ivan cheng icheng@csun

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Collaborating for Student Success Using Collaborative Inquiry with Using Collaborative Inquiry with Student Teachers Student Teachers to Support Teacher Professional to Support Teacher Professional Development Development Sponsored by Teachers for a New Era Sponsored by Teachers for a New Era AERA ~ Denver ~ 5/4/10 AERA ~ Denver ~ 5/4/10 Ivan Cheng Ivan Cheng [email protected] [email protected]

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Using Collaborative Inquiry with Student Teachers to Support Teacher Professional Development Sponsored by Teachers for a New Era AERA ~ Denver ~ 5/4/10. Ivan Cheng [email protected]. The Problem. Algebra success rate is low in the district - PowerPoint PPT Presentation

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Page 1: Ivan Cheng    icheng@csun

Collaborating for Student Success

Using Collaborative Inquiry Using Collaborative Inquiry with Student Teacherswith Student Teachersto Support Teacher to Support Teacher

Professional DevelopmentProfessional DevelopmentSponsored by Teachers for a New Sponsored by Teachers for a New

Era Era

AERA ~ Denver ~ 5/4/10AERA ~ Denver ~ 5/4/10

Using Collaborative Inquiry Using Collaborative Inquiry with Student Teacherswith Student Teachersto Support Teacher to Support Teacher

Professional DevelopmentProfessional DevelopmentSponsored by Teachers for a New Sponsored by Teachers for a New

Era Era

AERA ~ Denver ~ 5/4/10AERA ~ Denver ~ 5/4/10 Ivan Cheng Ivan Cheng [email protected]@csun.edu

Ivan Cheng Ivan Cheng [email protected]@csun.edu

Page 2: Ivan Cheng    icheng@csun

Collaborating for Student Success

The ProblemThe Problem• Algebra success rate is low in the districtAlgebra success rate is low in the district• Only Only 6% of 828 6% of 828 Algebra 1 studentsAlgebra 1 students at one at one

high school scored “Proficient” or above in high school scored “Proficient” or above in on the California Standards Test (CST)on the California Standards Test (CST)

• Two thirds of those who fail Algebra in 8th Two thirds of those who fail Algebra in 8th or 9th grade fail to graduate on timeor 9th grade fail to graduate on time

• Algebra success rate is low in the districtAlgebra success rate is low in the district• Only Only 6% of 828 6% of 828 Algebra 1 studentsAlgebra 1 students at one at one

high school scored “Proficient” or above in high school scored “Proficient” or above in on the California Standards Test (CST)on the California Standards Test (CST)

• Two thirds of those who fail Algebra in 8th Two thirds of those who fail Algebra in 8th or 9th grade fail to graduate on timeor 9th grade fail to graduate on time

Page 3: Ivan Cheng    icheng@csun

Collaborating for Student Success

““To improve their mathematics instruction, To improve their mathematics instruction, teachers must be able to analyze what teachers must be able to analyze what they and their students are doing and they and their students are doing and consider how those actions are affecting consider how those actions are affecting students’ learning.”students’ learning.”

““To improve their mathematics instruction, To improve their mathematics instruction, teachers must be able to analyze what teachers must be able to analyze what they and their students are doing and they and their students are doing and consider how those actions are affecting consider how those actions are affecting students’ learning.”students’ learning.”

NCTM Principles and Standards, p. 18NCTM Principles and Standards, p. 18

The SolutionThe Solution

Page 4: Ivan Cheng    icheng@csun

Collaborating for Student Success

The SolutionThe Solution””Teachers learn well just as students do – Teachers learn well just as students do –

by studying, doing, and reflecting; by studying, doing, and reflecting; by collaborating with other teachers; by collaborating with other teachers; by looking closely at students and their by looking closely at students and their work; and by sharing what they see.”work; and by sharing what they see.”

””Teachers learn well just as students do – Teachers learn well just as students do – by studying, doing, and reflecting; by studying, doing, and reflecting; by collaborating with other teachers; by collaborating with other teachers; by looking closely at students and their by looking closely at students and their work; and by sharing what they see.”work; and by sharing what they see.”

Darling-Hammond (1999), p. 12Darling-Hammond (1999), p. 12

by collaborating with other teachersby collaborating with other teachers

Page 5: Ivan Cheng    icheng@csun

Collaborating for Student Success

Theoretical FrameworkTheoretical Framework• Learning environment needed to support Learning environment needed to support

generative change (Darling-Hammond, et al. generative change (Darling-Hammond, et al. 2009; Ball, 2002; Swafford, et al. 1999; 2009; Ball, 2002; Swafford, et al. 1999; Chapin, 1994; Little, 1993; Lave & Wenger, Chapin, 1994; Little, 1993; Lave & Wenger, 1991)1991)

