Post on 26-Jan-2015
description
Oleh-oleh dari Hong Kong
KEGIATANTHE 2nd EAST ASIAN INTERNATIONAL CONFERENCE
ON TEACHER EDUCATION RESEARCH“Teacher Education for the Future: International Perspectives”
at The Hong Kong Institute of Education
HONG KONG, 15 – 17 DESEMBER 2010
1
INSIDE INDONESIA’S MATH CLASSROOMS
A VIDEO STUDY OF TEACHING PRACTICES
A joint Ministry of National Education (MONE) and World Bank Study
- funded under the Dutch Basic Education Support Program
2 Mae Chu Chang The World Bank
TEACHER EDUCATION FOR THE FUTURE IN INDONESIA
TEACHER EDUCATION FOR THE FUTURE IN INDONESIA
System: there are two departments (MONE, MORA)
Scope Over 3 million teachers 67% of teacher workforce require upgrading 100% required certification
Massive policy reform focused on teacher quality 4 year degree: minimum qualification Certification by 2015 In-service professional development Teacher incentives 4
INDONESIAN CONTEXTINDONESIAN CONTEXT
5
INCENTIVES: doubling of salary for certified teachers, remote area allowance, functional allowance contingent on certification.
PROFESSIONAL DEVELOPMENT INITIATIVES: university changes, teacher working group (KKG-MGMP), more distance learning programs.
Bachelors or more
Less than Bachelors
Indonesian teachers have ways to go before being qualified
(as defined by the new Law)
Indonesian teachers have ways to go before being qualified
(as defined by the new Law)
Source: "Towards Teacher Reform that Produces Professional, Dignified, and Prosperous Teachers", DIKTI PMPTK, MONE, 2010, pg 35
More than 75% of primary
school teachers do not have a
Bachelors degree.
More than 75% of primary
school teachers do not have a
Bachelors degree.
6
LOW LEVELS OF INDONESIAN STUDENTS’ COGNITIVE PERFORMANCE IN MATHEMATICS
(TIMSS 2007)
LOW LEVELS OF INDONESIAN STUDENTS’ COGNITIVE PERFORMANCE IN MATHEMATICS
(TIMSS 2007)
100806040200
20406080
100
Kore
a
Sin
gapore
Japan
Chin
ese
Taip
ei
Aust
ralia
Mala
ysi
a
Inte
rnati
onal M
edia
n
Thaila
nd
Indonesi
a
Syri
a
Moro
cco
Colo
mbia
Ghana
Advanced (>625)
High (550-624)
Intermediate (475-549)
Low (400-474)
Under Low (<400)
Source: 2007 TIMSS Results 77
Improving the Teaching System – Joint GoI and WB effortsImproving the Teaching System – Joint GoI and WB efforts
BERMUTU = Quality Better Education through Reformed
Management and Universal Teacher Upgrading
Project to develop a system to upgrade teachers through working groups, improve quality assurance and career path development for teachers.
Started in 2008, US$ 200 million Parallel studies and pilot in 2007 8
Key questions for the reform that require a video study:
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What is currently happening in the classroom?What needs to change to increase teacher
effectiveness? What will be the impact of teacher reform on
pedagogical practices in Indonesia’s classrooms? What changes will occur?
How can we obtain rich qualitative and quantitative information?
How can this inform pre and in-service professional development?
How does teacher performance influence student achievement? And what specific classroom behavior impacts students?
How does teacher performance influence student achievement? And what specific classroom behavior impacts students?
10
Previous video studiesPrevious video studies
TIMSS Video Study 1995 (3 countries) Germany, Japan and the United States
TIMSS Video Study 1999 (7 countries) Australia, the Czech Republic, Hong Kong
SAR,Japan, the Netherlands, Switzerland, and the United States.
Based on the premise that the more educators and researchers can learn about teaching as it is actually practiced, the more effectively educators can identify factors that might enhance student learning opportunities and, by extension, student achievement.
Benefits and limitations of a cross-country comparisonBenefits and limitations of a cross-country comparison
Comparing teaching across cultures can introduce fresh perspective by widening the known possibilities and revealing alternative teaching practices.
