What Knowledge Mediates Teachers’ Appropriation of High Leverage

Practices?

This presentation is based upon work supported by the National Science Foundation under Grant # 0554486 as administered by the University of Pittsburgh and Vanderbilt University. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Jennifer L. Cartier & Leslie LancasterUniversity of Pittsburgh

DR K-12 PI MeetingWashington, D.C.November 8, 2009

Overview

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Project Background

Project Background

Driving QuestionsDriving Questions

ContextsContexts Design of PST Learning

Opportunities

Design of PST Learning

Opportunities

Research QuestionsResearch Questions

MeasuresMeasures

Pittsburgh

Pittsburgh

ResultsResults

More Questions!More Questions!

TSSTSS

Project Background

Driving Question– What are the relationships between elementary

teachers’ science & mathematics knowledge, their pedagogical approaches, and what their students learn?

Contexts– Vanderbilt University (M. Singer-Gabella, PI)

Undergraduate & graduate elem. teacher preparation programsFocus on mathematics

– University of Pittsburgh (J. Cartier, E. Forman, co-PIs)Graduate elementary teacher preparation programsFocus on science

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Teacher Learning Context Design:Vision of Science Instruction

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Resembles Science Inquiry•Purposeful Exploration

–Formulating questions–Designing ways to gather data–Collecting data–Organizing & describing first- and second-hand data

•Developing Explanations•Applying Knowledge to New Situations

Resembles Science Inquiry•Purposeful Exploration

–Formulating questions–Designing ways to gather data–Collecting data–Organizing & describing first- and second-hand data

•Developing Explanations•Applying Knowledge to New Situations

Enacted Curriculum (EC)Enacted Curriculum (EC)

Teacher Learning Context Design:The Reality of Science Instruction!

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Rarely Resemble Science Inquiry• Exploration without purpose

•Hands-on tasks that do not Hands-on tasks that do not derive from explicit prior derive from explicit prior knowledge, questions, or knowledge, questions, or theories of the worldtheories of the world

•Data collection is rote or not systematic•Explanations are not tightly connected to patterns in data•Opportunities for application are rare

Rarely Resemble Science Inquiry• Exploration without purpose

•Hands-on tasks that do not Hands-on tasks that do not derive from explicit prior derive from explicit prior knowledge, questions, or knowledge, questions, or theories of the worldtheories of the world

•Data collection is rote or not systematic•Explanations are not tightly connected to patterns in data•Opportunities for application are rare

Curriculum Materials (CM)

Curriculum Materials (CM) ??

Curriculum materials (4 color-coded activities)

4 Learning Goals (LGs; on index cards)

Plan instruction in order to help 5th grade students reach the indicated LGs

Decide which (if any) of these instructional activities you would use and

In which order

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Materials You Are to Use… What You Are To Do…

Planning the Enacted Curriculum A Mini-Exercise

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What Practices Did You Employ?

Our project seeks to identify key Planning Practices so that we can

design contexts in which PSTs can learn these practices.

Teacher Learning Context Design:High Leverage Practices That Mediate Between CM & EC

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HIGH LEVERAGE PRACTICESteacher practices most likely to lead to student learning

(Franke & Chan, 2007; Ball, et al., 2009)

Planning Practices (HLPs)

1.Identify BI and LGs (patterns, explanations)2.Organize / sequence lessons3.Design tools4.Plan talk

as dialog with CM

Page 3 in Hand-Out

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[HLP-2]Organiz

e/Sequenc

e Lessons

[HLP-2]Organiz

e/Sequenc

e Lessons

Page 5 in Hand-Out

Scaffolding the HLP:The Learning Cycle Framework

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HLP 1Identify Big

Ideas & Learning

Goals

HLP 2Organize & Sequence

LGs & Lessons

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Teacher Learning Context Design:Opportunities to Learn & Demonstrate the HLPs

LC 1: Earth/Space Sciencewk 1-3

LC 2: Physical Sciencewk 8-10

wk 6 wk 12 wk 15

PSTs learn & practice HLPs

PSTs demonstrate HLPs in major course assignments

Instructors model HLPs

Modeling HLP 1-4

Introduction of LCF

Scaffolded practice

(HLP 1, 2, 3)

