Arquivo da categoria: LDT – GSE – Stanford

Curriculum Construction – Week 1 – Class Notes

Class with Denise Pope again 🙂 Started with going over the course organization and trying to convince people to leave the class – only 30 spots for about 50 people in the classroom. Stresses out the amount of work this

What is curriculum? (Think – Pair – Share)

  • Establishes the learning objectives
  • A sequence of topics the teacher should follow in teaching the class
  • Teacher instructions on how to conduct the class
  • Presentation material to be shown in class
  • Content scope within a developmental stage
  • Proof of completion through assessments
  • A slice of a bigger body of knowledge

 

Core Mechanics – Week 1.2 – Class Notes

(insert class slides here)

Transfer:

  • Applying a skill learned in one context in a different one
  • Relational reasoning must occur to overcome different surface features.
  • For it to occur, one must be able to understand the underlying structure or “deep features”.

Negative Transfer – when you use a ‘learned’ skill in an analogous situation incorrectly.

Analogies:

  • How to increase creativity using analogies?
    • Analogies in scientific discovery are usefull to tangibilize abstract concepts
      • Kepler – speed of planets to derive gravity
      • Dunbar – biological analogies
  • Strong prior knowledge is essential for creating effective analogies
    • Learning facts therefore sometimes is needed

Exercise: create analogies for the following:

  • A robbed safe
    • A pearl removed from a closed shell – NA
    • A person who’s lover has left – HQ
    • A hacked database – NA
  • A light bulb blowing out
    • A candle extinguished by the wind
    • A tire popping flat
    • Collapsing while running a marathon
    • An overheated engine
  • A budding cocoon
    • A flower blossoming
    • A transformative chemical reaction
    • A chick being born
    • A sprouting seed

Structure coding of analogies:

“A robbed safe”

Not Analogical

  • Someone taking something out of a protected space
  • An empty box
  • A stolen wallet

Low Quality

  • Squrrel digging nuts
  • Expect something from computer and it’s broken, you can’t get it

High Quality

  • Cheating on a partner
  • Soldier coming back from war with PTSD

 

Asked people to create analogies, sitting or moving indoors or outdoors. From lowest to highest scores for High Quality Analogies:

  • Indoors – sitting
  • Indoors – walking
  • Outdoors – sitting
  • Outdoors – walking

So… study/create outside 🙂 Is that why Steve Jobs always had long walks as meetings?

From lowest to highest scores for Novelty of Analogies:

  • Indoors – sitting
  • Outdoors – sitting
  • Indoors – walking
  • Outdoors – walking

So… walking helps with novelty or divergent thinking.

=> Moving around outside improves creativity and thinking BUT most of Edcuation is done indoors with the students sitting around.

Analogy as a Core Mechanic for Transfer

Analogical Transfer

  • Initial learning – need to learn underlying structure of the base
  • Spontaneous access – need to be able to retrieve information

Example: The Radiation Problem

  • No previous story – 10% solved it
  • Spontaneous transfer – 30% solved it
  • Hint condition – 75% solved it

Method: Give them 1 analogue, 2 analogues and compare, principle, and/or diagram.

Result: 2 analogues + principle + diagram was the best. But mainly it is the 2 analogues that make the difference.

With 2 analogies, you are able to create a Schema to solve the problem.

But bad analogies can be dangerous leading to wrong schemas.

Entrepreneurship and Venture Capital

This is a GSB (Graduate School of Business) MBA class I got in… interesting first day with guest speaker Mike Maples

I am not sure I will take this class… my class load is impractical at this point and want to concentrate on the education courses – do them well.

This Thursday there will be another class and I will have also had taken the other classes I’m registered in for the first time.

By Friday I have to make a decision.

Brazilian Education – Week 1

Given the feedback from last quarter the teachers decided to discuss with the students how could we improve the the class, having more discussions and engagement with the content. Since each week we’ll have a different lecturer, it will be up to the lecturer to design this activity.

So the class today was a short overview of what content they want to cover and how might we do that.