A cross-country comparison does not necessarily give an answer of the best way of teaching Teaching and learning is culturally unique
BUT it can Reveal Indonesia’s own practices more clearly Show new alternatives Stimulate discussion about choices within
each country Deepen educators’ understanding of teaching 11
Alternatives to Video Study consideredAlternatives to Video Study considered
Interviews: Teachers may have forgotten what actually happened in classroom, teachers may not be honest, teachers may be mistaken about their performance, time consuming.
Questionnaires: Limitations of memory, honesty and perception.
Live Observations: Intrusive, time-consuming, no re-observation
Video Study: different observers can analyze same video, different aspects of classroom can be captured, permanent record, can rewind/pause/fast forward etc.
12
Video Study: OBJECTIVESVideo Study: OBJECTIVES
1. Characterize classroom teaching-learning behavior with reference both to curriculum intention and to classroom characteristics in other countries
2. Provide baseline data for comparison with data to be collected in 2011
3. Relate classroom teaching-learning behavior with student achievement in TIMSS 2007 and to determine effective teaching methods so as to inform ongoing teaching improvement programs
4. Produce an archive of classroom videos for use in research and teacher development in the future
5. Develop the capacity of relevant personnel in Indonesia.
13
Additional Uses of the Video StudyAdditional Uses of the Video Study
14
BERMUTU – videos integrated into teacher working group modules
Sample clips for ‘Center for Development and Empowerment of Teachers and Education Personnel’ to demonstrate examples of teaching practices
Use of videos as supplementary material Incorporating videos as illustrations for online
tutorialsResearch department:
Intends to replicate video study for PIRLS LiteracyPlans to do a science video study
Supervisors and PrincipalsFor use in evaluating teachers and providing feedback
CONCEPTUAL FRAMEWORKCONCEPTUAL FRAMEWORK
Teachers’ Classroom Instructional Practices (base-line)
Improved Instructional Practices
Teacher Law: sets minimum requirements
More qualified, higher quality teachers
Student Achievement (base-line: TIMSS 2007)
Improved Student Achievement (TIMSS 2011)
Video Study (Phase 1)
Video Study (Phase 1)
Video Study (Phase 2)
Video Study (Phase 2)
2005/6
Upgrading and certification
2007 2011
15
2 PHASED DESIGN
Phase 1
Linked to Trends in International Math and Science Study (TIMSS) examination
Design based on established video study methodology and analysis dimensions (Hiebert et al,1999)
Targeted participants: 100 8th grade mathematics classrooms
Analysis: regression ; cross-country comparison, discourse
Phase 2
Repeat of Phase 1 for comparison, trending
Intense observation, questionnaires , interviews and assessments focused on teacher beliefs and mathematical knowledge in teaching
Phenomenological Case Studies: reflective individual discussion
The video study is a means to monitor the classroom competence of teachers over a number of years.The video study is a means to monitor the classroom competence of teachers over a number of years.
16
Key Implementing Units InvolvedKey Implementing Units Involved
The video study is a collaborative effort between MoNE and the World Bank.