Modeling HLP 1-4Emphasis on HLP 4

ReflectionHLP 1, 2, 3 & LCF

Scaffolded practice

(HLP 1-4, emphasis on

HLP 4)

INSTRUCTION

Lesson PlanCM 1: Science Matters

HLP (1), 2, 3TSS

various CMs

HLP 2, (3)

LC PlanFOSS CM

HLP 1, 2, 3, 4

PERFORMANCE / ASSESSMENT

Tracking the HLPs & the Role of the LCFResearch Questions

Do PSTs draw on the Learning Cycle Framework when choosing tasks from provided CMs? – Alignment of LG to task (HLP-2a)– Selection of task that fits with purpose of Learning Cycle

phase (HLP-2b)

Do PSTs draw on the Learning Cycle Framework when organizing or sequencing related lessons? (HLP-2d)– Explicit justification of sequence– Exploration before Explanation (HLP-2c)

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What is the Task Selection and Sequencing (TSS) Exam?

PSTs… Create a series of

lessons using a given set of Activities to address a Big Idea in science and a set of associated learning goals

Must provide a justification/rational for their Activity selection and sequencing choices

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How is the TSS Exam Designed?What the PSTs are Given…

Pages 7-12 in Hand-

Out

4th & 7th Grade PA State Assessment

Anchors for Science and Technology

Big Idea in Science

Student Prior Knowledge

Learning Goals

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How is the TSS Exam Designed?What the PSTs are Given…

A set of instructional activities that…

WHAT’S MY DENSITY?

Grade Level: 4th-6th grades Math Background: long division; proportions Science Background: measurement of Mass; measurement of volume;

Describing properties of materials Activity time: 1 hour (lab); 30 minutes (group discussion) Objective: Students will find the densities of various common materials.

Students will notice that objects of similar size but different materials have different densities. Students will notice that objects of the same material have the same density, independent of the size of these objects.

Materials: Ping-pong ball and rubber ball of same size

Scale to measure mass Ruler Graduated cylinder

Marble Copies of data table (per group); 4 small objects of various materials. Groups should contain objects of the same material but different shapes. Examples:

Group 1: iron; lead; wood; plastic Lego

Group 2: iron; lead ; wood ; plastic

Group 3: etc. HOOK: 1) Show students ping pong ball and rubber ball; Have

students take turns holding both, one in each hand.

2) Ask students if there are any differences

3) When students notice that they are the same size but one is heavier, ask why this might be.

PROCEDURE: 4) After some discussion, tell the students that the property

describes how something can be small and heavy or small and light is called density.

5) We will do an experiment to explore this property.

6) Distribute student worksheet.

7) Read directions with students.

Yellow

WHAT’S MY DENSITY?

Grade Level: 4th-6th grades Math Background: long division; proportions Science Background: measurement of Mass; measurement of volume;

Describing properties of materials Activity time: 1 hour (lab); 30 minutes (group discussion) Objective: Students will find the densities of various common materials.

Students will notice that objects of similar size but different materials have different densities. Students will notice that objects of the same material have the same density, independent of the size of these objects.

Materials: Ping-pong ball and rubber ball of same size

Scale to measure mass Ruler Graduated cylinder

Marble Copies of data table (per group); 4 small objects of various materials. Groups should contain objects of the same material but different shapes. Examples:

Group 1: iron; lead; wood; plastic Lego

Group 2: iron; lead ; wood ; plastic

Group 3: etc. HOOK: 1) Show students ping pong ball and rubber ball; Have

students take turns holding both, one in each hand.

2) Ask students if there are any differences

3) When students notice that they are the same size but one is heavier, ask why this might be.

PROCEDURE: 4) After some discussion, tell the students that the property

describes how something can be small and heavy or small and light is called density.

5) We will do an experiment to explore this property.

6) Distribute student worksheet.

7) Read directions with students.

Yellow

align to some of the LGs and some of the SFs

are “distractor” activities and are not aligned to the LGs or SFs

Pages 13-17 in

Hand-Out

Liquid Layers

Do oil and water mix?

Oil and water have different densities. Oil floats on water because it is less dense than water. A liquid that floats is lighter or less dense than a heavier or more dense liquid that sinks.

Try the experiment below and explore different densities.

