Forging Connections Together: A Weekly Math Meeting Model to Support Teacher Learning

Transcription

1 Forging Connections Together: A Weekly Math Meeting Model to Support Teacher Learning Presented at CGI Conference June 2017 Seattle, WA Charity Bauduin Robert C. Schoen Amanda Tazaz Wendy Bray Laura Steele Chris Sadler LSI.FSU.EDU

2 Acknowledgements The research and development reported here was supported by grant awards to Florida State University from the Institute of Education Sciences, U.S. Department of Education (Grant # R305A120781) and by the Florida Department of Education (Grant #s B-5C001, B-6C001, and B-7C004). The opinions expressed in this presentation are those of the presenters and do not represent views of the funding agencies. Questions about the project may be directed to Robert Schoen, Principal Investigator, rschoen@lsi.fsu.edu

3 Presentation Goals 1. Introduce information about the weekly FACT (Formative Assessment Collaborative Team) meeting model 2. Discuss the design and implementation of weekly FACT meetings

4 Background Teacher involvement in a recursive cycle of collaborative inquiry to analyze student work and discussion of next steps for instruction for those students can result in increased student achievement Structured protocols with external facilitators show promise as a way to support implementation of this cycle References: Gallimore, Ermeling, Saunders, & Goldenberg, 2009; Gersten, Dimino, Jayanthi, Kim, & Santoro, 2010; Lang, Schoen, LaVenia, & Oberlin, 2014; Saunders Goldenberg, & Gallimore, 2009

5 Foundations for Success in STEM Florida s Mathematics Formative Assessment System (MFAS) Cognitively Guided Instruction (CGI) Workshops Study involving Grades K 1 Tasks and rubrics Weekly meetings Study involving Grades workshop days Homework assignments Foundations for Success in STEM Study involving Grades K 2 9 CGI workshop days Weekly meetings

6 Lessons Learned in Previous Studies MFAS Studies Implementation levels were low when teachers attended a workshop and were left to implement on their own Weekly CIP meetings prompting teachers to use tasks and rubrics has a positive effect on student and teacher knowledge in first year The one-week cycle was too short CGI Study Workshops had a major impact on teacher knowledge and beliefs in the first year Workshops had a modest impact on student knowledge in the first year Wide variation from teacherto-teacher in response to ideas encountered in the workshops

7 Goal of the Weekly FACT Meetings Expedite the effect of the professional development workshops on mathematics teaching and learning while remaining consistent with the CGI principles and the perspective of teaching as problem solving

8 Key Features of Weekly FACT Meetings Occur regularly over a sustained period of time Guided by a structured protocol designed to support collaborative inquiry Facilitated by an external person Focused on student thinking and using information about student thinking to guide instructional decisions

9 Role of FACT Meeting Facilitator Meeting facilitators do: guide teachers to adhere to the meeting protocol prompt teachers to notice more than just whether students generate correct answers keep a positive, non-judgmental attitude about the teachers in their learning process provide a safe environment for teacher inquiry into the relations among mathematics, teaching, and student thinking

10 Role of FACT Meeting Facilitator Meeting facilitators do not: evaluate teaching steer the content focus or attempt to influence curriculum decisions go into classrooms or otherwise assume a math instructional coaching role position themselves as the CGI expert in the group

11 Weekly FACT Meeting Process

12 Weekly FACT Meeting Process Team agrees on a common team goal, and creates a common mathematics task related to the goal Team discusses findings and implications of classroom data in relation to progress towards learning goals across classes Week A All teachers implement the agreed-upon common mathematics task with all students Each teacher carries out individual plans and collects classroom data in relation to identified learning goals Week B Team analyzes student work on common mathematics task and discusses implications Each teacher sets learning goals for individual class and makes plans for math instruction (with team support)

13 Facilitator Perspectives on Impact of FACT Meetings Teachers using new lenses To examine student thinking To recognize various strategies as mathematically valid To create/select tasks To establish and work towards learning goals Teachers changing instructional practice More problem solving More focus on communication of mathematical ideas More opportunity to learn from peers

14 FACT Meeting Implementation

15 CGI and FACT Meetings in Kindergarten

16 CGI and FACT Meetings in Kindergarten Mrs. Steele has 3 cups. Each cup has 4 Skittles in it. How many Skittles does Mrs. Steele have in all?

17 CGI and FACT Meetings in Kindergarten Video removed from online slides

18 CGI and FACT Meetings in Kindergarten

19 What do you notice? What do you view as next steps in instruction?

20 CGI and FACT Meetings in Kindergarten

21 CGI and FACT Meetings in Kindergarten

22 Supporting FACT Meetings Across the District C.Sadler 2017

23 Supporting FACT Meetings Across the What You Should Know Before District What You Will See During and After o Buy in from teachers and administrators o Increase in work time o Regularity of meetings is essential o Focus on student thinking, student work o Emboldens teachers o Holds participants accountability for implementation o Meetings require regular collection of student data o Specific analysis and discussion of meaningful student data o Administrators may not know about or understand what CGI is or looks like o A non-evaluative, CGI knowledgeable facilitator is key o Content knowledge and pedagogy development o Teacher support is necessary o Collegiality Weekly FACT Meeting o Questioning and differentiation o Student talk, mathematical discourse in the classroom o Teacher reflection o Teacher efficacy o Growth mindset o Content knowledge and pedagogy C.Sadler 2017

24 Supporting FACT Meetings Across the Allows coach to see patterns of student thinking and approaches to problem solving across grade levels Coach questions may provoke teachers to identify other possible instructional choices Coach brings knowledge of standards and coherence District Inclusion of an instructional coach adds a supportive and strengthening layer to the group work Coach can attend to follow up with questions that may arise during meetings Coach (of multiple schools) can network teacher groups across schools and district Coach can give administrators guidance in what they may see in a CGI classroom Opportunity for coach to act as a sounding board for teachers in a safe co-created environment Opportunity for coach to create positive relationships with teachers, to build trust

25 FACT Meeting Implementation Guide

26 Discussion 1. How might you implement FACT meetings in your school or district? 2. What are some questions you have about implementation of FACT meetings?

27 Teacher Perspectives on FACT Meetings Each week we discuss and choose either a weekly goal or a word problem for the students. This helps me to focus on what direction I want the students to take and what goals I hope for them to achieve.

28 Teacher Perspectives on FACT Meetings They help me by allowing me to collaborate with other people that are engaged in CGI and bounce ideas off each other. It helps me to better understand my students thinking as well as see trends/common errors that students are making.

29 Teacher Perspectives on FACT Meetings I think when you are struggling, or maybe even losing momentum, or losing motivation, the weekly meetings really help with, Okay, you know I can do this. that shot in the arm that you need, you know, everybody else can be struggling too. Having these weekly meetings is taking a chunk of time. But the benefits I see in my kids is totally worth it.