• Practical inquiry around student thinking Practical inquiry around student thinking similar to CGI (Carpenter, et al. 2000; similar to CGI (Carpenter, et al. 2000; Franke, et al. 2001; Carpenter, et al., 1999)Franke, et al. 2001; Carpenter, et al., 1999)

• Learning environment needed to support Learning environment needed to support generative change (Darling-Hammond, et al. generative change (Darling-Hammond, et al. 2009; Ball, 2002; Swafford, et al. 1999; 2009; Ball, 2002; Swafford, et al. 1999; Chapin, 1994; Little, 1993; Lave & Wenger, Chapin, 1994; Little, 1993; Lave & Wenger, 1991)1991)

• Practical inquiry around student thinking Practical inquiry around student thinking similar to CGI (Carpenter, et al. 2000; similar to CGI (Carpenter, et al. 2000; Franke, et al. 2001; Carpenter, et al., 1999)Franke, et al. 2001; Carpenter, et al., 1999)

Page 6: Ivan Cheng    icheng@csun

Collaborating for Student Success

Theory of ChangeTheory of ChangeTraditional ModelTraditional ModelTraditional ModelTraditional Model

ProfessionalProfessionalDevelopmentDevelopment

TeacherTeacherLearningLearning

StudentStudentAchievementAchievement

Page 7: Ivan Cheng    icheng@csun

Collaborating for Student Success

Theory of ChangeTheory of ChangeStudent Centered ModelStudent Centered ModelStudent Centered ModelStudent Centered Model

CollaborativeCollaborativeInquiryInquiry

StudentStudentAchievementAchievement

Page 8: Ivan Cheng    icheng@csun

Collaborating for Student Success

Theory of ChangeTheory of ChangeStudent Centered ModelStudent Centered ModelStudent Centered ModelStudent Centered Model

CollaborativeCollaborativeInquiryInquiry

StudentStudentAchievementAchievement

TeacherTeacherLearningLearning

ProfessionalProfessionalDevelopmentDevelopment

Page 9: Ivan Cheng    icheng@csun

Collaborating for Student Success

• Student Improvement Through Teacher Student Improvement Through Teacher Empowerment (Empowerment (SITTESITTE))

• Utilize teachers’ classrooms as Utilize teachers’ classrooms as “laboratories” for daily practical inquiry“laboratories” for daily practical inquiry

• Collaborative inquiry based on the Collaborative inquiry based on the Cognitively Guided Instruction (CGI) modelCognitively Guided Instruction (CGI) model

• The The Responsive Teaching CycleResponsive Teaching Cycle (RTC) (RTC)

• Student Improvement Through Teacher Student Improvement Through Teacher Empowerment (Empowerment (SITTESITTE))

• Utilize teachers’ classrooms as Utilize teachers’ classrooms as “laboratories” for daily practical inquiry“laboratories” for daily practical inquiry

• Collaborative inquiry based on the Collaborative inquiry based on the Cognitively Guided Instruction (CGI) modelCognitively Guided Instruction (CGI) model

• The The Responsive Teaching CycleResponsive Teaching Cycle (RTC) (RTC)

The InterventionThe Intervention

((SITTESITTE))

Page 10: Ivan Cheng    icheng@csun

Collaborating for Student Success

Responsive Teaching Cycle (RTC)

Responsive Teaching Cycle (RTC)

• Daily collaboration around evidence of Daily collaboration around evidence of student learningstudent learning

• Focus on getting through to students Focus on getting through to students rather than getting through a bookrather than getting through a book

• Daily collaboration around evidence of Daily collaboration around evidence of student learningstudent learning

• Focus on getting through to students Focus on getting through to students rather than getting through a bookrather than getting through a book

ExploreExplore

EstablishEstablish ExperimentExperiment

ExamineExamine

Student Student LearningLearningStudent Student LearningLearning

Page 11: Ivan Cheng    icheng@csun

Collaborating for Student Success

ParticipantsParticipants• 4 Teachers 4 Teachers

(9 sections of Algebra 1, almost all with (9 sections of Algebra 1, almost all with past failure in math)past failure in math)

• 5 Student Teachers 5 Student Teachers (theater arts, food science, political science, (theater arts, food science, political science, engineering, math)engineering, math)

ParticipantsParticipants• 4 Teachers 4 Teachers

(9 sections of Algebra 1, almost all with (9 sections of Algebra 1, almost all with past failure in math)past failure in math)

• 5 Student Teachers 5 Student Teachers (theater arts, food science, political science, (theater arts, food science, political science, engineering, math)engineering, math)

The StudyThe Study

Page 12: Ivan Cheng    icheng@csun

Collaborating for Student Success

Research questionsResearch questions• Impact on teachers’ decisions & practiceImpact on teachers’ decisions & practice• Impact on students’ performanceImpact on students’ performance

