MARCH 2012 MTL MEETING LAURA MALY BERNARD RAHMING CYNTHIA CUELLAR RODRIGUEZ Beliefs and Assumptions.
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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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