tifstem_webinar2_v9
TRANSCRIPT
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Welcome to the TIF STEM webinar: Designing Effective Development for STEM Teachers
Your phone line is currently muted. If you have any technical difficulties or questions, please use the chat function in WebEx and direct your questions to Ashley Garyn. We will be recording this webinar and will post it to the TIF STEM CoP as a resource. Thank you for joining us today. We will begin a little after 2pm EST.
Welcome!
www.tifstemcommunity.org/
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If you would like to speak, please click on the “Raise Hand” button in the Participant Panel. This will alert us that you are interested in making a comment or asking a question verbally, and at the appropriate time we will unmute your phone and you will be acknowledged and asked to speak.
Asking Questions
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Designing Effective Professional Development for STEM Teachers
Kristen Malzahn Dan Heck Joan Pasley
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Lets Get Started
P Multi-year
P Summer workshops
P Experienced, well-prepared PD providers
B { } Professional Development
Program for K-5
teachers
A
Two Districts
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Teacher Survey
50%
of teachers have
made a substantial
change.
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Why?
Some teachers are
attempting change
and others aren’t.
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Why are some teachers changing and not others?
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Y N
Math vs. Science
Number of years teaching Y N
Difference
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} What might explain the low “take-up” in District A?
20% Reporting change
80% Reporting change
A B
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Which of these factors
did you consider might
be making the difference?
1 Extent of principal support
2 Extent of parent support
3 Availability of appropriate
instructional materials
4 District policies that
get in the way
5 Other factors
Polling
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Check to see…
If teachers have necessary supplies
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Instructional materials Student assessments Teacher evaluation policies
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Consider…
for principals
involving parents
Help insure buy-in
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Simplified Logic Model Parent support
Policies aligned with the vision
Principal support
Appropriate instructional materials
Teacher knowledge & skills
Professional development
Teaching practice
Student outcomes
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Learn about designing high quality STEM PD and consider how to apply what you are learning to your particular context.
Consider implications for the knowledge and skills of STEM Master Teachers who may be providing this PD.
Goals of this Webinar
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For this Webinar
we will… ü Assume that you will address these
other system components as essential for lasting improvement; and
ü Focus on the design of PD to enhance teacher knowledge and skills and improve STEM teaching and learning.
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S T E M
cience
echnology
ngineering
athematics
} Integration
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1 Determining your PD needs
2 Designing a STEM PD program
3 Selecting STEM strategies for a purpose
Designing Effective STEM PD
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Determining Your PD Needs 1
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Education Improvement Efforts
Your STEM education improvement results are grounded (either implicitly or explicitly) in a vision of STEM education and what effective instruction looks like to accomplish this vision.
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Teacher knowledge & skills
Professional development
Teaching practice
Student outcomes
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Vision
Teacher knowledge & skills
Professional development
Teaching practice
Student outcomes
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What do teachers need to know and be able to do?
Vision
Teacher knowledge & skills
Professional development
Teaching practice
Student outcomes
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In what areas do our teachers need the most support?
What do teachers need to know and be able to do?
Vision
Teacher knowledge & skills
Professional development
Teaching practice
Student outcomes
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What do teachers need to know and be able to do?
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STEM Content Knowledge Matters
For teaching practice: ü Selecting content to emphasize ü Selecting instructional strategies and sequence ü Selecting assessment tasks ü Implementing curriculum materials
Teacher knowledge & skills
Professional development
Teaching practice
Student outcomes
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For student outcomes: Students of teachers with stronger content knowledge have higher achievement scores than other students, in particular on measures of conceptual understanding.