DataData• Lesson activities (Hiebert et al., 2003)Lesson activities (Hiebert et al., 2003)• Online reflections & emailsOnline reflections & emails• Meeting notesMeeting notes

Research questionsResearch questions• Impact on teachers’ decisions & practiceImpact on teachers’ decisions & practice• Impact on students’ performanceImpact on students’ performance

DataData• Lesson activities (Hiebert et al., 2003)Lesson activities (Hiebert et al., 2003)• Online reflections & emailsOnline reflections & emails• Meeting notesMeeting notes

The StudyThe Study

Page 13: Ivan Cheng    icheng@csun

Collaborating for Student Success

• Four tasks: Planning, Instructing, Four tasks: Planning, Instructing, Assessing, Reflecting (+ attention to Assessing, Reflecting (+ attention to Academic Language)Academic Language)

• Similar to National Board processSimilar to National Board process• Artifacts and commentaries, including Artifacts and commentaries, including

video of teachingvideo of teaching• Valid and reliable assessment; Valid and reliable assessment;

scorers calibratedscorers calibrated

• Four tasks: Planning, Instructing, Four tasks: Planning, Instructing, Assessing, Reflecting (+ attention to Assessing, Reflecting (+ attention to Academic Language)Academic Language)

• Similar to National Board processSimilar to National Board process• Artifacts and commentaries, including Artifacts and commentaries, including

video of teachingvideo of teaching• Valid and reliable assessment; Valid and reliable assessment;

scorers calibratedscorers calibrated

The PACT FrameworkThe PACT FrameworkPlanningPlanning

Page 14: Ivan Cheng    icheng@csun

Collaborating for Student Success

• Balanced focusBalanced focus: Connections between : Connections between procedures, concepts, reasoningprocedures, concepts, reasoning

• Access to contentAccess to content: Sequencing of tasks, : Sequencing of tasks, structured supports for learningstructured supports for learning

• Meaningful assessmentsMeaningful assessments: Aligned with : Aligned with opportunities to engage in mathematics; opportunities to engage in mathematics; rich problems to elicit levels of rich problems to elicit levels of understandingunderstanding

• Balanced focusBalanced focus: Connections between : Connections between procedures, concepts, reasoningprocedures, concepts, reasoning

• Access to contentAccess to content: Sequencing of tasks, : Sequencing of tasks, structured supports for learningstructured supports for learning

• Meaningful assessmentsMeaningful assessments: Aligned with : Aligned with opportunities to engage in mathematics; opportunities to engage in mathematics; rich problems to elicit levels of rich problems to elicit levels of understandingunderstanding

The Planning TaskThe Planning Task

Page 15: Ivan Cheng    icheng@csun

Collaborating for Student Success

• Basic skills developed in context, not in Basic skills developed in context, not in isolationisolation

• Multiple representations used to provide Multiple representations used to provide meaningful connectionsmeaningful connections

• Critical thinking promoted through patterns Critical thinking promoted through patterns and explorationsand explorations

• Focused on teaching tools instead of Focused on teaching tools instead of teaching topicsteaching topics

• Basic skills developed in context, not in Basic skills developed in context, not in isolationisolation

• Multiple representations used to provide Multiple representations used to provide meaningful connectionsmeaningful connections

• Critical thinking promoted through patterns Critical thinking promoted through patterns and explorationsand explorations

• Focused on teaching tools instead of Focused on teaching tools instead of teaching topicsteaching topics

Impact on TeachersImpact on Teachers

Page 16: Ivan Cheng    icheng@csun

Collaborating for Student Success

Impact on TeachersImpact on Teachers

Page 17: Ivan Cheng    icheng@csun

Collaborating for Student Success

Noe wants to get an A in his Algebra 1 class. He has decided that the first thing he needs to do to get an A in his math class is to attend class every day. Each day that Noe comes to class he earns 5 points.

1. Answer the questions below:a. If Noe comes to class for 2 days, how many points does he have?b. If Noe comes to class for 8 days, how many points does he have?c. If Noe comes to class for 12 days, how many points does he have?d. If Noe comes to class for 15 days, how many points does he have?e. If Noe comes to class for 18 days, how many points does he have?

2. Describe what you did to get your answers for a–e.3. Complete the table below:4. Choose a letter to represent the number of days that Noe attends school. Use that letter to write an

expression that represents the number of points that Noe earns when he attends class.5. Draw a graph on the back.6. If Noe went to school for 132 days, how many points will he earn?7. If Noe earned 55 points, how many days did he attend class?

Noe wants to get an A in his Algebra 1 class. He has decided that the first thing he needs to do to get an A in his math class is to attend class every day. Each day that Noe comes to class he earns 5 points.

1. Answer the questions below:a. If Noe comes to class for 2 days, how many points does he have?b. If Noe comes to class for 8 days, how many points does he have?c. If Noe comes to class for 12 days, how many points does he have?d. If Noe comes to class for 15 days, how many points does he have?e. If Noe comes to class for 18 days, how many points does he have?

