A Cautionary Tale...A Cautionary Tale By the old system the learner was presented with a rule, which...
Transcript of A Cautionary Tale...A Cautionary Tale By the old system the learner was presented with a rule, which...
Educational Partnerships involving
UW-Madison
SCLAE-NSF Comprehensive MSP Terry Millar, PI and Project Director
Professor of Mathematics UW-Madison
University of Nebraska
Presentation
October 22, 2011
A Cautionary Tale
By the old system the learner was presented with a rule, which told him how to perform certain operations on figures, and when they were done he would have a proper result. But no reason was given for a single step . . . And when [the learner] had gone through and obtained the result, he understood neither what it was nor the use of it. Neither did he know that it was the proper result, but was obliged to rely wholly on the book, or more frequently the teacher. As he began in the dark, so he continued; and the results of his calculation seemed to be obtained by some magical operation rather than by the inductions of reason.
Suzanne Wilson, California Dreaming: Reforming Mathematics Education, Yale University Press (2003), p 9
Walter Colburn (paper presented at the Assistant Masters Society, 1830), p 233.
Relevant Pre-SCALE Activities at UW-Madison
1993 2003 1987 1999
NSF National Institute for Science Education
NSF GK-12 K-Through-Infinity Partnership
Inter-organizational Design Team
Fast Plants
NSF Institute for Chemistry Education
Bottle Biology
NSF Materials Research, Science, Engineering Center
University science in K-12
Interdisciplinary Partnerships
SCALE: System-wide Change for All Learners and Educators $35M MSP Comprehensive Partnership
Example of KTI Math Team
• The Quilting Unit was initially developed at the Education Development Center (EDC) through Technology Enhanced Learning of Geometry (TELG), directed by Dan Watt
• Rich Lehrer was the Principal Investigator of TELG at the UW-Madison, he worked with Millar and James Hamblin, at the time a graduate student in mathematics at the UW, to develop and implement the Quilting Unit.
• Matt Felton, then an undergraduate and now a professor at University of Arizona, carried the work forward into SCALE and advanced it considerably.
Approach
• The Quilting Unit was taught using the principals of Cognitively Guided Instruction (CGI)
• Students explored and discussed their ideas, with the teacher as ‘guide on the side’
• Developed units for 2nd ,4- 5th and 12th grades
• Teacher Professional Development units
Core Square
• Students were introduced to the Core Square as the basic unit of quilting. Here are some examples of Core Squares:
Multiplication Table
Second
First
All rotations are
clockwise
UD = Up-Down flip
LR = Left-Right flip
TL = Top-Left
Diagonal flip
TR = Top-Right
Diagonal flip
90 180 270 360 UD LR TL TR
90 180 270 360 90 TR TL UD LR
180 270 360 90 180 LR UD TR TL
270 360 90 180 270 TL TR LR UD
360 90 180 270 360 UD LR TL TR
UD TL LR TR UD 360 180 90 270
LR TR UD TL LR 180 360 270 90
TL LR TR UD TL 270 90 360 180
TR UD TL LR TR 90 270 180 360
The NSF Gamble The SCALE Challenge
School District Faculty
STEM Faculty
Education Faculty
Education
Cultural Transformation STEM
School District
Educators
What strategy did we employ?