STEM Content Knowledge Matters
Teacher knowledge & skills
Professional development
Teaching practice
Student outcomes
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Content teachers need to know
The content knowledge teachers need goes beyond understanding content at the level students are expected to know it. Content students
expected to know
Teacher STEM Content Knowledge
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Disciplinary Content Knowledge
Pedagogical Content Knowledge
Ways of Knowing Content
Facets of Teacher Content Knowledge
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Disciplinary Content Knowledge
Content Knowledge
ü More advanced concepts
ü Deeper understanding of concepts
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Pedagogical Content Knowledge
Instructional strategies for teaching
How students think about
Curriculum
Particular STEM Content Areas
Knowledge of…
How instructional materials develop ideas
K-12 articulation of ideas
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Designing, conducting inquiry, problem solving
Hypothesizing, conjecturing
Productive habits of mind
What counts as evidence Nature of explanation/ justification in the discipline Nature of working in the intellectual community of the discipline
Ways of Knowing Content
How knowledge is established
How ideas/problems are investigated
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Determining Your PD Needs Based on Vision
In addition to “content” needs, your vision of effective STEM education will likely require teachers to have additional knowledge and skills…
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Teachers will need to understand what the practices look like in the classroom.
For example…
College and career-ready schools recommend students engage in mathematics, science and engineering practices.
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Integrated, multi-disciplinary approaches will require teachers to have a deep understanding of “content” across multiple disciplines.
In addition, they will need to understand how to ensure that all content areas are addressed appropriately.
For example…
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Possible Data Sources
State/district standards
Content included in their designated instructional materials
What teachers and students find difficult
Knowledgeable observers
Teacher self-report
Determining Your PD Needs
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Determining Your PD Needs
Be careful not to use up too many resources (and too much teacher time) on identifying needs.
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What are the priority PD needs
for STEM teachers in your project? Polling
1 STEM content
knowledge at
the student-level
2 STEM content
knowledge at an
advanced level
3 Knowledge
of how students
think about
particular
content ideas
4 Knowledge of
practices in
STEM disciplines
5 Knowledge of
how to effectively
integrate
concepts from
one or more
STEM subjects
6 Other area
of need
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Questions?
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Designing a STEM PD Program 2
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Prior to the webinar, we asked you to: Task
R Read the description of
the two “research-based”
STEM PD programs;
R Record the strengths/weaknesses
of each design, and;
R Decide which program design
is stronger and why.
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Design B Design A
ü Week-long summer institute.
ü Focused on the content in the instructional materials to understand how activities are expected to contribute to student understanding.
ü Optional follow-up sessions during the academic year—teachers discuss implementation with access to content specialists.
ü Principals participate in portions of the PD and learn how to support teachers.
ü Consultants observe session and give feedback. Teachers complete a survey on impact of PD and additional assistance needed.
ü PD primarily during the academic year.
ü Focused on developing teachers’ expertise in analyzing student work so they can ask the right questions to develop conceptual understanding.
ü Teachers, with the support of content experts, analyze that the tasks are assessing, what prerequisite knowledge a student would need, and what responses indicate what the student does and does not understand.
ü Principals attend orientation and two sessions during the academic year.
ü Researchers visit a sample of classrooms before and after to assess the extent of instructional improvement.
Polling
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Study Review D
Study Review C
What is Effective STEM PD? }emerging consensus
Study Review B Study Review A
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}What is Effective STEM PD?
Focuses on a purpose anchored in student learning of specific content in a specific setting
Focuses on curriculum and pedagogy
Embodies a theory of adult learning
Develops/sustains group work
Sustains focus over time
Models effective practice
Involves active participation of school leaders and staff
Connects instruction and learning
Uses assessment and evaluation Elmore, 2002
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Opportunities to engage in mathematical analysis, reasoning, and communication
What is Effective STEM PD?
}“ Positively related to teacher learning ”
Longer duration/
more contact
hours
Hill & Ball, 2004
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Active learning opportunities
What is Effective STEM PD? }“ Positively related to changes
in teachers’ instruction ” Desimone, Porter, Garet, Yoon, & Birman, 2002
Focus on a specific practice or set of practices
Coherence with other PD
Collective participation of teachers
“Reform types” of PD focused on higher order instructional/assessment practices
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Let’s Revisit the PD Design Task
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Design B Design A
ü Week-long summer institute.
