merryl goldberg summer institute 2013. kids who care about learning,

Merryl GoldbergSummer Institute 2013

Kids who CARE about learning,

Primary Goal: Engaging students in reading through visual arts and theater

Integrating the Arts – the motivating tool for engagement and authentic tool for assessment of student learning

DREAM Video

Who…

3rd and 4th grade teachers received training to integrate visual and theatre arts into their reading instruction.

10 north San Diego County school districts in collaboration with CSUSM, NCPDF and the SDCOE

141 teachers and approximately 3,000 students

Evaluation QuestionsWhich professional development model increases teacher proficiencies in arts integration? How does it increase proficiency?

Which professional development model improves student academic performance in reading? How does it improve performance in reading?

Study Design

Random assignment to one group:

Two treatment groups •Institute-only teachers: Institute (n=25)

•Coached teachers: Institute & in-school coach (n=25)

One comparison group

QUANTITATIVE DATA

Teacher demographics Teacher pre-test/post-

test on arts integration Institute observation Post-institute survey Student arts vocabulary

assessment Arts coach assessment Lesson plan rubric Mid-year teacher survey Standardized test scores

QUALITATIVE DATA Teacher pre-test/post-

test on arts integration Institute observation Post-institute survey Arts coach assessment Focus group/interviews

with teacher participants and art coaches

Coached teachers…

Integrated arts more frequently (particularly theatre) than institute-only or comparison teachers;Integrated the arts into more areas of the reading curriculum than institute-only or comparison teachers;Were more confident integrating the arts than institute-only or comparison teachers.

Teacher Work Samples

Coached teachers were better able to demonstrate their learning.

Teachers in both treatment groups improved in the quality of their lesson plan work samples over the course of the intervention year.

However, coached teachers made greater improvement than did institute-only teachers.

Teachers Integrate the Arts to further:

Character analysis & developmentReading comprehensionInferenceVocabulary acquisitionPlotSetting

Teacher Engagement

Greater satisfaction and engagement with teaching;Recognition of need for alternative teaching strategies and assessments;Greater enthusiasm for and use of arts integration.

Impact on Student Learning

Vocabulary comprehension

Inference

Visual literacy skills

Visual arts and theater ability

Students with teachers in both treatment groups:

Greater student engagement and enthusiasm for learning;

Deeper learning in and retention of reading curriculum; and,

Improved participation and greater focus in class.

Creative/innovative thinking

ELL/opportunity

Aligned with Common Core (whew)

Brings excitement to learning!

Brings joy to teaching

Standardized Test ScoresYear 1: Modest to little impactYear 2: Notable impact on 3rd grade

3rd Grade 2010 Mean ELA Score

2011 Mean ELA Score

Improvement

Coached group

278.80 366 87.20

Institute-only group

299.15 339.86 40.71

Comparison group

295.58 320.87 25.29

Standardized Test ScoresYear 1: Modest to little impactYear 2: Notable impact on 3rd grade

3rd Grade 2010 Mean ELA Score

2011 Mean ELA Score

Improvement

Coached group

278.80 366 87.20

Institute-only group

299.15 339.86 40.71

Comparison group

295.58 320.87 25.29Basic

Basic

Proficient

Below Basic

Impact on Standardized Test ScoresYear 2: Impact on 4th grade

4th Grade2010 ELA

Mean Score

2011 ELA Mean Score

Mean Improvem

entCoached group

325.21 354.52 29.31

Institute-only group

281.22 334.23 53.01

Comparison group

318.73 317.83 -.90

Capability and Test ScoresStudents Teachers

DREAM kids and teachers aren’t particularly talented or special….they did, however, have an opportunity that let them succeed.

How did we all do it?

DREAM Team Approach

InfrastructureEvaluator

Arts Coaches

Planning & Reflective Practice

Approach to InstituteCoaches’ meeting

Engaging Teachers as Professionals

RespectReflection – bloggingSetting the context for learningEngaging with authors and artists

Coach as vehicle

Coaches Meetings

No recipe for coaching

Meteors fly like a fly Maybe it’s a butterfly with its wings spread high in the sky   Butterfly fly like a fly With its wings spread high in the sky I don’t know why But it can fly   I like a fly cause it flys Like a butterfly With its wings spread high in the sky I’d like to be a butterfly   If I could fly Where would I go? I would go across the sea and the desert I’d like to fly with the hawks, the falcons I’d like to fly

Madeline Albright History, politics, geography

Reading! Writing!

And more questions!

Ask for more.

It’s the law.

Merryl: goldberg@csusm.edu