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Iowa Core Curriculum Session 3 April 2010. http://meetingwords.com/ICC4_2010. You Gotta Have Goals. Characteristics of Effective Instruction and Assessment. Student Engagement & Learning. Professional Growth. S. A. T. T. R. Characteristics of Effective Instruction and Assessment.
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Iowa Core Curriculum Session 3 April 2010
Characteristics of Effective Instruction and Assessment Student Engagement & Learning Professional Growth S A T T R
Characteristics of Effective Instruction and Assessment Student Engagement & Learning Professional Growth S A T Assessment for Learning Teaching for Learner Differences Student Centered T R Teaching for Understanding Rigor & Relevance
CEI Innovation Configuration Maps Activity • Divide the 5 Characteristics of Effective Instruction innovation configuration maps within your 5 person base team. Each person will become an expert on one characteristic. • Read the assigned map and highlight important information. • Determine the evidence you would need, to justify a learning level on the innovation configuration map.
4 Corners and the Center • Go to the corner (or center) that matches your CEI • Discuss with those that investigated the same CEI • As a group determine evidence you would need or observe
Debrief • Using the innovation configuration map for your Characteristic of Effective Instruction, determine where this lesson would “rate” • With your 4 Corners and a Center expert group share your rating and the evidence you have to support this rating • Now share your learning with your base group, discuss how these maps could be used with local school staff
CGI in Iowa • The Iowa Department of Education has supported a state-wide CGI initiative since June 2005. • There are currently 18 Iowa-based CGI leaders who have been trained through this initiative. • Over 400 teachers and teacher leaders in Iowa have participated in this initiative.
CGI in Northwest AEA • There are currently 2 Northwest AEA based leaders who have been trained through this initiative– Janelle Schorg and Denise Spieler • About 25 teachers have participated in this initiative.
What is CGI? Cognitively Guided Instruction is a teacher professional development program that helps teachers understand how children think about mathematics.
In A CGI Classroom: • Teachers pose problems to children without first showing the children how to solve the problem. • Children solve problems using their own strategies. • Children share their mathematical thinking with the teacher and with other children. • Teacher observe and listen to children as they solve problems to assess individual children’s mathematical understanding. • Teachers use information about children’s mathematical understanding to plan instructional moves and to choose further problems.
In CGI Professional Development: • Teachers learn how elementary school children think about mathematics. • Teachers increase their knowledge of mathematics through the study of children’s thinking. • Teachers focus on number, operation and the algebra underlying number and operation. • Teachers are supported in developing their own approach to teaching math for understanding.
Summary of CGI research results CGI Classrooms • Students in CGI classrooms spend more time engaged in problem solving than students in non-CGI classrooms. • Students in CGI classrooms spend more time talking about their mathematical ideas than students in non-CGI classrooms.
Summary of CGI Research Results Characteristics of Teachers • CGI Teachers have greater knowledge of their students’ thinking than non-CGI teachers. • CGI Teachers have greater knowledge of children’s mathematics than non-CGI teachers. • CGI Teachers have greater knowledge of mathematics than non-CGI teachers.
A Case Example • A tool is under development that may be used for summative self reporting • Iowa Curriculum Alignment Toolkit (I-CAT) • Web-based application • Not required to use • Meets all requirements for the summative self reporting, and will extend beyond that in the future • What follows is a description of how the I-CAT and supporting processes work ICC Network Meeting
Major Activity #1: Planning • Preparing for training and use of I-CAT involves meeting with those responsible for curriculum decisions and/or building-level administrator • Plan for engaging in professional development and use of I-CAT • Support for the work • Vision/purpose of work • Expectations for administrators, teachers, and AEA staff • How a plan will be developed to use alignment data for decision making
Major Activity #2: Setting Up I-CAT • Make sure I-CAT can connect to staff information system (e.g., PeopleBox) • Names of teachers and administrators • Building(s) they are in (name and state ID#) • Email address • Title/Position • Once connected, choose teachers who will use I-CAT for summative self reporting
Major Activity #3: Teacher Training • Training and data entry • District/building leadership physically present, part of planning and training • Uses a “just-in-time” approach • Training objectives: Participants will be able to • Develop a common understanding of curriculum and alignment concepts and terms • Explain the implementation outcome for alignment • Explain the purpose of the alignment process • Learn how to and enter data
Major Activity #4: Data Entry • Occurs immediately following training (i.e., same day, with administrators and facilitators present) • Teachers will be able to enter data on their own as well since I-CAT is web-based
Major Activity #5: Follow Up to Data Entry • Some things to consider for developing a plan • Determine how frequently data should be collected • Determine who else may need to be involved in the future • Determine how enacted curriculum data connect with local curriculum efforts (e.g., curriculum cycles) • Facilitate conversations among teachers and administrators about alignment data • Use alignment data to help develop a plan to address any misalignment that exists Use self study 4.c.2 rating to determine systems progress
I-CAT: Summative Self Report Demonstration • Demonstration of the following • Online data entry interface (beta version) • Data output, display, and analysis options • While observing the demonstration, note the following • How could these tools and data be used to help districts engage in Outcome 4 work? • How could these tools and data be used to help districts determine what is taught and where it is taught?
Percent alignment between what is taught and the Essential Concepts/Skill Sets is displayed Different levels of analysis reveal different degrees of alignment Data Display
The Essential Concepts/Skill Sets taught and not taught are indicated in a table with “Yes” and “No” Yellow highlights the “No” designations Data Display
Percent alignment between what is taught and the Details within each Essential Concepts/Skill Sets is displayed 0% means no Details taught for that Essential Concept/Skill Set 100% means all Details taught for that Essential Concept/Skill Set Everything in between means some but not all Details taught Data Display
Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets is displayed Details taught designated by “x,” not taught highlighted yellow Data Display
Courses can all be analyzed side by side by frequently taken course sequences Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets is displayed Details taught designated by “x,” not taught highlighted yellow Data Display
Some Things to Consider Next • Questions • Does your school already use tools that will allow a comprehensive look at enacted-to-intended alignment? • How could these data be used?
Implementation Plan and Self Study Electronic Submission • http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=674&Itemid=1023
Dates for Sessions Next Year • Session 1 • October 26, 27, and 28 • Session 2 • March 29, 30, and 31
