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The Power of Interviewing Students

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

MacVicar, T. J., Brodesky, A. R., and Fagan, E. R. (2021). The power of interviewing students. Mathematics Teacher: Learning and Teaching PK-12, 114(6), 436–444.

Author/Presenter: 
Theresa J. MacVicar
Amy R. Brodesky
Emily R. Fagan
Year: 
2021
Short Description: 

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation

We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture the Intrapersonal, discipline-specific features of scientific arguments, and another to capture the Interpersonal, group regulatory features of argumentation as a dynamic social act.

Author/Presenter: 
J. Bryan Henderson
Nicole Zillmer
April Holton
Steven Weiner
Eric Greenwald
Megan Goss
M. Lisette Lopez
Christina Morales
P. David Pearson
Katherine L. McNeill
Lead Organization(s): 
Year: 
2021
Short Description: 

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

Collaboratively Engineering for Justice in Sixth Grade STEM

In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed.

Author/Presenter: 
Angela Calabrese Barton
Kathleen Schenkel
Edna Tan
Lead Organization(s): 
Year: 
2021
Short Description: 

In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed.

Competencies and Behaviors Observed When Students Solve Geometry Proof Problems: An Interview Study with Smartpen Technology

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks. Student work was documented through the use of smartpen technology which allowed the researchers to "track" students' written work on the proof tasks as well as hear the students' explanations of their thinking about the tasks. Although the two tasks highlighted in this paper were relatively routine triangle congruent proofs, only 7 out of 23 of the sampled students were successful on both proofs.

Author/Presenter: 
Michelle Cirillo
Jenifer Hummer
Lead Organization(s): 
Year: 
2021
Short Description: 

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks.

Teachers Collaborating in Communities of Mathematics Immersion

Beyond initial college preparation, secondary teachers in the United States have few professional opportunities to do and learn challenging mathematics, especially incollaboration with colleagues. The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching.

Author/Presenter: 
Daniel J. Heck
Pippa Hoover
Evelyn M. Gordon
Matthew McLeod
Lead Organization(s): 
Year: 
2020
Short Description: 

The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching. This study of two groups of sites over one year examines fidelity to the program as a model for systematically providing these opportunities, and the extent to which teacher participants experienced immersion, community, and connection in their collaborative work with the course facilitator and their local and distant colleagues.

Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying

In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content.

Author/Presenter: 
Eva Thanheiser
Kathleen Melhuish
Amanda Sugimoto
Brenda Rosencrans
Ruth Heaton
Year: 
2021
Short Description: 

In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying.

Science and Engineering Practices Tools

The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit. These specific components are outlined within the tool for each SEP.

Author/Presenter: 
ASE-NIC Project Team
Year: 
2020
Short Description: 

The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit.

ASET Toolkit

The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012). The tools are not meant to be used in isolation, but with peers to promote discourse for understanding the goals and aligning instruction for the NGSS.

Author/Presenter: 
ASE-NIC Project Team
Year: 
2020
Short Description: 

The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012).

Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

Author/Presenter: 
Glenn W. Ellis
Jeremiah Pina
Rebecca Mazur
Al Rudnitsky
Beth McGinnis-Cavanaugh
Isabel Huff
Sonia Ellis
Crystal M. Ford
Kate Lytton
Kaia Claire Cormier
Year: 
2020
Short Description: 

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.

Resource(s): 

How Facilitating K–12 Professional Development Shapes Science Faculty's Instructional Change

Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provide an important space for faculty learning and innovation related to college instruction.

Author/Presenter: 
Kathryn N. Hayes
Caron Inouye
Christine L. Bae
Brit Toven‐Lindsey
Year: 
2020
Short Description: 

This qualitative study examines the processes by which science faculty reshape their pedagogical practices through facilitating professional development for K–12 teachers, and how individual characteristics, social interactions, and organizational contexts influence their choices.

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