MARCH 2012 MTL MEETING

LAURA MALYBERNARD RAHMING

CYNTHIA CUELLAR RODRIGUEZ

Beliefs and Assumptions

Strategies and practical techniques for classroom formative assessment

Engineering effective discussions, activities, and classroom tasks that elicit evidence of learning

Key idea: questioning should cause thinking provide data that informs teaching

Improving teacher questioning generating questions with colleagues low-order vs. high-order not closed vs. open appropriate wait-time

tasks that elicit evidence of learning Getting away from (I-R-E)

basketball rather than serial table-tennis ‘No hands up’ (except to ask a question) ‘Hot Seat’ questioning

All-student response systems ABCD cards, “show-me” boards, exit passes

Dylan William; Sustaining formative assessment with teacher learning communities, March 2012

Learning IntentionSuccess Criteria

Learning Intention We are learning to develop an understanding of how

beliefs and assumptions impact our work with schools, teams and individuals.

Success Criteria We will know we are successful when we develop

strategies to address beliefs and assumptions that hinder the implementation of the Instructional Design of the CMSP.

What is a belief? An assumption?

Turn and Talk

Belief: Acceptance of truth of something; trust; something that

somebody believes in; opinion Acceptance by the mind that something is true or real, often

underpinned by an emotional or spiritual sense of certainty

Assumption: Something taken for granted Something that is believed to be true without proof

Encarta Dictionary

Comfort Groups

What textbook series are you most comfortable with?

Individual Illustrate how you feel about this program

Whip around your group. Why did you choose this group? Share your illustration

As a group Create a collage that includes all illustrations

Discuss the Comfort Group questions

Comfort Groups Debrief

What assumptions might teachers who teach using these materials have about the teaching and learning of mathematics?

How does the lesson format align with or contradict the CMSP Instructional Design?

Do you have any evidence to demonstrate that teachers’ beliefs about their use of a textbook are related to student demographics?

Highlight 3 important elements of your group’s conversation to share with others

Why do People Resist Change?

As a table group Brainstorm a list of common causes of resistance in

schools

Overcoming Resistance

What’s Our Goal?

Goal: students meeting and exceeding standards We believe that inquiry – based learning

will help us meet this goal

Hand Up; Stand Up; Pair Up Discuss what inquiry-based learning

means to you

FROMFROM TOTO

Teacher instructs students in a concept or skill

Teacher solves example problems with the class

Students practice on their own while the teacher assists individual students

Teacher introduces problem Students struggle with the

problem Various students present

ideas or solutions to the class

The class discusses the various solution methods

Teacher summarizes the class’ conclusion

Students practice similar problems

Students practice their new understanding in a new context

Shift in How We Instruct

Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement, S. Leinwand, 2009

Down and Dirty

In Comfort Groups: Review the Guide for Planning with __(textbook series)__

Find those sections in your book Provide feedback on the Guide 1 copy with notes submitted per group

Whole groups share out Highlights discussed about the Guide Successes and Challenges of planning using the

GuideHomework: Mixed groups

Plan an upcoming lesson using the Guide’s suggestions

Learning IntentionSuccess Criteria

Learning Intention We are learning to develop an understanding of how

beliefs and assumptions impact our work with schools, teams and individuals

Success Criteria We will know we are successful when we develop

strategies to address beliefs and assumptions that hinder the implementation of the Instructional Design of the CMSP

Now What?

How do we address teacher’s beliefs and assumptions about the Instructional Design and their primary textbook? Do you think the texts that teachers are using impact

how they apply the Instructional Design? Identify 3 strategies you will use when working

with teachers to address resistance to the instructional design.

Looking at the wrong knowledge14

The most powerful teacher knowledge is not explicit: That’s why telling teachers what to do doesn’t work. What we know is more than we can say. And that is why most professional development has been

relatively ineffective.

Improving practice involves changing habits, not adding knowledge: That’s why it’s hard:

And the hardest bit is not getting new ideas into people’s heads. It’s getting the old ones out.

That’s why it takes time.

But it doesn’t happen naturally: If it did, the most experienced teachers would be the most

productive, and that’s not true (Hanushek & Rivkin, 2006).

Transfer to Classroom Practice

Percent of Participants Attaining Transfer

Theory/Information Only 5%Demonstration10%Practice20% Peer Coaching 90%

Joyce & Showers, 2001

Reflection

Resistance/Concern

StrategyReflection on

use of Strategy

Identify 3 strategies you will use when working with teachers to address resistance to the instructional design.

Learning IntentionSuccess Criteria

Learning Intention We are learning to develop an understanding of how

beliefs and assumptions impact our work with schools, teams and individuals

Success Criteria We will know we are successful when we develop

strategies to address beliefs and assumptions that hinder the implementation of the Instructional Design of the CMSP

Change

You can’t change the world – you can only change yourself. Although we can only change ourselves, making a

change creates a ripple effect, like throwing a stone into a pond. When we change our behavior, the effects of that change may reach farther than we anticipate. We don’t always see the big picture and realize the impact we have on others. By working for change within ourselves, we often affect others in a way we couldn‘t do otherwise.

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