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A Professional Development Program for Science Teachers: Classroom Connectivity for Math and Science

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A Professional Development Program for Science Teachers: Classroom Connectivity for Math and Science – PowerPoint PPT presentation

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Title: A Professional Development Program for Science Teachers: Classroom Connectivity for Math and Science


1
A Professional Development Program for Science
Teachers Classroom Connectivity for Math and
Science
  • Christy Kim Boscardin, CRESST-UCLA
  • Sedat Ucar, Cukurova University
  • Sukru Kaya, Gazi University
  • Melissa L. Shirley, The Ohio State University

Vehbi A Sanalan, The Ohio State University Karen,
E. Irving, The Ohio State University Stephen J.
Pape, University of Florida Douglas T. Owens, The
Ohio State University Louis Abrahamson, Better
Education Foundation
The research reported here was supported by the
Institute of Education Sciences, U.S. Department
of Education, through Grant R305K050045 to The
Ohio State University.  The opinions expressed
are those of the authors and do not represent
views of the U.S. Department of Education.
2
Changing conception of science competence
(National Research Council, 1996)
  • Conceptual understanding
  • Evidence-based reasoning
  • Fluency in scientific inquiry and process skills
  • Understanding the nature of science
  • Broad science knowledge base

TI Navigator slides adapted from a presentation
by Eileen Shihadeh, Texas Instruments
3
Changing roles for teachers include
  • Thinking beyond skills-based conceptions
  • Setting norms for discourse
  • Fostering scientific reasoning
  • Using problem solving and inquiry to support
    knowledge construction
  • Developing scientific competence more broadly
    defined
  • Using formative as well as summative assessment
  • Differentiating instruction

4
CCMS Project Overview
  • Interdisciplinary professional development and
    research project
  • Algebra I and Physical Science
  • Classroom connectivity technology
  • Summer Institute training
  • T3 conference follow-up

5
The TI-Navigator Connected Classroom
The TI-Navigator System allows the teacher to
  • Create a collaborative learning environment
  • Engage in formative assessment by way of
    immediate feedback
  • Enhance classroom management of TI graphing
    technology
  • Quick Poll provides teacher understanding by
    receiving impromptu feedback

6
Professional Development
  • Week-long summer institute
  • Follow-up workshops at T3 Conferences
  • Web-based training
  • Online discussion forums
  • Telephone interviews

7
Summer Institute
  • You have to walk the walk to talk the talk
  • Model is used in T3 PD program
  • Based on the lessons learned
  • Teachers teaching other teachers
  • Research support for teacher-driven and
    learning-focused PD programs

8
Summer Institute (cont.)
  • Important components
  • Focus on student learning in physical science
  • Extensive hands-on practice
  • Curriculum specific applications
  • Focus on both the technology and the pedagogy
  • Experienced teacher instructors
  • Teachers technology ability level

9
Summer Institute (cont.)
  • Treatment group in 2006, control group in 2007
  • Five days, from 800 am to 500 pm
  • Daily Debriefing sessions
  • Pedagogical discussions about
  • Self regulated learning
  • Formative assessment
  • Lesson projects and presentations

10
Summer Institute (cont.)
  • 21 Physical science, physics and chemistry
    teachers
  • 11 different states
  • 15 different schools
  • 11 female, 10 male
  • 9 teachers first year, 12 teachers second year

11
Demographics
12
Technology Use
Construct Mean SD Scale Range
General Technology Use 3.38 1.09 Very low - Very High 1-5
Educational Technology Use 2.96 1.25 Very low - Very High 1-5
Technology integration tendency 2.48 1.33 Never / Everyday 1-5
Perceived Technology Skill level 3.36 1.37 Very low - Very High 1-5
Perceived expertise in CK 3.71 1.45 Novice - Very Knowledgeable 1-5
13
Professional Development
Type of Professional Development Never Once in two years Once a year Twice a year More than twice a year
Science Content Course N 3 1 8 3 5
Physics Content Course N 4 5 9 1 1
Chemistry Content Course N 9 2 6 1 2
District level one-day workshops N 2 1 5 2 10
Long-term PD (2 or more days) N 6 1 4 6 3
Graphing Calculator workshops N 12 2 3 2 1
Technology workshops N 6 3 6 2 3
University coursework N 7 5 2 1 5
Attending a conference N 4 4 8 2 2
Presenting at a conference N 15 1 3 0 1
14
Institute Evaluation
After the institute
Construct Mean SD Scale Range
Appropriateness of institute contents 4.61 0.64 S. Disagree / S. Agree 1-5
Perceived pedagogical usefulness of Navigator 4.32 0.76 S. Disagree / S. Agree 1-5
Perceived self-confidence in Navigator components 4.33 0.94 S. Disagree / S. Agree 1-5
Overall Satisfaction 1.53 0.77 Excellent / Poor 1-4
15
Results
  • Teachers
  • feel positive about using the technology in their
    teaching
  • show appreciation for the institute contents
  • Have confidence in their Navigator use skills
  • Are satisfied with their overall experience in
    the summer institute

16
Future Directions
  • Ongoing analysis of data from one-day workshops,
    telephone interviews and observations.
  • Studying about the effects of PD on teachers
    implementation of the technology.
  • Seeking a relationship between teachers use of
    the technology and student achievement.

17
Thank You!
http//ccms.osu.edu
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