2. Describe what you did to get your answers for a–e.3. Complete the table below:4. Choose a letter to represent the number of days that Noe attends school. Use that letter to write an

expression that represents the number of points that Noe earns when he attends class.5. Draw a graph on the back.6. If Noe went to school for 132 days, how many points will he earn?7. If Noe earned 55 points, how many days did he attend class?

Impact on TeachersImpact on Teachers

Page 18: Ivan Cheng    icheng@csun

Collaborating for Student Success

The installation cost and monthly monitoring fee of a security system are listed below for two companies.

Ace Systems charges $327 for installation and $204 per month for monitoring the system.

Zero Entry charges $535 for installation and $188 per month for monitoring the system.

• Write a variable expression for the total cost of a security system installed and monitored by Ace Systems. Write a variable expression for the total cost of a security system installed and monitored by Zero Entry. Define the variable.

• Mrs. Clark will sign a contract to have a security system installed and monitored for 12 months. Calculate the total cost each company will charge for this service. Show all your work.

• If Mrs. Clark signs a contract to have a security system installed and monitored for 18 months, which company has a lower total cost? Provide an explanation or show all your work.

The installation cost and monthly monitoring fee of a security system are listed below for two companies.

Ace Systems charges $327 for installation and $204 per month for monitoring the system.

Zero Entry charges $535 for installation and $188 per month for monitoring the system.

• Write a variable expression for the total cost of a security system installed and monitored by Ace Systems. Write a variable expression for the total cost of a security system installed and monitored by Zero Entry. Define the variable.

• Mrs. Clark will sign a contract to have a security system installed and monitored for 12 months. Calculate the total cost each company will charge for this service. Show all your work.

• If Mrs. Clark signs a contract to have a security system installed and monitored for 18 months, which company has a lower total cost? Provide an explanation or show all your work.

Impact on StudentsImpact on Students

Page 19: Ivan Cheng    icheng@csun

Collaborating for Student Success

0

5

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45

Unit 1 Unit 2 Unit 3

School

SITTE

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4

5

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8

Unit 1 Unit 2 Unit 3

School

SITTE

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0.5

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Unit 1 Unit 2 Unit 3

School

SITTE

Overall (% Correct) Mult. Choice (# Correct) Constructed Resp. (4 Max.) Overall (% Correct) Mult. Choice (# Correct) Constructed Resp. (4 Max.)Impact on StudentsImpact on Students

Page 20: Ivan Cheng    icheng@csun

Collaborating for Student Success

• Participants were not randomly selected Participants were not randomly selected (though the students were)(though the students were)

• The role of the facilitator was not The role of the facilitator was not examinedexamined

• Constructed response items were scored Constructed response items were scored by the teachers themselves by the teachers themselves

• Mathematics learning of teachers, MKT, Mathematics learning of teachers, MKT, and tacit beliefs were not assessedand tacit beliefs were not assessed

• Participants were not randomly selected Participants were not randomly selected (though the students were)(though the students were)

• The role of the facilitator was not The role of the facilitator was not examinedexamined

• Constructed response items were scored Constructed response items were scored by the teachers themselves by the teachers themselves

• Mathematics learning of teachers, MKT, Mathematics learning of teachers, MKT, and tacit beliefs were not assessedand tacit beliefs were not assessed

LimitationsLimitations

Page 21: Ivan Cheng    icheng@csun

Collaborating for Student Success

• Students benefit from the collaboration of Students benefit from the collaboration of their teacherstheir teachers

• Teacher learning can occur when Teacher learning can occur when educational settings are structured to educational settings are structured to focus on student learningfocus on student learning

• Student teachers can gain experience Student teachers can gain experience enacting the practices that are promoted enacting the practices that are promoted in their pre-service coursesin their pre-service courses

• Students benefit from the collaboration of Students benefit from the collaboration of their teacherstheir teachers

• Teacher learning can occur when Teacher learning can occur when educational settings are structured to educational settings are structured to focus on student learningfocus on student learning

• Student teachers can gain experience Student teachers can gain experience enacting the practices that are promoted enacting the practices that are promoted in their pre-service coursesin their pre-service courses

ImplicationsImplications

Page 22: Ivan Cheng    icheng@csun

Collaborating for Student Success

Thank YouThank You

AERA ConferenceAERA ConferenceDenver ~ 5/4/10Denver ~ 5/4/10

Thank YouThank You

AERA ConferenceAERA ConferenceDenver ~ 5/4/10Denver ~ 5/4/10

Ivan Cheng Ivan Cheng [email protected]@csun.edu

Ivan Cheng Ivan Cheng [email protected]@csun.edu

Page 23: Ivan Cheng    icheng@csun

Collaborating for Student Success