Classroom Practice

On the Design and Implementation of Practical Measures to Support Instructional Improvement at Scale

STEM Categorization: 
Day: 
Thu

Learn about two efforts to design and implement practical measures of science and mathematics teaching to inform school and district instructional improvement efforts.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

In contrast to evaluative research that uses accountability measures, improvement science research (Bryk, Gomez, Grunow, & LeMahieu, 2015), using practical measures is designed to provide practitioners with frequent, rapid feedback that enables them to assess and adjust instruction during the process of implementation. The resulting data is potentially of use to multiple stakeholders. For example, practical measures can orient teachers to attend to key aspects of the classroom that might be invisible to them.

Session Types: 
References: 

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America's schools can get better at getting better.
       Cambridge, MA: Harvard Education Press.
Yeager, D., Bryk, A. S., Muhich, J., Hausman, H., & Morales, L. (2013). Practical measurement. Carnegie Foundation for the Advancement of
       Teaching. Stanford, CA.

Kara Jackson, Jessica Thompson

Why a Digital Teacher Guide?

Inquiry-based educative curricula and teachers who use these curricula as intended are major factors in achieving successful student learning outcomes in science. Educative curricula can also bring about significant change in teacher practice. Educative curricula are generally accompanied by carefully designed print teacher guides that facilitate the implementation of curricula, encourage new instructional strategies, and accommodate curriculum modifications while retaining fidelity to the developers’ content sequencing and pedagogy.

Author/Presenter: 
Jacqueline S. Miller
Katherine F. Paget
Year: 
2016
Short Description: 
An electronic teacher guide (eTG) was developed to determine whether a digital guide could better support teachers in implementing an inquiry-based curriculum and in enhancing their practice. Developed as a proof-of-concept exemplar, features of the eTG support high school teachers in planning, implementing, and modifying innovative instructional materials and in developing more ambitious teaching practices.
Resource(s): 

Navigating to NGSS Success: Identifying a Research Agenda

Day: 
Wed

Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Collaborative Panel Session

The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation.

Perspectives for Advancing the Effectiveness of Elementary Science Instruction for Student Learning: Importance and Challenges

Day: 
Wed

Presenters discuss how their projects contribute systemically to the design, implementation, and evaluation of quality elementary science programs.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Collaborative Panel Session

Quality elementary science programs are faced with the challenge of adapting and/or building upon the Next Generation Science Standards (NGSS) in order to provide an essential foundation for student learning and interest in science. As such, these science programs must address how the practices of science can be linked with cross-cutting concepts through meaningful learning contexts that, of necessity, evolve progressively across grades.

Exploring the Challenges of Supporting Teachers to Enact Ambitious Instruction and Curriculum Practices in Mathematics

Day: 
Tues

This session addresses challenges related to supporting teachers’ use of curriculum materials to address the challenging features of the CCSSM.

Date/Time: 
1:45 pm to 3:45 pm
2014 Session Types: 
Collaborative Panel Session
Session Materials: 

The Common Core State Standards for Mathematics (CCSSM) offer an opportunity for districts to push teachers to enact ambitious practices around instruction and curriculum use. However, taking up ambitious practices entails a number of challenges, some of which were evident during the NCTM Standards reform movement in the 1990s and early 2000s, and some of which reflect new approaches and new policy contexts.

Building Theory While Supporting Implementation of the NGSS

Day: 
Tues

Implementing the NGSS requires changes in teaching, assessments, and curriculum materials. In this session, participants explore theoretical questions for DR K12 research that are raised by these NGSS implementation challenges.

Date/Time: 
1:45 pm to 3:45 pm
2014 Session Types: 
Mini-plenary Presentation

The Next Generation Science Standards present important shifts for science teaching, assessment, and curriculum materials—focusing on core explanatory ideas, a central role for science and engineering practices, and coherence across time and science disciplines. These challenges for practice require new theoretical advances.

Using Life Cycle Data to Help Teachers Understand Key Energy Concepts

Day: 
Tues

Participants engage in and provide feedback on digital interactive learning experiences that use National Renewable Energy Laboratory life cycle data and help teachers understand key energy concepts. Please bring your laptop.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Feedback Session (Work in Development)
Session Materials: 

Biological Sciences Curriculum Study (BSCS) and project partners are developing an online course for high school science teachers. The purpose of the course is to help teachers understand key energy concepts in alternative energy contexts. The course includes three interactive learning experiences (interactives) that use life cycle data from the National Renewable Energy Lab (NREL).

Using Learning Progressions for Classroom Assessment and Teaching

Day: 
Tues

Join a discussion addressing how learning progression-based frameworks, assessments, and instruction can support teachers and students in developing increasingly sophisticated scientific knowledge and practice.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Collaborative Panel Session

The goal of this session is to discuss possibilities, progress, and problems in using learning progression research to support improved assessment and instruction in middle school and high school classrooms.

In this session, several learning progression-related DR K–12 projects share findings and discuss questions around two issues:

Meaningful Support for Teachers: Specific Ways to Encourage Game-Based Learning in the Classroom

Day: 
Tues

Panelists from three projects share lessons learned in guiding game use in classroom learning, highlighting specific examples of effective resources.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Collaborative Panel Session
Session Materials: 

The three panelists in this session are in the last one or two years of their game-based learning projects, and all have done extensive work in supporting use of their games in classroom learning. As their work has progressed, each has discovered valuable ways to support teachers as well as encountered surprises in what teachers wanted (and didn’t want), and now recognize things they wished they had learned in the beginning of their projects. Session participants leave with recommendations they can use in their current projects, including:

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