That’s it! Last deliverable of the quarter completed! This was a big one: 67% of the grade. Here’s the prompt and below my response: Final Paper For this paper you will study in-depth a professional development program (or set of programs with similar foci) of your choosing and write a paper describing and analyzing that program(s). Be sure to select a program for which research has been conducted and reports of that research are available. Your paper should address the following topics: Nature of the professional development program Underlying assumptions about teaching and teacher learning Summary of research conducted on … Continue reading “Teacher PD – Final Paper” →
After a very long weekend of deep research and exploration into Online Teacher Professional Development, I finalized the presentation and delivered to the class. It was well received with a high point commentary from Janet (professor) that “it is a very challenging topic that was well explored and presented.” Here it is:
oTPD (Online Teacher Professional Development NGSX – Next Generation Science Exemplar System for Professional Development History June 2012 started partnering with School districts State departments of education Informal science education providers Math/science partnerships 9 states to pilot the beta version of the NGSX “Argumentation, Explanation, and Modeling the Behavior of Matter.” The Mosakowski Institute for Public Enterprise at Clark University Sarah Michaels: Clark University and Tidemark Institute Associate Jean Moon: Tidemark Institute Brian J. Reiser: Northwestern University and Tidemark Institute Associate Target K-12 Science Education Based on National Research Council’s (NRC) “A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core … Continue reading “Teacher PD – Final – Research Notes” →
Group Presentation National Writing Project Writing assignment Prompt What do you think about prior to developing a writing assignment? Response (5 minutes to do it) First thing I would do is create a learning objective for the assignment and a rubric for assessing it. I would share this with the students and ask if they understand the assessment and prompt for any suggestions or things they might want to change. I would then show some examples of quality work and have them assess them using the rubric. Lastly I will ask them to list 3 topics they might want to … Continue reading “Teacher PD – Week 10 – Class Notes” →
National Academies of Sciences, Engineering, and Medicine. (2015). Science Teachers Learning: Enhancing Opportunities, Creating Supportive Contexts. Committee on Strengthening Science Education through a Teacher Learning Continuum. Board on Science Education and Teacher Advisory Council, Division of Behavioral and Social Science and Education. Washington, DC: The National Academies Press. [Read Summary, Chapters 6 & 9; also recommended: Chapter 8] “A Nation at Risk” – book Warned of the risks of neglecting improvements in the quality of teaching in public schools Next Generation Science Standards (NGSS) was a response to the book Teachers are the ones who will deliver these new standards … Continue reading “Teacher PD – Week 10 – Reading Notes” →
Teacher PD – Reading Response 2016, Winter, Week 9 Lucas Longo Prompt What insights about the nature and design of online PD programs and the research on online PD did you gain by reading the set of articles by Fishman & colleagues and Moon & colleagues? What is the value of this type of “conversation” among scholars in a journal? Response I was pleasantly surprised initially with the results, even if conservative, that showed no “significant differences” between the online PD and the face-to-face modalities (Fishman et al, 2014). High dropout rates in MOOCS for example, might suggest that the … Continue reading “Teacher PD – Week 9 – Reading Response Assigment” →
Did a great group activity of proposing an online PD to the rest of the class: Affordances and limitations of going to scale via online PD and by preparing PD facilitators Affordance is something you may afford / buy – it’s on the shelf, it’s available but you might choose or not be able to buy it. Limitation is something that is absent from the shelf – it’s not available Were the teachers required to participate in the PD? Was there data on the online participation?
Borko, H., Koellner, K., & Jacobs, J. (2011). Meeting the challenges of scale: The importance of preparing professional development leaders. Teachers College Record, Date Published: March 04, 2011. http://www.tcrecprd.org ID Number: 16358. What Must Math Professional Development Leaders Know and Be Able to Do? Engaging teachers in productive mathematical work Have to give more than SCK but also multiple forms of representations and how to lead discussions about common misconceptions Leading discussions about student reasoning and instructional practices Must maintain focus and anchor discussions Analyze student work and videos is practice Building a professional community PD leaders must establish norms … Continue reading “Teacher PD – Week 9 – Reading Notes” →
Good class today – we discussed the different ways to scale Teacher PD programs and had the first Group Project Presentation.
Groups of 4 discussed the readings. My group discussed Heller: Heller: Differential Effects of Three Professional Development Models on Teacher Knowledge and Student Achievement in Elementary Science Conceptual Framework 3 Phase of Research PD Quantitative and Qualitative Research mix Same content but differing methodologies PD Interventions/Conditions Conditions Teaching Cases Dilemmas of practice Focuses on student body diversity Looked at other teacher’s cases Cases were used as models – good for scalability Looking at Student Work Only intervention teachers were implementing the work in the classroom Assessments became more informative about student knowledge and misconceptions Metacognitive Analysis Control Groups All had … Continue reading “Teacher PD – Week 8 – Class Notes” →