Departments involved within MoNE Directorate General for Quality Improvement of
Teachers and Education Personnel (PMPTK) Teacher Professional Development P rogram
(PPPG) Institute for Educational Quality Assurance (LPMP) Centre for Educational Assessment (Puspendik) Directorate of the Management for Junior
Secondary Education ICT Centre for Education (Pustekkom)
17
Some significant findingsFrederick K.S. Leung
The university of Hong Kong
Lesson Structure Content Instructional Practices Relationship between
instructional practices and student mathematics scores
19
Range = 39 – 100 minutesMedian = 66 minutes
Length of Lesson (in minutes)
4145 45 46 47 50 51
70
0
10
20
30
40
50
60
70
80
90
100
LESSON STRUCTURE
% of time used for learning mathematics
LESSON STRUCTURE
8995969697979898
84232211
31211111
0% 20% 40% 60% 80% 100%
IndonesiaAustralia
NetherlandsUnited States
Hong KongSwitzerland
Czech RepublicJapan
Mathematics Mathematics Organization Non-mathematics
Source: Indonesia results combined with Hiebert, J. et. al., (2003),
PracticeNew ContentReview
USE OF CLASS TIME
10
3958
24 2439 35
5348
3322
3960 34 40
23
4128 20
3716 27 25 25
0102030405060708090
100
Japa
n
Switz
erla
nd
Czech
Rep
ublic
Austra
lia
Hong
Kong
SAR
Unite
d St
ates
Nethe
rland
s
Indo
nesia
Percent of math class time by category
INSTRUCTIONAL PROCESSPercentage of time for public (full class) and private (group
or individual) interaction
44
52
55
57
66
68
79
80
55
48
45
43
34
32
22
20
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Netherlands
Australia
Switzerland
Indonesia
Japan
United States
Czech Republic
Hong Kong SAR
Public Interaction Private Interaction
% of Problems by Level of Complexity
Source: Indonesia results combined with Hiebert, J. et. al., (2003), page 71
LESSON CONTENT
17
69 6477
6369 67
57
45
22 2516
2922 27 4039
12 11 8 8 6 6 3
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
High Complexity
Medium Complexity
Low Complexity
6177 84
4157
69
41
247
4
5
1813
35
15 16 13
54
24 17 24
0102030405060708090
100
Make Connection
State Concept
Use Procedure
percentage of problems per math lesson of each problem statement type
Lesson Content
LESSON CONTENTAverage number of independent problems solved in the
lesson and average length of time per problem in minutes
3 35
7 78
10
13
7
15
43
42
54
02468
10121416
Average Number of Independent Problems Average Problem Length (minutes)
Percent of lessons with at least one problem where more than one solution is presented
10 16 23 24 25 30 37 42
90 84 77 76 75 70 63 58
0102030405060708090
100
Class has no problems with more than one solution
Class has at least one problem with more than one solution
LESSON CONTENT
LESSON CONTENTAverage percentage of problems per lesson that were
applications
Source: Indonesia results combined with Hiebert, J. et. al., (2003), page 91
16
34 35 40 4551 55
74
01020304050607080
28
% of time by instructional approach
Investigation3%
Practical work10%
Disussion15%
Problem solving
20%
Exposition52%
INSTRUCTIONAL PRACTICES
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Average Teacher and Student Words(Calibrated to a lesson of 50 minutes)
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
Ind OCs Ind OCsAverage number of teacher words
Average number of students words
2,633
5,902
5,148
1,018
640197
Nu
mb
er
of
word
sOPPORTUNITIES TO TALK
30
Ratio of Teacher to Student Words
8
9
9
10
13
16
25
0 5 10 15 20 25 30
United States
Australia
Czech Republic
Switzerland
Netherlands
Hong Kong
Indonesia
Number of teacher words per one student word
INSTRUCTIONAL PRACTICES: OPPORTUNITIES TO TALK
State concept
Use procedure
Make connection
SET-UP OF PROBLEMS
Procedural complexity
PROBLEMS
% of problems with application
% of problems with proof
▲
▲
▲
New content
Assessment
Review
LESSON STRUCTURE
▲
Non-math
Math organization
Math
USE OF TIME
▼
▲
Practice ▼
Student presenting
Student and teacher
Lecture (teacher only)
FULL CLASS INTERACTION
▲
▲
▼
REGRESSION ANALYSIS: RELATIONSHIP BETWEEN TEACHING PRACTICES AND STUDENT MATHEMATICS SCORES
Student Math Score
TEACHER BACKGROUND
HOME
STUDENT
CLASS
SCHOOL
Control for variables
▲
% of class spent on problems
PROBLEM TIME
▲
Small group or individual work
Full class interaction
TYPE OF INTERACTION
Individual seatwork
Small groups
PRIVATE INTERACTION
Communication
Problem solving
Reasoning
LEARNING METHOD
▲
▼
Use textbook
Use math material
Use calculator
Use real world situations
Use projector
OBSERVED USE
▼
▲
▲
▼
= statistically significant positive relationship
= statistically significant negative relationship
Real world concepts
Math language and symbols
CONCEPTS USED
▼
▲
SUMMARY OF MAIN FINDINGS Lesson Structure In Indonesia, more time spent on non-math activities,
practice, non-problem work – less on review, assessment
Classes with good lesson plans and effective use of classroom time scored higher
Content Relatively few higher-order thinking problems Classes that used proofs scored higher Application problems used less often than other
countries Goal and summary statements were used by teachers
frequently
SUMMARY OF MAIN FINDINGS Instructional Practices Teachers tend to have a transmissionist orientation Teacher approach to maths: one correct approach to
the solution Students speak much less than teacher, use short
responses when answering questions Classes with higher student involvement tended to
score higher Student problem solving often involves simple
repetition of teacher examples Calculators were rarely used
Inside Indonesia’s Mathematics Classrooms
Paper 3:
Implementation Challenges and
Solutions34
Ratna Kesuma
Distribution of Research Sample
51 Districts: Red Aceh and Papua: Yellow
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Partnership: MoNE and World Bank
MoNE perspectivesTeaching and learning insights linked to TIMSS scores (2007 and 2011).Professional development resource for quality improvement.