School Districts
Colleges of education +
social science
Colleges of math, science and engineering
Populate the intersections with promising new practices using “cross-cultural” working teams
Range of focus
Student
Instructor
Classroom/Institute
School/Dept
Sub-district/College
District/University
Partnership
Quantitative Qualitative
Research Methodology
Targeted studies
Case studies
Partnership studies
SCALE Research and Evaluation
Indicators
Goal 5
Resource
Production
& Delivery
Goal Perspective: Research and Evaluation (5)
Thorn $
Mason $
UW North $
UW
Berger
Glover
$
Dillen-
berg $
Webb $
King $ Kane $
Clune $
Scholl $ Osthoff $ Mason $
S. Millar $
Clifford $
Porter $ Vanderbilt
Goal 5 Leader
Cantrell
LAUSD
RET
Technology
Dev’t
Group –
SCALEnet,
Website,
Database
(WCER)
Yr 1 Think
TankDesign
RET
District
Case
Studies
(WCER)
RET
Building a
Partnership
(WCER)
RET
Targeted
Studies
Goals 1, 2
(WCER)
RET
Indicator
System
(WCER)
Schunn $
UPitt
Silk
$
Mehalik
$
Moin
$
Doppelt
$
Dorfield
$
Harper $ Webb
Dillen-
berg
Targeted Studies
(Goals 2, 3, 4)
(U Pitt)
Schunn
UPitt
Besterfield-
Sacre $
UPitt
Larpkia-
taworn $
Nichols
$
Targeted
Studies
(Goal 4)
(U Pitt)
Mason
DPS
Walters - Science
Koester - Math
Eckerling - Prog Eval
De facto
Goal 5
Leadership
Group
Pittsburgh
Public
Schools
LAUSD
Cantrell - Prog Eval
Ullah - Science
Vheru - Math
MMSD
Wachtel - Science
Ramberg - Math
Keifer - Prog Eval
PPSD
Kahn - Science
Sorum - Prog Eval
Research & Eval Team (RET) leader
Research &
Evaluation Team
Research Questions
(1) What are the component parts of partnerships at different points in time?
(2) How do these factors interact to result in outcomes in particular contexts?
The Study
• The UDEP Partnership: Improving math and science instruction in large, urban K-12 districts
• Design: Embedded case study
• Sample: 50 faculty, teachers, administrators and program staff
• Data collection: Semi-structured interviews; meeting observations
• Data analysis: Structured approach to grounded theory; causal network analysis
“We must all hang together, or assuredly
we shall all hang separately"
Benjamin Franklin
Advice on forming a historic Partnership
Cultural dynamics in education partnerships
Matthew Tadashi Hora
Wisconsin Center for Education Research
University of Wisconsin-Madison
Current Views of Education Partnership
The Black Box of Partnership Operations
CULTUREWhat precisely is it?
How is it measured?
How does it influence partnership outcomes?
A view of cultural dynamics in organizations and partnerships
Affinity Group (e.g., Chemistry faculty)
Peering inside the black box of partnership
Science teachers from Mayfair Middle School
Chemistry and Biology faculty from Mayfair University
The 3rd Space of Partnerships
Component Parts of a Partnership
Antecedents Process Outcome
Structural Policies Org hierarchy
Structure Communications systems Resources
Structure New policies New artifacts (e.g., curricula)
Relationships Personal relationships
Relationships Power dynamics Tone and respect
Relationships New relationships Estranged relationships
Socio-cultural Factors Cultural models Organizational norms
Socio-cultural Factors Cultural models Organizational norms
Socio-cultural Factors Cultural models Organizational norms
Routines & Practices Teaching tasks Administration
Routines & Practices Leadership Administration
Routines & Practices Teaching tasks Degree of collaboration
Individual Experiences Beliefs and values Motivations
Individual Experiences View of partnership work
Individual Experiences Beliefs and values Views of problem/tasks
Causal fragment: Larry’s account of Math PD Group
Relevant Pre-QED SCALE Immersion History with LAUSD/CSUDH
2002 2003 2004 2005
SCALE Proposal
First Immersion Meeting - Madison
Immersion/IFL Interface created
QED Proposal
QED Start
Partial Immersion/DL Integration started
Immersion Team LAUSD Science Leadership meetings
Early Immersion LAUSD PD
Early Immersion/Instructional Guide co-construction
Science Immersion Concept Paper
LAUSD District
District Secondary Science Leader Team
Local District Secondary Science Experts