Just occured to me that this is the hardest part about teaching well – is preparing a class activity that is engaging and participatory – instead of a mere lecture. Lectures are interesting but can be compared to watching TV… 5 minutes later you forget… unless you are deeply engaged with the subject matter and the stakes are high. When the stakes are low, you might want to establish a more interactive engagement.

Could a presentation software with some coaching do the trick?

Core Mechanics – Week 1.1 – Class Notes

Syllabus: 

IMG_1743 IMG_1744

Notes:

Core Mechanics come from the Game world – what are the mechanics that a user goes through while playing a game – and the course looks at how there mechanics apply to learning.

We’re going to look at the “ABC’s of How we Learn” – a book our TA’s and Dan Schwartz wrote. TAs: Kristen Blair & Jessica Tsang

A is for Analogy

Learn from examples

H is for Hands On

Educations works nest when all the partes are working:
Teacher <-> Students <-> Parents

F is for Feedback

Not all feedback is good… be carefull or thoughtfull

Readings – focus on methods and findings – most people focus on introduction and conclusion – we’re going to flip it.

Assignment – Graph

  • Upload to Dropbox section in Coursework before Friday 7am.
    • PowerPoint – name file with your last name
  • Activity
    • We were shown pairs of words: Synonims, Opposites, Generative words
    • Try to memorize words
    • Write down words you remember
    • Check your results
    • Submit results
  • Assignment
    • Draw a graph with the data

Activity #2

Go to one of the links below and explore one of the simulations.

Talk about the:

  1. Learning objectives
  2. Did the designers do well?
  3. How could they improve?

Good class – still deciding if I’m going to take it or not…

 

Teacher PD – Week 1 – Reading Notes

Readings & Citations

Borko, H., 2004. “Professional Development and Teacher Learning: Mapping the Terrain”

How to conduct research on professional development programs.

Research in 3 phases:

  1. Existence Proofs of Effective Professional Development
  2. Well-Specified Professional Development Programs
  3. Multiple Effective Professional Development Programs

Citations:

“As one example, the No Child Left Behind (NCLB) Act of 2001 requires that states ensure the availability of “high-quality” professional development for all teachers. NCLB does not, however, address questions such as what constitutes high-quality professional development or how professional development should be made available to teachers. Similarly, “Teaching at Risk: A Call to Action,” the report released recently by The Teaching Commission (2004), reminds us that teaching is “our nation’s most valuable profession” (p. 12), arguing forcefully that “helping our teachers to succeed and enabling our children to learn is an investment in human potential, one that is essential to guaranteeing America’s future freedom and prosperity” (p. 11).”, p.3

“For example, we have evidence that professional de- velopment can lead to improvements in instructional practices and student learning. We are only beginning to learn, however, about exactly what and how teachers learn from professional de- velopment, or about the impact of teacher change on student outcomes (Desimone, Porter, Garet, Yoon, & Birman, 2002; Fishman, Marx, Best, & Tal, 2003; Garet, Porter, Desimone, Birman, & Yoon, 2001). We have a full research agenda ahead of us to gather the information necessary to guide professional development policy and practice.”, p.3

“Individual Focus: Teacher Knowledge and Practices Can Change Through Intensive Professional Development Programs”, p. 5

“To foster students’ conceptual understanding, teachers must have rich and flexible knowledge of the subjects they teach.”, p.5

“Experiences that engage teachers as learners in activities such as solving mathematical problems and conducting scientific experiments are particularly effective.”, p.5

“To guide student thinking, teachers must also understand how children’s ideas about a subject develop, and the connections between their ideas and important ideas in the discipline (Schifter & Fosnot, 1993).”, p.6

“Research using the individual teacher as the unit of analysis also indicates that meaningful learning is a slow and uncertain process for teachers, just as it is for students.”, p.6

“The QUASAR project staff who studied these programs concluded that professional learning communities were central to fostering teacher change and student learning.”, p.6

“They argued that we cannot expect teachers to create a community of learners among students if they do not have a parallel community to nourish their own growth.”, p.7

“Norms that promote supportive yet challenging conversations about teaching are one of some most important features of successful learning communities.”, p.7

