OCT

22Department of EducationSecretary Arne DuncanDepartment of EducationSecretary Arne Duncan

2009

Teachers College, Columbia UniversityTeachers College, Columbia University

Levin Report, 2006, Educating School TeachersLevin Report, 2006, Educating School Teachers

Identified Two Major Deficits in Teacher TrainingIdentified Two Major Deficits in Teacher Training

1. Insufficient classroom management experience.2. Not taught how to use data to improve instruction

and enhance learning.

1. Insufficient classroom management experience.2. Not taught how to use data to improve instruction

and enhance learning.

3 Prong Strategy3 Prong Strategy

1) Mastery Learning

2) Instructional Rubrics

3) 3-Alternative Multiple Choice Exams

1) Mastery Learning

2) Instructional Rubrics

3) 3-Alternative Multiple Choice Exams

ImplementationImplementation

• Integrate into current courses

• Involve the entirety of the current curriculum

• Over time, develop in-depth knowledge and skills in

Collecting learning data,

Analyzing learning data, and

Applying learning data.

• Integrate into current courses

• Involve the entirety of the current curriculum

• Over time, develop in-depth knowledge and skills in

Collecting learning data,

Analyzing learning data, and

Applying learning data.

Mastery LearningMastery Learning

Benjamin BloomBenjamin Bloom

• 1913–1999

• University of Chicago

• Cognitive Taxonomy

• 1913–1999

• University of Chicago

• Cognitive Taxonomy

Work of John B. Carroll

After Bock & Burns, 1976

Bloom’s LogicBloom’s LogicNormal Curve

Negatively Skewed

Aptitude

Achievement

Achievement

Flow Chart ofMastery LearningFlow Chart ofMastery Learning

Instruction

Formative Data Collection

Success?

EnrichmentActivities

To Next Learning Unit

Yes

No

Guskey’s Mastery Learning Diagram

Guskey’s Mastery Learning Diagram

InstructionOn

Unit 1

FormativeTest A

CorrectiveActivities

FormativeTest B

InstructionOn

Unit 2

EnrichmentActivities

Maste

ry Le

arn

ing

Cycle

Maste

ry Le

arn

ing

Cycle

Instruct

Measure

Evaluate

Prescribe

From the Teacher’s Perspective

Does Mastery Learning Work?Does Mastery Learning Work?

• The most studied teaching strategy in the world.

• Can achieve the same level of results as one-on-one tutoring.

• The average effect size for mastery learning in the cognitive domain as high as .90.– 0.00 is no effect

– .20 is a weak effect

– .50 is a moderate effect

– >.80 is a strong effect

Why Mastery Learning?Why Mastery Learning?

Instruct

Measure

Evaluate

Prescribe

Analyze DataUse Data Collect Data

Instructional Rubrics

InstructionalRubrics

To a Teacher: Guidelines for rating student performance.

To a Student: What am I doing, where am I, and how do I move forward.

NYSSMA Soloist RubricNYSSMA Soloist RubricMost students can expect their final rating to be Excellent, Good or Satisfactory. The rating of Outstanding is awarded only when the level of performance exceeds the normal range of expected achievement. The Outstanding rating is received for students whose performance displays an unusual degree of talent and artistry.

Evaluation ScoreOutstanding 26-28Excellent 21-25Good 16-20Satisfactory 11-15Fair 6-10Needs Improvement 0-5

NATIONAL STANDARDS RUBRIC:Trumpet Performance

Content Standard:2. Performing on instruments, alone and with

others, a varied repertoire of music

Achievement Standard:

2a.Students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control

NATIONAL STANDARDS RUBRIC:Trumpet Performance

Basic Proficient Advanced

Playing Position

Instrument is held using approximately correct hand position; arms tend to be in slightly too far; instrument is not held up completely; tenseness in body position.

Instrument held with slightly curved fingers on valves; left hand in position to adjust tuning slide; instrument is held up in correct position; some tenseness in body position.

Instrument held with slightly curved fingers on valves; left hand 4th finger is used to adjust 3rd valve tuning slide; instrument held comfortably up; relaxed yet focused positioning demonstrated.

Complex Music Performance RubricComplex Music Performance Rubric

Technique

Immature

Rhythm

Tone

Intonation

Phrasing

Beginning Developing Professional

Holds instrumentpoorly; barely able tomove from note tonote

Holds instrumentcorrectly; hesitantlymoves from note tonote

Holds instrumentcorrectly; pauseswhen moving to somenotes

Holds instrumentcorrectly; fluidlymoves from note tonote

Sound is not yetcharacteristic of theinstrument

Sound isrecognizable as fromthe instrument, butunfocused

Sound ischaracteristic of theinstrument, but is inneed of refinement

Sound is a model ofwhat the instrumentshould produce

Rhythms are notdiscernable; hesitantperformance;unsteady tempo

Rhythms discernable;hesitant performance;tempo not steadythroughout

Rhythms discernable;some inaccuracy inperformance; temponearly always steady

Highly accuraterhythms; tempoappropriatethroughout

Sound does not yetallow identification ofcore pitch

Pitch is present;varies in intonationfrequently inperformance

Pitch is accuratemost of time; someintonation accuracy ispresent

Pitch is highlyaccurate; intonationappropriate for pieceperformed

No concept ofphrasing due to lackof instrument control

Phrases are justdiscernable, but notyet a focus of player’performance

Phrases discernable;stylisticly appropriatemost of the time

Phrases are stylisticmodels of music ofthis type

Facility RubricLeft-Hand Immature Beginning Developing Secure

Wrist Position

Tip of Finger Point of String Contact

Fingers First Joint Position

Thumb Position

Directions: Circle the picture of the appropriate skill level for each category.

Technology-Based System for Implementing Rubrics

Copyright © 2001 Edward P. Asmus, Ph.D.

3-AlternativeMultiple-

Choice Tests

3-AlternativeMultiple-

Choice Tests

Why multiple-choice tests?Why multiple-choice tests?

• All teachers should be able to write an achievement test.

• Forces a focus on the material taught.

• Emphasizes item development; deemphasizes scoring.

• Best form to achieve adequate reliability.

• All teachers should be able to write an achievement test.

• Forces a focus on the material taught.

• Emphasizes item development; deemphasizes scoring.

• Best form to achieve adequate reliability.

Why 3-Alternatives?Why 3-Alternatives?

TheoreticallyReliability is maximized at 3

alternatives per item.

Practically It is much easier to write the correct

alternative and two foils.

Focus for Achievement Tests

• Gathering information for enhancing instruction.

• Base tests on learning goals/curriculum guides.

• Minimize psychometric focus.

Putting It Into Practice

Putting It Into Practice

• Start in very first courses

• Rubrics wherever observation is appropriate

• Achievement tests wherever content and retention is appropriate.

• Start in very first courses

• Rubrics wherever observation is appropriate

• Achievement tests wherever content and retention is appropriate.