District Research and Evaluation
Science Immersion Team
SCALE
SCALE RET
Immersion Teams
Phase I – Immersion unit design for Instructional Guides
CSUDH
Science faculty
Science Education faculty
Phase 2 – Immersion unit design for Instructional Guides + QED
Review & Feedback Teams
Phase 3 – Immersion unit Instructional Guides field-testing
Phase 4 – Immersion unit Instructional Guides rollout
Rollout
Immersion Teams
SCALE Funding-$ District Funding-$# QED Funding-$* Other Funding-$@
SCALE Immersion Unit Development Workflow Teams
Immersion Unit SCALE LAUSD UW-Madison CSUDH/CSUN IFL
Grade 5
Earth Science Bill Tarr-$@
Weather Jen Folsom-$ Henry Ortiz-$# Steve Ackermann-$@
Kevin Niemi-$ Margaret Mooney-$@
Hedi Baxter-$
Dan Lauffer-$
Grade 6
Earth Science Ellen Friedman-$ Don Kawano-$# John Keyantash-$* Bill Tarr-$@
Plate Tectonics Hedi Baxter-$ Dan McDonnell-$# Hedi Moscovici-$*
Dan Lauffer-$ Dave Hicks-$#
Gilberto Samuel-$# Gerry Similia-$*
Grade 7
Life Science Dan Lauffer-$ Don Kawano-$# Paul Williams-$@ Irene O.-$* Bill Tarr-$@
Variation Hedi Baxter-$ Dan McDonnell-$# Jim Stewart-$@
MiRobin Webster-$ Robin Hall-$#
Eva Bear-$# Univ. of Pittsburgh –
Mike Ford-$@
Review and Feedback
Kim Kelly-$#
Grade 8
Physical Science Ellen Friedman-$ Don Kawano-$# Jim Hill-$* Bill Tarr-$@
Density and Buoyancy Hedi Baxter-$ Dan Mcdonnell-$# John Keyantash-$*
Dan Lauffer-$ Tom Yee-$# Hedi Moscovici-$*
SCALE Funding-$ District Funding-$# QED Funding-$* Other Funding-$@
SCALE Immersion Unit Review and Feedback Teams
Immersion Unit SCALE LAUSD CSUDH/CSUN IFL
Grade 4 Megan Chrysler-$
Life Science Amy Becker-$ Ann Carnes-$# Bill Tarr-$@
“Rot it Right” Hedi Baxter-$ Kim Kelly-$#
Dan Lauffer-$
Grade 5 Jen Folsom-$
Earth Science Kevin Niemi-$
Weather Hedi Baxter-$
Dan Lauffer-$
Grade 6 Ellen Friedman-$*
Earth Science Hedi Baxter-$ Todd Ullah-$# John Keyantash-$* Bill Tarr-$@
Plate Tectonics Dan Lauffer-$ Dan McDonnell-$# Hedi Moscovici-$*
Gerry Similia-$*
Grade 7 Dan Lauffer-$
Life Science Hedi Baxter-$ Todd Ullah-$# Irene O.-$* Bill Tarr-$@
Variation Don Kawano-$#
Dan McDonnell-$#
Monitoring and Feedback
Steve Cantrell-$#
Kim Kelly-$#
Grade 8 Ellen Friedman-$* LAUSD
Physical Science Hedi Baxter-$ Todd Ullah -$# Jim Hill-$* Bill Tarr-$@
Density and Buoyancy Dan Lauffer-$ Don Kawano-$# John Keyantash-$*
Dan Mcdonnell-$# Hedi Moscovici-$*
How partnership components lead to particular outcomes The role of trust in group operations
Causal Network Theme
Antecedent Process Process Outcomes
Mark: Ed faculty Relationship History of HE/K12 mistrust
Practices Tasks were meaningful and productive
Relationship Collaborative production led to trust
Structural Group produced high-quality Science PD
Janice: K12 teacher Relationship Did not know anyone in the working group
Structure Leaders created safe atmosphere for K12/disagreement
Relationship High trust developed over time; new team continued
Fred: Geology faculty
Practices Knew nothing about K12 classrooms or teachers
Practices Leaders built a common language and framework for all participants
Relationship People were able to disagree b/c of trust
Structural Group produced good PD that reflected HE/K12 expertise
A flexible diagnostic approach to designing and managing education partnerships
Bruce Tuckman
30
Component parts of a partnership interact in a complex and often unpredictable fashion Cultural dynamics are at the heart of collaborative work Pre-partnership planning and careful design of organizational and administrative processes are key
“Building Education Partnerships” http://www.stylus.com
Identifying specific mechanisms of partnership operations provides a diagnostic framework for practitioners
UW-Madison Math Department Madison Metro School District
Mathematics Example
School District Faculty
Math Faculty
Education Faculty
Education
Cultural Transformation STEM
School District
Educators
Quote from Deborah Ball
“How well teachers know mathematics is central to their capacity to use instructional materials wisely, to assess students progress, and to make sound judgments about presentation, emphasis, and sequencing.”