“Phase 1 research that explores how teachers learn through participation in professional development communities reveals that records of classroom practice are powerful tools for facilitating teacher change.”, p.7

“They came to see their class- rooms as places for their own learning as well as students’ learning.”, p.7

“Our analyses indicate that questions that pushed the teachers to share their mathematical thinking—such as “Prove it” and “Would you care to elaborate on that?”—were much more common in January than in profes- sional development sessions earlier in the school year.”, p.8

“These studies suggest that the facilitator is crucial to the success of the professional development program.”, p.10

“To maintain integrity, a program must effectively communicate the intended goals and uses of resources to prospective facilitators and provide support materials that will enable them to use the resources in the intended ways.”, p.10

“In a professional development system, the “students” are teachers, the “teachers” are facilitators, and the “curriculum” is the professional development program.”, p.13

 

Desimone, L., 2009 “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures”

  1. What counts as professional development?
  2. What purposes could a core conceptual framework serve, and what such framework is supported by the research?
  3. What are the implications for modes of inquiry in causal studies of teacher learning?

“Furthermore, some of the most powerful teacher learning experiences can occur in a teacher’s own classroom, through self or observer examination of the teacher’s practice (Putnam & Borko, 2000).”, p.182

“Recent research reflects a consensus about at least some of the characteristics of professional development that are critical to increasing teacher knowledge and skills and improving their practice, and which hold promise for increasing student achievement (Hawley & Valli, 1999; Kennedy, 1998; Wilson & Berne, 1999): (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation.”, p.183

“A well-constructed and administered interview, observation, or survey protocol, when used appropriately, can provide similarly useful data, just as a poorly constructed or administered interview, observation, or survey protocol can provide skewed and biased information.”, p. 190

“‘It is never too late to become reasonable and wise; but if the knowledge comes late, there is always more difficulty in starting a reform.’ —Immanuel Kant, Prolegomena to Any Future Metaphysics”, p.192

“Professional development is a key to reforms in teaching and learning, making it essential that we use best practice to measure its effects.”, p.192

Bill & Melinda Gates Foundation, 2014 “Teachers Know Best – Teachers’ Views on Professional Development”

The differences between what teachers want vs what the district, policy makers, researchers, and PD creators have.

  • Current state professional development participation, needs, and satisfaction
  • Professional development decision-making and system-level barriers and enablers
  • Professional development market size and supplier landscape (key providers, products, and services offered) • Professional development needs in the future and emerging offerings
  • Areas and causes of supply and demand mismatches

Wilson, S., 2013 “Professional Development for Science Teachers”

The state of PD in the US

“The U.S. PD system is a carnival of options.”, p.310

“Five general characteristics have been identified: (i) focusing on specific content, (ii) engaging teachers in active learning, and (iii) enabling the collective participation of teachers (sometimes administrators), as well as (iv) coherence (aligned with other school policy and practice) and (v) sufficient duration (both in intensity and contact hours) (3–6).”, p.310

“However, neither PD intervention resulted in significantly higher student test scores, and there was no additional benefit of the PD enhanced by the coaching.”, p.311

“Researchers found that each PD course significantly increased teacher and student science test scores, and the effects held one year later. However, only PD that involved teachers examining student thinking and considering the implications for instruction was associated with increases in both teacher and student science knowledge.”, p.311

“Teachers who participated in the content-only SI demonstrated initial gains in CK immediately after the summer but were unable to maintain those gains through the school year.”, p.311

“Currently available measures of student learning focus largely on the mastery of scientific facts but do not assess students’ conceptual understanding or their abilities to engage in scientific practices, which are the foci of much PD.”, p.311

“Although researchers have identified several features of effective PD, rigorous research has yet to produce conclusive support for those characteristics. Problems include a lack of sound measures and a strong theoretical understanding of the mechanisms of teacher learning.”, p.311

“Schools with strength in three to five of these supports were 10 times more likely to demonstrate significant learning gains (as measured in mathematics and reading).”, p.312

“It is nearly impossible to isolate the effects of PD on student learning.”, p.312

“Online PD has the potential for providing “just-in-time assistance” and is potentially more scalable than PD that presses on limited local resources.”, p.312