Transcript Slide 1

Creating Effective
Partnerships Through a
Design Research
Approach
Teruni Lamberg, Ph.D
University of Nevada, Reno
[email protected]
(775) 682 7533
Math Science Partnership Regional Meeting
Sponsored by the U.S Department of Education
Chicago, 2008
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Designing the Northeastern Nevada
Math Project
• Teachers need Content Knowledge and Pedagogical Content
Knowledge to teach mathematics effectively. (Ball, 1997)
• Professional development needs to take into account how teachers
learn, what content they need to know and pedagogical skills they
need.
• Design research involves engineering particular forms of learning
within a domain and systematically studying how that learning
takes place in iterative cycles (Kelly, 2003; Cobb, diSessa, Lehrer &
Schauble, 2003; Collins, Joseph & Bielaczyc, 2004).
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Goals of NNMP Project
• Increase student achievement and learning in mathematics.
• Increase teacher content and Pedagogical Content Knowledge in
mathematics.
• Support teachers to refine teaching practices to increase student
learning.
• Provide professional development that is research based and also
through research.
• Work together to build a strong partnership/community to provide
support and improve math instruction in Northeastern Nevada.
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PD Partners and Expertise relevant to
NNMP project
Partner
Expertise
Math Education
Pedagogical Content knowledge
Mathematician
Content knowledge
Regional Trainer
•Knowledge of facilitating learning experiences for
teachers
•Insider’s knowledge of teachers in the district
Nevada
Department of
Education math
consultant
Knowledge of State testing, Standards and Policy
5 School districts
*Provided support and was involved in initial
discussions
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Networks of Support
District
University
Nevada
Department
of Education
School
Regional
Professional
Development
Program
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MAKING PROFFESSIONAL
DEVELOPMENT DESIGN
DECISIONS
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Design Research Approach for Professional Development
Professional
Development
Sessions
Adjust based on
formative
assessments
Planning
Team
MEETINGS
Generate
Conjectures
based on
data and
current
research
PD data: Video, journals, artifacts
Classroom data:
student work, student test
Teaching practice:
Classroom video/observations, journals
Analyze data
and revise
conjectures
or make
new ones
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DATA COLLECTED
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Data Collected to Make PD design
decisions and also to Evaluate project
Teacher Knowledge
Data Collected
Teacher pedagogical content
knowledge
Teacher Pedagogical Content test
Pre and post test
Teacher content knowledge
Pre and Post test (specific to institute)
Teacher’s Classroom Practices
Data Collected
Classroom observations
Video (RTOP Protocol)
Classroom artifacts
Sample of student work, lessons etc
Student Achievement
Data Collected
Student content test
Pre and Post tests
State standardized testing (CRT)
Currently in process of collecting data
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Other Data Collected to Examine
effectiveness of PD sessions
Professional Development
Sessions
Learning of Teachers within the
professional development sessions
Video tapes of professional
development sessions
Artifacts from professional
development sessions, chart papers,
artifacts created, teacher journals
Field notes
Project Team Meetings
Learning of the Professional
Development Team
Field notes, artifacts
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PROJECT IMPACT
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Teacher Pedagogical Content Test
(2006 and 2007)
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Teacher Content Test (Fractions)
Summer Institute 2007
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Shifts in Classroom Practices
• Teachers changed how they question students
• Teachers re-think assessments “Kids need
feedback. Let’s talk about what you did here.
Look at points of strengths and misconceptions.”
• Focus on thinking about math as concepts as
opposed to just procedures
• Encourage students to justify their reasoning
Teachers report:
• They re-conceptualize mathematics as
concepts…
“ I have an increased awareness of how I think
about math. It never came to the fore front of
my mind.”
• They focus on the process of student thinking…
“ I pay more attention to what students have to
say or write about how they got an answer. I’m
more willing to look at the process”
Teachers report:…
• A shift towards teaching mathematics
through problem solving…
“I shift from lecture to participation”
• A gain in confidence in teaching math…
“I am more confident..”I know what math I
want from my students.”
“I have a lot more confidence in my ability to
get them where they want to be.”
Teachers Report…
• They plan and assess differently…
“I plan instruction based on student
responses and needs, I always thought that I
taught for understanding, but until now, I had
no way to measure understanding.”
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Impact:
Student Pre and Post test scores Year 2
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Lessons Learned
•
Design Research approach is useful for making PD decisions.
•
Making PD design decisions based on data helps provide more
effective and efficient PD.
•
Creating content specific tests for teacher and students is useful
for making specific PD decisions.
•
Planning as a PD team was critical for integrating knowledge
•
A partnership involves learning and co-creating knowledge
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Lessons Learned cont:
• Planning take time
• Need to use expertise and resources of
Partnership
• Communication is important!
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THANK YOU!
Contact Information
Dr. Teruni Lamberg
University of Nevada, Reno
[email protected]
775 682 7533
The instructional practices and assessments discussed or shown in this
presentation are not intended as an endorsement by the U.S. Department
of Education.