Ball, D. L., Hill, H.C, & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well
enough to teach third grade, and how can we decide? American Educator.
TOTAL FOR ALL Dane County Partner Districts
(in 2008) Middle School Teacher Credentials
208 Regular Ed Teachers Teach Math 17 (8%)
Secondary Math Certified
154 Special Ed. and ESL Teachers Support Students in Math
0 (0%) Secondary Math Certified
Solution? Collaborative Teacher PD Workshops
• Year 1: 20 hours Content – 2 Monday Nights (3 hours)
– 2 Saturdays (7 hours)
• Year 1: 20 hours Pedagogy – Completed through SCALEnet
• Year 2-3: 40 hours Content/Pedagogy – 3 Monday Nights (3 hours)
– 3 Saturdays (7 hours)
– 10 hours On-Line Interaction
Workshop Topics
• Based on NCTM Standards
– Algebraic Reasoning
– Geometry
– Measurement
– Statistics and Probability
• Year 2 Additions
– Algebraic Reasoning II
– Proportional Reasoning
Workshop “Team-Teaching”
• Delivery
• In-class coaching
• Feedback from participants
PD Instructor knowledge
PD instruction
Math Faculty Ed Faculty District Math
Personnel
Teachers Explanation structures
Classroom Instruction
Summer Institute
Study
Matt Felton
What is the relationship between PD instructor knowledge, PD instruction, and teacher explanation structures for teaching
mathematics?
How does teacher participation in the PD affect classroom instruction?
Follow-up Study/Suppo
rt
Odette
Math Masters Research
Nathan Rosin
Pedagogy Follow-up
Brian Sniff
QED Math Masters
Madison Metropolitan School District Mathematics Task Force Report:
Review of Mathematics Curriculum and Related Issues
Task Force Chairs
Jim Lewis – University of Nebraska Lincoln
Merle Price – U.C.L.A.
Submitted to the Madison Metropolitan School District Board of Education June 2008
Task Force Recommendations (Abbreviated)
Establish the goal of moving to the full use of mathematics specialists in grades 5 through 8.
Focus hiring of grade 6-8 math teachers on candidates who are mathematics specialists
Make a much larger commitment to mathematics professional development
Extend the partnership with the University of Wisconsin and other colleges/universities…. to provide coherent programs that lead to mathematics specialist certification programs consistent with recommendations in the first two recommendations
Advocate to Department of Public Instruction for new middle school-level mathematics certification requirements consistent with the first two recommendations
Quote from Deborah Ball
“How well teachers know mathematics is central to their capacity to use instructional materials wisely, to assess students progress, and to make sound judgments about presentation, emphasis, and sequencing.”
Ball, D. L., Hill, H.C, & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well
enough to teach third grade, and how can we decide? American Educator.