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Strategic Education Research Partnership

Strategic Education Research Partnership. WT Grant Research-Practice Partnership Meeting April 30, 2014. Starting Small. Not a theory: a stage of problem solving Word Generation in Boston vs. Word Generation in New York City. How do you know….

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Strategic Education Research Partnership

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  1. Strategic Education Research Partnership WT Grant Research-Practice Partnership Meeting April 30, 2014

  2. Starting Small Not a theory: a stage of problem solving Word Generation in Boston vs. Word Generation in New York City

  3. How do you know… Evidence: Word Generation positive effect on vocabulary acquisition; positive reports from teachers. Partnerships must balance theory and politics 5x8 card internal coherence protocol

  4. Case Example Decline in middle grades math performance Teacher applicants (12 chosen) Exploration of student thinking Generation of testable approaches to shifting to sense-making practices TAKE 1: TOOLS FOR SENSE-MAKING

  5. STEM: Offers students a brief description of some quantitative information. For example: A dragonfly can fly fast. It can go about 50 feet in two seconds. SOLUTION: Provides “answer” to the question using the stem’s information, but also provides insight to how these types of situations can be handled in mathematics. For example: 50 feet/2 seconds indicates a unit rate of 25 feet per second. 275 ÷ 25 = 11 Therefore the dragonfly can fly 275 feet in 11 seconds. QUESTION: Asks student to use the information in the stem and apply it to a situation that is different or more detailed. For example: How long would it take for the dragonfly to go 275 feet? or How far could could the dragonfly fly in 11 seconds?

  6. http://math.serpmedia.org/sense-making/

  7. The Scaling Challenge • The district mechanism for taking pedagogy to scale (MSTLI) was defunded • Sharing practices across teachers was counter-cultural • Observations of classrooms suggested bigger challenges: • Teacher discomfort with uncertainty • Sense-making with below grade level math • Limited capacity to use divergent thinking

  8. Iterative design TAKE II: Team of researchers and teachers try their hand at more fully designed lessons.

  9. Iterative Design TAKE III: Formal user-centered design process to create “poster problems”

  10. http://math.serpmedia.org/diagnostic_teaching/

  11. Ready for Scale? • District’s challenge is redefined • New people • New context (CCSS-M) • New challenge (how do we get everyone to engage in rich math tasks?)

  12. Been there…. RISE Assessment Word Generation (STARI?) Internal Coherence Survey and Protocol

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