World Bank, Jakarta perspectivesMoNE capacity building in Video Study research methodology.Professional development tool: Teacher Working Groups and training institutions.
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Video-Taping Process Dynamic
Mixing
Static
Product
ChallengeSchools: Honoured to be selected
“Let’s show our best: the dignity of the school is at stake”
“Let’s use our most skilled teachers and clever students – and, rehearse”
Let’s repair the classroom so it looks good on the video”
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Challenges: classroom video-taping
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Video can interfere with the classroom environment:
Stage managedEveryone on best behaviourTeachers: fear of the camera and being observedClassroom layout adjusted for cameras – not the norm
Challenges: MoNE Study Team
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Video Study role in addition to normal workload
Lessons for Phase II (Video Study of TIMSS 2011)
Core Team: Lacked expertise in analysis and reporting. Experts in Maths only. University experts sourced for analysis and reporting.
Employ 4 full time personnel as Study Team.
Ensure schools are :-well-briefed -understand study focus: Realities in the Mathematics Classroom.
Support Team: Involved in data collection only. Unable to code data, analyse, report due to other work demands.
Examination Team: Provided and collected data. Limited due to other work demands.
Video Team: Insufficient resources for 100 schools. Employed external contractors.
Contract out the video team work.
Breaking down the data: Main coding tree
Structure
Math Organization
Math Work Non-Math Work
Review New Content Practice Assessment
Public Private
Group
Individual
Without
teacher
With teacherStudent
Teacher
Teach&Stud
Without
teacher
With teacher
Public Private
Group
Individual
Without
teacher
With teacherStudent
Teacher
Teach&Stud
Without
teacher
With teacher
Public Private
Group
Individual
Without
teacher
With teacherStudent
Teacher
Teach&Stud
Without
teacher
With teacher
Public Private
Group
Individual
Without
teacher
With teacherStudent
Teacher
Teach&Stud
Without
teacher
With teacher
A Branch of the Coding Tree
42
Individual private interaction - new content
problem non problem
exposition is sinp2 discussion is sinp2practical work iss2investigation iss2problem-solving iss2
mis-concept Q & A is2 mis-concept
open is2
close is2
true or false is2
rhetoric is2
item type is pm2
item solution is pm2
try and error is pm2
use graph is pm2
work backward is
pm2
from the simplest is
pm2
use path is pm2
solution type is pm2
non routine is pm2
routine is pm2
quality is pm2
open is pm2
close is pm2
context is pm2
real life is pm2
math language is
pm2
nature is pm2
concept is pm2
connection is pm2
proof is pm2
procedure is pm2
item type is inv2
item solution is inv2
try and error is inv2
use graph is inv2
work backward is
inv2
from the simplest is
inv2
use path is inv2
solution type is inv2
non routine is inv2
routine is inv2
quality is inv2
open is inv2
close is inv2
context is inv2
real life is inv2
math language is
inv2
nature is inv2
concept is inv2
connection is inv2
proof is inv2
procedure is inv2
item type is pr2
item solution is pm2
try and error is pr2
use graph is pr2
work backward is
pr2
from the simplest is
pr2
use path is pr2
solution type is pr2
non routine is pr2
routine is pr2
quality is pr2
open is pr2
close is pr2
context is pr2
real life is pr2
math language is
pr2
nature is pr2
concept is pr2
connection is pr2
proof is pr2
procedure is pr2
PHASE 2: DEEPER ANALYSIS
43
System and Policy
Influences
Cultural Influences
Pupil’s response
s
Teacher’s practices
Teacher’s beliefs
Teacher’s Mathematics Knowledge in
Teaching
What it is to be a mathematics -
capable pupil
How pupils learn to do
mathematics
How best to teach
mathematics
Mathematics subject
knowledge
Knowledge of teaching
approaches
Knowledge of pupils
StudentLearning
Source: framework based on model of Askew et al (1997)
Challenges & Solutions
Limitation Addition: Before and After Tests
TIMSS is a single test.•Cannot determine teacher “value add” to student progress over the course of the year.