Collect these materials:

Plastic cups (4) Clear straw Plasticine clay

Eye dropper Rubbing Alcohol

Salt Glycerin Water Food Coloring (4 colors) Measuring cup Tablespoon

1. Put in cups:

59 mL (1/4 cup) water 59 mL (1/4 cup) alcohol 59 mL (1/4 cup) glycerin 59 mL (1/4 cup) water and 30 mL (2 tbsp) salt

Blue

Liquid Layers

Do oil and water mix?

Oil and water have different densities. Oil floats on water because it is less dense than water. A liquid that floats is lighter or less dense than a heavier or more dense liquid that sinks.

Try the experiment below and explore different densities.

Collect these materials:

Plastic cups (4) Clear straw Plasticine clay

Eye dropper Rubbing Alcohol

Salt Glycerin Water Food Coloring (4 colors) Measuring cup Tablespoon

1. Put in cups:

59 mL (1/4 cup) water 59 mL (1/4 cup) alcohol 59 mL (1/4 cup) glycerin 59 mL (1/4 cup) water and 30 mL (2 tbsp) salt

Blue

Blue

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How is the TSS Exam Designed?What the PSTs Do…

Yellow

Gray

Green

BlueSelect

activities and

sequence them

I chose this task because it aligns to LG 2…

It is a good Engage task Provide

a rational

for choices made

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What Do PSTs’ Responses Look Like?Selecting Activities Based on LG and SF Alignment…

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“This exploration will allow students to demonstrate their competence in LG 2 (when measuring mass and volume) and LG 4 (when calculating density). It also targets LG 3 when it asks the 3 questions about patterns of uniforms [sic.] solids made of the same materials.”

HLP 2 a

“…they are going to explore and record about using a data table for that material. The next day, students will share their results with students who explored and recorded about other materials in a Jigsaw cooperative learning format. Then, the three pattern questions could be answered.”

HLP 2 b

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What Do PSTs’ Responses Look Like?Sequencing Activities Based on the Learning Cycle Model…

“…Also, it was using the idea of density in a new way since students had not been exposed to the way that liquids and solids of different densities would react ot [sic.] one another. I thought this lesson could have students use the knowledge of the LGs to predict and explain a different phenomena.”

HLP 2 d

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How are We Analyzing the TSS Data? For HLP 2…

8F-02FPy

Lesson 2Lesson 1 Lesson 3

Blue

Engage LG 2

AC 0 Q 2 AC 0 Q 2

Orange

Explore LG 1

AC 0 Q 8 AC 0 Q 6

LG 2

AC 2 Q 9

LG 4

AC 2 Q 10

Yellow

Explore LG 3

AC 2 Q10 AC 2 Q 10

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Study Participants Elementary Teacher Prep. at Pittsburgh

Masters of Arts in Teaching (MAT)

Graduate program 4 academic terms (12 mo.) 20-35 hr. internship for

academic yr. Students are usually first-

career, 22-25 yrs. old, female, Caucasian

Professional Year (PY)

Graduate program 2 academic terms (8 mo.) 14-week practicum (1 day of

observation/participation each week in fall term)

14-week student teaching (spring term)

Students are often second-career, 25-40 yrs. old, female, Caucasian

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Study ParticipantsElementary Teacher Prep. at Pittsburgh

Masters of Arts in Teaching (MAT)

Enroll in Science Methods course during spring term (3rd term in program)

Concurrent with teaching

Professional Year (PY)

Enroll in Science Methods course during fall term (1st term in program)

No concurrent teaching

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Same 15-week Science Methods course. Meets weekly for 3 hours in the evening.

Same 15-week Science Methods course. Meets weekly for 3 hours in the evening.

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What is the TSS Data Telling Us About HLP 2?HLP-2d

QuestionCohort 1

(15 MATs)Cohort 2(27 PYs)

Cohort 3(21 of 32 MATs)

1.Did the PSTs use the LC?

(Explicitly or Implicitly)

93% (14) Yes

7% (1) No

48% (13) Yes

52% (14) No

86% (18) Yes

14% (3) No

2.Of the PSTs who used the LC, did they follow the LC sequence?

