Collaborating for Student Success
Using Collaborative Inquiry
with Student Teachers
to Support Teacher
Professional Development
Sponsored by Teachers for a New Era
AACTE ~ San Diego ~ 2/26/11
Ivan Cheng
icheng@csun.edu
Collaborating for Student Success
The Problem
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Algebra success rate is low in the district
Only 6% of 828 Algebra 1 students at one
high school scored “Proficient” or above in on
the California Standards Test (CST)
Two thirds of those who fail Algebra in 8th or
9th grade fail to graduate on time
Collaborating for Student Success
The Solution
“To improve their mathematics instruction,
teachers must be able to analyze what they
and their students are doing and consider how
those actions are affecting students’
learning.”
NCTM Principles and Standards, p. 18
Collaborating for Student Success
The Solution
”Teachers learn well just as students do –
by studying, doing, and reflecting;
by collaborating with other teachers;
teachers
by looking closely at students and their work;
and by sharing what they see.”
Darling-Hammond (1999), p. 12
Collaborating for Student Success
Theoretical Framework
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Learning environment is needed to support
generative change (Darling-Hammond, et al.
2009; Ball, 2002; Swafford, et al. 1999; Chapin,
1994; Little, 1993; Lave & Wenger, 1991)
Practical inquiry around student thinking similar
to CGI (Carpenter, et al. 2000; Franke, et al.
2001; Carpenter, et al., 1999)
Collaborating for Student Success
Theory of Change
Traditional Model
Professional
Development
Teacher
Learning
Student
Achievement
Collaborating for Student Success
Theory of Change
Student Centered Model
Collaborative
Inquiry
Student
Achievement
Collaborating for Student Success
Theory of Change
Student Centered Model
Collaborative
Inquiry
Student
Achievement
Designing
Lessons
Collaborating for Student Success
Theory of Change
Student Centered Model
Professional
Development
Collaborative
Inquiry
Student
Achievement
Designing
Lessons
Teacher
Learning
Collaborating for Student Success
The Intervention
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Student Improvement Through Teacher
Empowerment (SITTE)
Utilize teachers’ classrooms as “laboratories”
for daily practical inquiry
Collaborative inquiry based on the Cognitively
Guided Instruction (CGI) model
The Responsive Teaching Cycle (RTC)
Collaborating for Student Success
Responsive Teaching Cycle (RTC)
•
Daily collaboration around evidence of
student learning
Explore
Establish
•
Student
Learning
Experiment
Examine
Focus on getting through to students
rather than getting through a book
Collaborating for Student Success
Participants
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The Study
4 Cooperating Teachers
(9 sections of Algebra 1, almost all with past
failure in math)
5 Student Teachers/4 Student Teachers
(theater arts, food science, political science,
engineering, math)
Collaborating for Student Success
The Study
Research questions
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Impact on teachers’ decisions & practice
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Impact on students’ performance
Data
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Lesson activities (Hiebert et al., 2003)
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Online reflections & emails
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Meeting notes
Collaborating for Student Success
The PACT Framework
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Four tasks: Planning
Planning, Instructing, Assessing,
Reflecting (+ attention to Academic Language)
Similar to National Board process
Artifacts and commentaries, including video
of teaching
Valid and reliable assessment;
scorers calibrated
Collaborating for Student Success
The Planning Task
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Balanced focus: Connections between
procedures, concepts, reasoning
Access to content: Sequencing of tasks,
structured supports for learning
Meaningful assessments: Aligned with
opportunities to engage in mathematics; rich
problems to elicit levels of understanding
Collaborating for Student Success
Impact on Teachers
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Basic skills developed in context, not in
isolation
Multiple representations used to provide
meaningful connections
Critical thinking promoted through patterns
and explorations
Focused on teaching tools instead of teaching
topics
Collaborating for Student Success
Impact on Teachers
Collaborating for Student Success
Impact on Teachers
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?
Collaborating for Student Success
Impact on Students
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.
Collaborating for Student Success
Impact on Students
(District Periodic Assessment)
Overall (% Correct)
Mult. Choice (# Correct)
45
8
40
7
35
6
30
5
25
School
20
SITTE
3
15
2
10
1
5
0
School
4
SITTE
Unit 1
Unit 2
Unit 3
0
Unit 1
Unit 2
Unit 3
Collaborating for Student Success
Impact on Students
(District Periodic Assessment)
Overall (% Correct)
Mult. Choice (# Correct)
45
8
40
2.5
7
35
2
6
30
5
25
School
20
1.5
SITTE
3
2
10
School
School
4
SITTE
15
SITTE
1
0.5
1
5
0
Constructed Resp. (4 Max.)
Unit 1
Unit 2
Unit 3
0
0
Unit 1
Unit 2
Unit 3
Unit 1
Unit 2
Unit 3
Collaborating for Student Success
Impact on Students
(CA Standards Test-Algebra)
2009 District
9.1
2009 School
5.6
16.6
16.9
2010 District
2010 School
2010 SITTE
0
5
10 15 20 25 30 35
% Prof. & Adv.
% Basic
40
Collaborating for Student Success
Impact on Students
(CA Standards Test-Algebra)
2009 District
9.1
2009 School
5.6
2010 District
16.6
16.9
10.2
2010 School
5.8
18.6
16.6
2010 SITTE
0
5
10 15 20 25 30 35
% Prof. & Adv.
% Basic
40
Collaborating for Student Success
Impact on Students
(CA Standards Test-Algebra)
2009 District
9.1
2009 School
5.6
2010 District
16.6
16.9
10.2
2010 School
5.8
2010 SITTE
16.6
9.9
0
18.6
5
23.8
10 15 20 25 30 35
% Prof. & Adv.
% Basic
40
Collaborating for Student Success
Limitations
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Teachers were not randomly selected
(though the students were)
The role of the facilitator was not examined
Constructed response items were scored by
the teachers themselves (as a team)
Mathematics learning of teachers, MKT, and
tacit beliefs were not assessed
Collaborating for Student Success
Implications
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Student teachers can gain experience
enacting the practices that are promoted in
their pre-service courses
Teacher learning can occur when educational
settings are structured to focus on student
learning
Pupils benefit significantly from the
collaboration of their teachers
Collaborating for Student Success
Thank You
AACTE Conference
San Diego ~ 2/26/11
Ivan Cheng
icheng@csun.edu
Collaborating for Student Success