ü Focused on the content in the instructional materials to understand how activities are expected to contribute to student understanding.
ü Optional follow-up sessions during the academic year—teachers discuss implementation with access to content specialists.
ü Principals participate in portions of the PD and learn how to support teachers.
ü Consultants observe session and give feedback. Teachers complete a survey on impact of PD and additional assistance needed.
ü PD primarily during the academic year.
ü Focused on developing teachers’ expertise in analyzing student work so they can ask the right questions to develop conceptual understanding.
ü Teachers, with the support of content experts, analyze that the tasks are assessing, what prerequisite knowledge a student would need, and what responses indicate what the student does and does not understand.
ü Principals attend orientation and two sessions during the academic year.
ü Researchers visit a sample of classrooms before and after to assess the extent of instructional improvement.
Polling
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Both designs incorporated research-based approaches.
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Week-long session with optional school year follow-up
School-year sessions
Ongoing Design A Design B
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Design A Design B
Content-focused
Focused on the content in the instructional materials to understand how activities are expected to contribute to student understanding.
Focused on developing teachers’ expertise in analyzing student work so they can ask the right questions to develop conceptual understanding.
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Design A Design B
Teacher needs
Teachers need to understand how activities are expected to contribute to student understanding.
Teachers are having difficulty monitoring student understanding.
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Design A Design B
Analyzing student instructional materials.
Analyzing student work.
Apply to practice
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Available research points to some elements of effective PD, but…
Effective STEM PD
does not provide sufficient guidance about how to design and implement PD for particular purposes in particular kinds of situations.
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there are so many trade-offs to be considered.
each context is different
We will never have sufficient knowledge to guide all of the decisions PD designers need to make, because…
Effective STEM PD
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Decisions are interrelated.
PD design and implementation is complex, with many decisions to make.
The reality…
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When making these decisions, PD designers must consider…
What there is time to do
Views on what knowledge is most important
What can be done well
The needs of the particular group of teachers in relation to the selected content areas
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Key Principles
Design STEM PD to fit the school community’s context and advance program goals. Consider…
Combination of centralized activities and year-round activities
Plan for turnover & mobility
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Address STEM teachers’ diverse backgrounds and learning needs.
Teachers’ grade levels affect content needs
Needs of new vs. veteran STEM teachers
Key Principles
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Establish QC mechanisms when using multiple PD providers.
Collect data on progress to improve program quality.
Key Principles
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Build a collegial atmosphere of trust, mutual respect, and openness to ideas.
Key Principles
Connect STEM PD to the classroom.
Demonstrate how PD is connected to state and local standards.
Connect PD to student work and learning.
Focus on instructional resources.
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Balance emphasis on content, pedagogy, and instructional materials.
Ensure these offerings are part of an overall, coherent program of work.
Keep the focus on content and student learning.
Key Principles
Model and explain quality instructional practices.
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Address equity issues and raise teacher expectations of high-level STEM achievement for all students.
Key Principles
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Questions?
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Selecting STEM PD Strategies for a Purpose 3
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Key Principles
Start by identifying a purpose, not picking a strategy.
PD strategies are not inherently good or bad, but some may be better suited than others for a particular purpose.
PD strategies vary in cost, and in the knowledge and skills needed to implement them well.
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Strategies
Research suggests that teachers can deepen their understanding of disciplinary content by working on challenging problems at an advanced level.
Immersion in Content
1
1 2 3 4 5
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STEM Master Teachers employing this strategy will need…
Strategies 1 2 3 4 5
Strong content background
Immersion in Content
Skill in facilitating learning experiences for adults
STEM Master Teachers employing this strategy will need…
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Strategies 1
2 2 3 4 5
Research suggests that teachers can deepen their understanding of disciplinary content and their pedagogical content knowledge by experiencing their student materials as learners.
Exploring Student Instructional Materials
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Strategies 3 4 5
Exploring Student Instructional Materials
1 2
Be careful that the content doesn’t get lost.