•TIMSS differs in some areas from the national curriculum
Conduct:•Before test: A baseline mathematics test. •After test: A test at the end of the year .
Test: • Previous TIMSS exams (38%) + Nationally developed exams (62%). Benefits
• A “value added” measure and better understanding of the links between teacher background and teaching practices with student learning.• Can compare between the TIMSS results and the nationally-oriented results.44
Challenges & SolutionsLimitation Addition: Teacher
Assessment
TIMSS data on teachers:•Does not provide a sense of the teacher’s subject or pedagogic knowledge.
• Conduct a subject and pedagogy test for mathematics teachers at the beginning of the 2010 school year.
BenefitsCan provide insights into:•the role of teachers’ mathematical knowledge in teaching
on classroom instruction. •the importance of subject and pedagogic knowledge
on teaching practices and on student outcomes.45
Challenges & SolutionsLimitation Addition: Teacher Case Studies
• Video alone does not demonstrate why teachers choose to use various types of teaching techniques.
Aim: To understand factors that influence teaching practices (e.g. personal decisions, environment and support structure, various policies).
Target 10 teachers and conduct in-depth case studies: •Interviews; classroom & teacher working group observations; stimulated recall with teacher for insights about the video; teacher journals & lesson plans.Benefits:
•Qualitative analysis to provide deeper insights, ‘stories’ and to enable more complete evidence-based policy making.46
Challenges & SolutionsLimitation Addition: Further coding layers
along with qualitative analysis for video
• Initial coding was not intended to determine whether the teacher is conducting practices in an effective manner.
• Integrate new coding layers.• Deeper qualitative analysis of
videos focused on teaching quality, teacher enactment of mathematical knowledge, beliefs
Benefits:•Provide more insights on effectiveness and quality of classroom activities. •Explore the link of mathematical beliefs and mathematical knowledge in teaching with actual teaching practices
47
Phase 2 (Video Study of TIMSS 2011)
Repeat: BASE STUDY (2007)
48
Phase 2 (Video Study of TIMSS 2011) Deeper Analysis
49
Professional Development of Mathematics Teachers
Promotion of MONE’s policy of Active Learning, which is supported by findings that more active student participation is associated with higher test scores
Review training in pre-service, in-service, teacher groups in light of findings, which indicate need to:
Orient problem solving to encourage higher order thinking, use of applications and proofs, making connections, multiple solutions
Ensure effective and efficient use of class time, proper planning
Increase use of activities such as review and assessment, which currently receive little time
Encourage student engagement, participation and active learning
Effectively use resources (projector, textbooks, math materials) in learning
POLICY RECOMMENDATIONSPOLICY RECOMMENDATIONS
50
Professional Development of Mathematics Teachers
Incorporate video techniques into teacher group activities for reflective self and peer evaluation
Leverage videos for examples of good and innovative practices; develop a teaching practices archive
Educational System Support (MONE/MORA)Review current policies of combining two periods of
math, allow use of calculators in classSupervision by mathematics supervisors through on-
the-spot training using communicative supervision so that teachers and principals receive feedback useful for improving the quality of teaching.
POLICY RECOMMENDATIONSPOLICY RECOMMENDATIONS
51
Educational System Support (MONE/MORA)Monitoring by head teacher of classroom teachers
based on feedback applied by supervisorsExtending the video study:
Conducting similar video studies in other subjects such as science, literacy
Continuing the mathematics video study beyond 2011 to allow for long-term trending
Incorporating teacher assessment and pre- and post- testing of students to measure gains
POLICY RECOMMENDATIONSPOLICY RECOMMENDATIONS
52
Thank you very much for your attention!
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