(Engage, Explore, Explain, Apply/Extend)

87% (12) Yes

13% (2) No

48% (6) Yes

52% (7) No

78% (14) Yes

22% (4) No

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What is the TSS Data Telling Us About HLP 2?Sub-Practice a and c…

QuestionCohort 1

(15 MATs)Cohort 2(27 PYs)

Cohort 3(21 of 32 MATs)

1.Were LGs 1, 3, 4 addressed? (LG 2 is prior knowledge)

87% (13) Yes

13% (2) No

100% (27) Yes

0% (0) No

92% (19) Yes

8% (2) No

2.Did the PSTs choose an appropriate activity for LG 1?

86% Yes 14% No

94% Yes6% No

90% Yes10% No

3.Did the PSTs choose an appropriate activity for LG 3?

85% Yes 15% No

88% Yes12% No

81% Yes19% No

4.Did the PSTs choose an appropriate activity for LG 4?

92% Yes 8% No

95% Yes5% No

93% Yes7% No

5.Do the conceptual LGs (1 and 3) come before the mathematical LG (4)?

33% (4) Yes

60% (9) No

48% (13) Yes

52% (14) No

42% (8) Yes

58% (11) No 23

What is the TSS Data Telling Us About HLP 2?Sub-Practice b…

QuestionCohort 1

(15 MATs)Cohort 2(27 PYs)

Cohort 3(21 of 32 MATs)

1.Did the PSTs choose an appropriate Engage activity?

95% Yes5% No

90% Yes10% No

94% Yes6% No

2.Did the PSTs choose an appropriate Explore activity?

68% Yes32% No

82% Yes18% No

78% Yes22% No

3.Did the PSTs choose an appropriate Explain activity?

79% Yes21% No

88% Yes12% No

82% Yes18% No

4.Did the PSTs choose an appropriate Apply/Extend activity?

70% Yes 30% No

74% Yes26% No

79% Yes21% No

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What is This Data Telling Us?

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HLP 2 Sub-Practice Trends

a(LG Task

Alignment)

>80% successful

b(SF Task

Alignment)

Engage - > 90% successfulOther SFs success varied (68-88%)Apply/Extend and Explore most problematic

c(LG Sequence)

33-48% successfulMajority place explanatory LGs before exploratory LGs

d(SF Sequence)

Varies according to PST program MATs – 78-88% successfulPYs – fewer than 50%

CONTENT

•Common Content Knowledge (CCK)

•Horizon Knowledge (HK)

•Specialized Content Knowledge (SCK)

Ball, et al. (2008)

PEDAGOGY

•Classroom Management

• Instructional Principles

•Learners & Learning

•Educational Aims

Magnuson, et al. (2001)

What Knowledge Types are Teachers Drawing on to Enact the HLPs?

Page 18 in Hand-

Out

PEDAGOGICAL CONTENT KNOWLEDGE

(PCK)

•Teaching (KCT)

•Curriculum (KCC)

•Students (KCS)

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Looking for Evidence of KnowledgeA mini-exercise

Can we infer anything about PSTs’ knowledge from the TSS data? If so, what type(s) of knowledge can we infer? Look at examples 1-6 (pp. 19-24); identify

evidence on which inferences may be based Is the Knowledge Needed for Teaching

framework of Ball et al. a useful tool to understand how/why PSTs take up certain HLPs?

In what ways are you linking teachers’ practices with mediating knowledge?

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How are We Analyzing the TSS Data?For Knowledge for Teaching used to Apply the Learning Cycle Framework…

8F-02FPy Lesson 1 Blue Engage Q 3

KCT

KCS

Lack of CCK

8F-04FPy Lesson 1 Blue Engage Q 1

KCT

KCS

Lack of CCK

8F-03FPy Lesson 1 Yellow Engage Q 10

KCT

KCS

CCK

Lesson 2 Green Engage Q 10

KCT

KCS

CCK

PSTs who are successful with HLP 2 b appear to have more

SCK.

Want to Know More?Contact Us…

Jennifer L. CartierAssistant Professor

University of PittsburghSchool of Education5523 W. W. Posvar HallTelephone: (412) 648-7248E-mail: jcartier@pitt.edu

Leslie LancasterGraduate Student

Researcher

University of PittsburghSchool of Education5522 W. W. Posvar HallTelephone: (412) 648-1045Email: lel26@pitt.edu

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How are We Analyzing the TSS Data? For HLP 2…

Did the PST explicitly identify LG/SF?

Did the PST accurately align to the

LG/SF?

Did PST modify for

LG/SF alignment?