Transcript 9-29-14 Aaberg Collaborative Teaching

Collaborative Teaching
Shelby Aaberg
Scottsbluff HS
[email protected]
This Session
10:50 – 11:40
• Collaboration Matters
• Realities Teachers Face
(Groupwork is Unfair &
Professional Time is Finite)
• Analyzing Student
Assessment Data
• Technology Supporting
Collaboration
Technology is transforming the
work of teachers. Teachers are
expected to spontaneously
work cooperatively, sometimes
without formal training on
how to work in groups. This
session will address effective
strategies for cooperative
lesson planning and provide
guidance on how to analyze
student assessment data to
make inferences about
instructional practices.
How can math teachers learn
what they need to know?
“Most mathematics teachers work in relative isolation, with
little support for innovation and few incentives to improve their
practice. Yet much of teachers’ best learning occurs when they
examine their teaching practices with colleagues. Research
indicates that teachers are better able to help their students
learn mathematics when they have opportunities to work
together to improve their practice, time for personal reflection,
and strong support from colleagues and other qualified
professionals.”
National Council of Teachers of Mathematics.
(2000). Principles and standards for school
mathematics. Reston, VA
Move from “pockets of excellence”
to “systems of excellence”
“Too many teachers of mathematics remain professionally
isolated, without the benefits of collaborative structures and
coaching, and with inadequate opportunities for professional
development related to mathematics teaching and learning.”
Actions
“Work collaboratively with colleagues to plan instruction, solve
common challenges, and provide natural support as they take
collective responsibility for student learning.”
Principles to Actions: Executive Summary. (2014).
Retrieved from
http://www.nctm.org/uploadedFiles/Standards_and
_Focal_Points/Principles_to_Action/PtAExecutiveSu
mmary.pdf
National Board for Professional
Teaching Standards
Standard X, Professional Community:
Accomplished mathematics teachers continually collaborate with
other teachers and education professionals…
Teachers promote the ideal that working collaboratively
increases knowledge, reflection, and quality of practice and
benefits the instructional program. Teachers seek to make their
teaching an open community activity…. Decision making
becomes a collaborative process rather than an isolated process.
Model Code of Ethics
• http://www.nasdtec.net/default.asp?page=M
CEE#.U6L5xaXwMXg.twitter
Realities: Teacher Time
• Collaboration with
colleagues carries a
time cost
• Teachers must support
one another and be
mindful that life
happens
Mistake Aversion
• Professional risk must
be considered when
building communities of
teachers
• Team mentality should
prevail: our kids, not
your kids or my kids
We (Teachers) Must Change Our Mindset
Towards Collaborative Work
Group Work is Unfair
You expect your students to work in groups…
• Discuss with your neighbor: where/when is this explicitly
taught?
• Where/when should we expect students to work in groups?
• Then… where/when should we expect teachers to naturally
work together in groups cooperatively? And be productive?
• Group activity: Go to Google, type in “Who Gets the Heart?”
Are Our Assessments Meaningful?
Where Do Your Assessments Live?
3 Considerations with
Student Assessment Data
• Does the test measure what it claims to measure? (valid)
• Will the test return consistent measures across multiple
administrations? (reliable)
• How will I use the data I retrieve in meaningful ways?
(applicable)
Comparing Exam Performance (using same exam):
AP Stats Exam 1, Fall 2014 vs Fall 2013
Fall 2014 Exam 1 Performance
Fall 2013 Exam 1
Performance
Analyzing Student Work
• Takes the focus off the teacher and puts it
back on the student
Analyzing Student Work
• Takes the focus off the teacher and puts it
back on the student
Pre-Test Data
Post-Test Data
Collecting Student Data Immediately
• ScanSnap Scanner
Free PD: Cross Observation &
Instructional Rounds
• Go to another teacher’s classroom and
observe their teaching.
• Only positive feedback – NO corrective
feedback – is allowed.
• Have a conversation afterwards, face to face
whenever possible.
Collaborative Lesson Planning &
Assessment Planning
• Dropbox
www.dropbox.com
• Writing assessments and
lessons together
• Analyzing the student
data together
• Teacher driven, not
administrator driven
What if I’m the department?
Resources
• Twitter
www.twitter.com
• Pinterest
www.pinterest.com
• Twitter chats
• Educational Service Units
Tues 7:30 pm CST
#ruraledchat
Wed 8 pm CST
#nebedchat
** Making connections with
other people at conferences
like this! **
Actually get up and go talk to
someone new!!!!!!
Teaching Channel