Ivan Cheng icheng@csun

1. Using Collaborative Inquiry with Student Teachersto Support Teacher Professional DevelopmentSponsored by Teachers for a New Era AERA ~ Denver ~ 5/4/10 Ivan Cheng icheng@csun.edu

2. The Problem • Algebra success rate is low in the district • Only 6% of 828 Algebra 1 students at one high school scored “Proficient” or above in on the California Standards Test (CST) • Two thirds of those who fail Algebra in 8th or 9th grade fail to graduate on time

3. The Solution “To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students’ learning.” NCTM Principles and Standards, p. 18

4. The Solution ”Teachers learn well just as students do – by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see.” by collaborating with other teachers Darling-Hammond (1999), p. 12

5. Theoretical Framework • Learning environment needed to support generative change (Darling-Hammond, et al. 2009; Ball, 2002; Swafford, et al. 1999; Chapin, 1994; Little, 1993; Lave & Wenger, 1991) • Practical inquiry around student thinking similar to CGI (Carpenter, et al. 2000; Franke, et al. 2001; Carpenter, et al., 1999)

6. Theory of Change Traditional Model Professional Development Teacher Learning Student Achievement

7. Theory of Change Student Centered Model Collaborative Inquiry Student Achievement

8. Theory of Change Student Centered Model Professional Development Collaborative Inquiry Student Achievement Teacher Learning

9. The Intervention • Student Improvement Through Teacher Empowerment (SITTE) • Utilize teachers’ classrooms as “laboratories” for daily practical inquiry • Collaborative inquiry based on the Cognitively Guided Instruction (CGI) model • The Responsive Teaching Cycle (RTC) (SITTE)

10. Responsive Teaching Cycle (RTC) • Daily collaboration around evidence of student learning • Focus on getting through to students rather than getting through a book Explore Establish Experiment Examine Student Learning

11. The Study Participants • 4 Teachers (9 sections of Algebra 1, almost all with past failure in math) • 5 Student Teachers (theater arts, food science, political science, engineering, math)

12. The Study Research questions • Impact on teachers’ decisions & practice • Impact on students’ performance Data • Lesson activities (Hiebert et al., 2003) • Online reflections & emails • Meeting notes

13. The PACT Framework Planning • Four tasks: Planning, Instructing, Assessing, Reflecting (+ attention to Academic Language) • Similar to National Board process • Artifacts and commentaries, including video of teaching • Valid and reliable assessment; scorers calibrated

14. The Planning Task • Balanced focus: Connections between procedures, concepts, reasoning • Access to content: Sequencing of tasks, structured supports for learning • Meaningful assessments: Aligned with opportunities to engage in mathematics; rich problems to elicit levels of understanding

15. Impact on Teachers • Basic skills developed in context, not in isolation • Multiple representations used to provide meaningful connections • Critical thinking promoted through patterns and explorations • Focused on teaching tools instead of teaching topics

16. Impact on Teachers

17. Impact on Teachers • Noe wants to get an A in his Algebra 1 class. He has decided that the first thing he needs to do to get an A in his math class is to attend class every day. Each day that Noe comes to class he earns 5 points. • 1. Answer the questions below: • If Noe comes to class for 2 days, how many points does he have? • If Noe comes to class for 8 days, how many points does he have? • If Noe comes to class for 12 days, how many points does he have? • If Noe comes to class for 15 days, how many points does he have? • If Noe comes to class for 18 days, how many points does he have? • 2. Describe what you did to get your answers for a–e. • 3. Complete the table below: 4. Choose a letter to represent the number of days that Noe attends school. Use that letter to write an expression that represents the number of points that Noe earns when he attends class. 5. Draw a graph on the back. 6. If Noe went to school for 132 days, how many points will he earn? 7. If Noe earned 55 points, how many days did he attend class?

18. Impact on Students • The installation cost and monthly monitoring fee of a security system are listed below for two companies. • Ace Systems charges $327 for installation and $204 per month for monitoring the system. • Zero Entry charges $535 for installation and $188 per month for monitoring the system. • Write a variable expression for the total cost of a security system installed and monitored by Ace Systems. Write a variable expression for the total cost of a security system installed and monitored by Zero Entry. Define the variable. • Mrs. Clark will sign a contract to have a security system installed and monitored for 12 months. Calculate the total cost each company will charge for this service. Show all your work. • If Mrs. Clark signs a contract to have a security system installed and monitored for 18 months, which company has a lower total cost? Provide an explanation or show all your work.

19. Impact on Students Overall (% Correct) Mult. Choice (# Correct) Constructed Resp. (4 Max.)

20. Limitations • Participants were not randomly selected (though the students were) • The role of the facilitator was not examined • Constructed response items were scored by the teachers themselves • Mathematics learning of teachers, MKT, and tacit beliefs were not assessed

21. Implications • Students benefit from the collaboration of their teachers • Teacher learning can occur when educational settings are structured to focus on student learning • Student teachers can gain experience enacting the practices that are promoted in their pre-service courses

22. Thank YouAERA ConferenceDenver ~ 5/4/10 Ivan Cheng icheng@csun.edu