLP 1, 2, 3 & LCF Scaffolded practice (HLP 1-4, emphasis on HLP 4) Modeling HLP 1-4 Introduction of LCF Scaffolded practice (HLP 1, 2, 3) Modeling HLP 1-4 Emphasis on HLP 4 LC 1: Earth/Space Science wk 1-3 LC 2: Physical Science wk 8-10 wk 12 wk 15 wk 6 PSTs learn & practice HLPs TSS various CMs HLP 2, (3) Lesson Plan CM 1: Science Matters HLP (1), 2, 3 LC Plan FOSS CM HLP 1, 2, 3, 4 PSTs demonstrate HLPs in major course assignments PERFORMANCE / ASSESSMENT Instructors model HLPs 11

  12. Tracking the HLPs & the Role of the LCFResearch Questions • Do PSTs draw on the Learning Cycle Framework when choosing tasks from provided CMs? • Alignment of LG to task (HLP-2a) • Selection of task that fits with purpose of Learning Cycle phase (HLP-2b) • Do PSTs draw on the Learning Cycle Framework when organizing or sequencing related lessons? (HLP-2d) • Explicit justification of sequence • Exploration before Explanation (HLP-2c) 12

  13. What is the Task Selection and Sequencing (TSS) Exam? PSTs… • Create a series of lessons using a given set of Activities to address a Big Idea in science and a set of associated learning goals • Must provide a justification/rational for their Activity selection and sequencing choices 13

  14. How is the TSS Exam Designed?What the PSTs are Given… Pages 7-12 in Hand-Out Learning Goals 4th & 7th Grade PA State Assessment Anchors for Science and Technology Big Idea in Science Student Prior Knowledge 14

  15. Pages 13-17 in Hand-Out Blue How is the TSS Exam Designed?What the PSTs are Given… A set of instructional activities that… • align to some of the LGs and some of the SFs • are “distractor” activities and are not aligned to the LGs or SFs 15

  16. How is the TSS Exam Designed?What the PSTs Do… Page 11 in Hand-Out I chose this task because it aligns to LG 2… Blue It is a good Engage task Select activities and sequence them Provide a rational for choices made Yellow Gray Green 16

  17. What Do PSTs’ Responses Look Like?Selecting Activities Based on LG and SF Alignment… “This exploration will allow students to demonstrate their competence inLG 2 (when measuring mass and volume) and LG 4 (when calculating density). It also targets LG 3when it asks the 3 questions about patterns of uniforms [sic.] solids made of the same materials.” “…they are going to explore and recordabout using a data table for that material. The next day, students will share their results with students who explored and recorded about other materials in a Jigsaw cooperative learning format. Then, the three pattern questions could be answered.” HLP 2 b HLP 2 a 17

  18. “…Also, it was using the idea of density in a new way since students had not been exposed to the way that liquids and solids of different densities would react ot [sic.] one another. I thought this lesson could have students use the knowledge of the LGs to predict and explain a different phenomena.” HLP 2 d What Do PSTs’ Responses Look Like?Sequencing Activities Based on the Learning Cycle Model…

  19. 8F-02FPy Lesson 2 Lesson 1 Lesson 3 Q 8 LG 1 Explore Orange Q 2 AC 0 AC 0 AC 2 LG 2 Engage Blue Q 2 Q 10 Q10 Q 10 AC 0 AC 2 LG 3 Yellow Explore AC 2 LG 4 Q 9 AC 2 LG 2 AC 0 Q 6 How are We Analyzing the TSS Data?For HLP 2…

  20. Study Participants Elementary Teacher Prep. at Pittsburgh Masters of Arts in Teaching (MAT) Graduate program 4 academic terms (12 mo.) 20-35 hr. internship for academic yr. Students are usually first-career, 22-25 yrs. old, female, Caucasian Professional Year (PY) Graduate program 2 academic terms (8 mo.) 14-week practicum (1 day of observation/participation each week in fall term) 14-week student teaching (spring term) Students are often second-career, 25-40 yrs. old, female, Caucasian 20

  21. Study ParticipantsElementary Teacher Prep. at Pittsburgh Masters of Arts in Teaching (MAT) Enroll in Science Methods course during spring term (3rd term in program) Concurrent with teaching Professional Year (PY) Same 15-week Science Methods course. Meets weekly for 3 hours in the evening. Enroll in Science Methods course during fall term (1st term in program) No concurrent teaching 21

  22. What is the TSS Data Telling Us About HLP 2?HLP-2d 22

  23. What is the TSS Data Telling Us About HLP 2?Sub-Practice a and c… 23

  24. What is the TSS Data Telling Us About HLP 2?Sub-Practice b… 24

  25. What is This Data Telling Us? 25

  26. Page 18 in Hand-Out CONTENT PEDAGOGY PEDAGOGICAL CONTENT KNOWLEDGE (PCK) • Common Content Knowledge (CCK) • Classroom Management • Instructional Principles • Horizon Knowledge (HK) • Teaching (KCT) • Students (KCS) • Specialized Content Knowledge (SCK) • Curriculum (KCC) • Learners & Learning • Educational Aims Ball, et al. (2008) Magnuson, et al. (2001) What Knowledge Types are Teachers Drawing on to Enact the HLPs? 26

  27. Looking for Evidence of KnowledgeA mini-exercise • Can we infer anything about PSTs’ knowledge from the TSS data? • If so, what type(s) of knowledge can we infer? • Look at examples 1-6 (pp. 19-24); identify evidence on which inferences may be based • Is the Knowledge Needed for Teaching framework of Ball et al. a useful tool to understand how/why PSTs take up certain HLPs? • In what ways are you linking teachers’ practices with mediating knowledge? 27

  28. KCT Lesson 2 Green Lesson 1 8F-02FPy Blue Engage Q 3 8F-04FPy Q 1 Lesson 1 Engage Engage 8F-03FPy Lesson 1 Yellow Blue Engage Q 10 Q 10 Lack of CCK KCS KCT CCK KCS KCT CCK KCS KCT Lack of CCK KCS How are We Analyzing the TSS Data?For Knowledge for Teaching used to Apply the Learning Cycle Framework… PSTs who are successful with HLP 2 b appear to have more SCK.

  29. Jennifer L. Cartier Assistant Professor University of Pittsburgh School of Education 5523 W. W. Posvar Hall Telephone: (412) 648-7248 E-mail: jcartier@pitt.edu Leslie Lancaster Graduate Student Researcher University of Pittsburgh School of Education 5522 W. W. Posvar Hall Telephone: (412) 648-1045 Email: lel26@pitt.edu Want to Know More?Contact Us… 29

  30. Did the PST explicitly identify LG/SF? Did the PST accurately align to the LG/SF? Did PST modify for LG/SF alignment? How are We Analyzing the TSS Data?For HLP 2…

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