Teachers will likely see the PD as relevant.
Teachers need to learn the content AND learn how the activities are intended to help students develop their understanding.
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Strategies 3 4 5
Exploring Student Instructional Materials
1 2
Need to go beyond modeling effective pedagogy; PD should allow time for facilitators to explicitly discuss the pedagogy that was modeled.
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STEM Master Teachers employing this strategy will need…
Strategies 3 4 5
Strong content background
Exploring Student Instructional Materials
Skill in facilitating learning experiences for adults
1 2
Expertise in K-12 mathematics/science education
Knowledge of how the activities in the instructional materials are intended to develop STEM ideas
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Strategies 1
3 4 5
Research suggests that examining student work can help teachers to understand student thinking.
Analysis of Student Work
3 2
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Strategies 4 5
Analysis of Student Work
Helpful for teachers to first analyze a carefully crafted set of student work before analyzing their own students' work.
1 3 2
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Strategies 4 5
Analysis of student work should focus on what students understand, not just what they do not understand.
Student work samples should be rich enough to illustrate students’ thinking and include the full range of important student ideas about the content.
Analysis of Student Work
1 3 2
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STEM Master Teachers employing this strategy will need…
Strategies 4 5
Strong content background
Skill in facilitating learning experiences for adults
Expertise in K-12 mathematics/science education
Understanding of student thinking about the targeted content
Analysis of Student Work
1 3 2
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Strategies 1
4 5 2
Research suggests the need for school-based and/or job-embedded PD for STEM teachers.
School-based Study Groups and PLCs
4 3
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Strategies 4 5
School-based Study Groups and PLCs
Specifically, participation in PLCs has been linked to increased teacher confidence and positive changes in teachers’ instructional practices.
1 2 4 3
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Strategies 4 5
School-based Study Groups and PLCs
School-based Study Groups & PLCs are potentially very powerful and can address a number of different PD purposes.
1 2 4 3
BUT should not be expected to address all of the needs for teachers’ continuing education.
may be more amenable to some PD purposes than others
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STEM Master Teachers employing this strategy will need…
Strategies 5
Strong content background
Skill in facilitating learning experiences for adults
Skill in facilitating discussions in small groups
Expertise in K-12 STEM education
School-based Study Groups and PLCs
1 2 4 3
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Strategies 4 5
School-based Study Groups and PLCs
Protocols and tools can increase the likelihood that a STEM PLC will be successful.
1 2 4 3
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Strategies 1
5 5 2 4 3
Research indicates that instructional coaching can be an effective method for improving STEM instruction.
ü Applying other PD to practice
ü Trying out new strategies, getting feedback, refining and trying again
Instructional Coaching
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Strategies Instructional Coaching
Potentially a very powerful strategy.
1 5 2 4 3
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STEM Master Teachers employing this strategy will need…
Strategies
Strong content background
Skill in facilitating learning experiences for adults
Expertise in K-12 mathematics/science education
Skill in observing STEM instruction, diagnosing strengths/areas for improvement, and providing constructive feedback
Instructional Coaching
1 5 2 4 3
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What is the most important factor
in determining the strategies you
will use in your STEM professional
development?
1 The purpose of the STEM PD
2 The purpose of the STEM PD
3 The purpose of the STEM PD
4 All of the above
Polling
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A few last points…
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High quality PD materials save time and effort in designing STEM PD, and provide scaffolding for novice PD providers.
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the fact that no design will work without good implementation
the need to select approaches that fit your particular context
Expert practitioners & common sense highlight…
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Important!
Our eyes are always bigger than our stomachs… we always want to do more in professional development than we are able to do.
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needs needs needs needs needs
needs needs needs needs needs
needs needs needs needs needs
Priorities? (now & over time)
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Collaborate with project teams to develop an overall STEM PD plan that fits with your goals and context.
Review and give feedback on existing plans for STEM PD.
Provide ideas for materials and resources to support your STEM PD efforts.
The STEM TA can..
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Questions?