RINA JOY JOSE JULIANMAT-ENGLISHBeliefs and Assumptions

Strategies and practical techniques for classroom formative assessmentEngineering effective discussions, activities, and classroom tasks that elicit evidence of learning

Key idea: questioning shouldcause thinkingprovide data that informs teachingImproving teacher questioninggenerating questions with colleagues low-order vs. high-order not closed vs. openappropriate wait-time tasks that elicit evidence of learningGetting away from (I-R-E)basketball rather than serial table-tennisNo hands up (except to ask a question)Hot Seat questioningAll-student response systemsABCD cards, show-me boards, exit passes

Dylan William; Sustaining formative assessment with teacher learning communities, March 2012

OutcomesUncover assumption that teachers may hold about instructional design processes because of the text series they are using.Discuss the impact of assumptions that teachers have based on passed experiences, successes and challenges.Consider how these assumptions impact our work with schools, teams and individuals.

Learning IntentionSuccess CriteriaLearning IntentionWe are learning to develop an understanding of how beliefs and assumptions impact our work with schools, teams and individuals.

Success CriteriaWe will know we are successful when we develop strategies to address beliefs and assumptions that hinder the implementation of the Instructional Design of the CMSP.

What is a belief? An assumption?Turn and Talk

Belief:Acceptance of truth of something; trust; something that somebody believes in; opinionAcceptance by the mind that something is true or real, often underpinned by an emotional or spiritual sense of certainty

Assumption:Something taken for grantedSomething that is believed to be true without proof

Encarta Dictionary

Comfort GroupsWhat textbook series are you most comfortable with?IndividualIllustrate how you feel about this programWhip around your group. Why did you choose this group?Share your illustrationAs a groupCreate a collage that includes all illustrationsDiscuss the Comfort Group questions

Comfort Groups DebriefWhat assumptions might teachers who teach using these materials have about the teaching and learning of mathematics?How does the lesson format align with or contradict the CMSP Instructional Design?Do you have any evidence to demonstrate that teachers beliefs about their use of a textbook are related to student demographics?Highlight 3 important elements of your groups conversation to share with others

Why do People Resist Change?As a table groupBrainstorm a list of common causes of resistance in schoolsOvercoming Resistance

Whats Our Goal?Goal: students meeting and exceeding standardsWe believe that inquiry based learning will help us meet this goal

Hand Up; Stand Up; Pair UpDiscuss what inquiry-based learning means to you

FROMTOTeacher instructs students in a concept or skillTeacher solves example problems with the classStudents practice on their own while the teacher assists individual studentsTeacher introduces problemStudents struggle with the problemVarious students present ideas or solutions to the classThe class discusses the various solution methodsTeacher summarizes the class conclusionStudents practice similar problemsStudents practice their new understanding in a new contextShift in How We Instruct

Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement, S. Leinwand, 2009

Down and DirtyIn Comfort Groups:Review the Guide for Planning with __(textbook series)__Find those sections in your book Provide feedback on the Guide1 copy with notes submitted per groupWhole groups share outHighlights discussed about the GuideSuccesses and Challenges of planning using the GuideHomework: Mixed groupsPlan an upcoming lesson using the Guides suggestions

Learning IntentionSuccess CriteriaLearning IntentionWe are learning to develop an understanding of how beliefs and assumptions impact our work with schools, teams and individuals

Success CriteriaWe will know we are successful when we develop strategies to address beliefs and assumptions that hinder the implementation of the Instructional Design of the CMSP

Now What?How do we address teachers beliefs and assumptions about the Instructional Design and their primary textbook?Do you think the texts that teachers are using impact how they apply the Instructional Design?Identify 3 strategies you will use when working with teachers to address resistance to the instructional design.

Looking at the wrong knowledge*The most powerful teacher knowledge is not explicit:Thats why telling teachers what to do doesnt work.What we know is more than we can say.And that is why most professional development has been relatively ineffective.Improving practice involves changing habits, not adding knowledge:Thats why its hard:And the hardest bit is not getting new ideas into peoples heads.Its getting the old ones out.Thats why it takes time.But it doesnt happen naturally:If it did, the most experienced teachers would be the most productive, and thats not true (Hanushek & Rivkin, 2006).

Transfer to Classroom PracticePercent of Participants Attaining Transfer

Theory/Information Only 5%Demonstration10%Practice20% Peer Coaching 90%Joyce & Showers, 2001

Chart1

0.050.10.20.9

Theory

Demonstration

Practice

Peer coaching

Sheet1

Theory5%

Demonstration10%

Practice20%

Peer coaching90%

ReflectionIdentify 3 strategies you will use when working with teachers to address resistance to the instructional design.

Resistance/ConcernStrategyReflection on use of Strategy

Learning IntentionSuccess CriteriaLearning IntentionWe are learning to develop an understanding of how beliefs and assumptions impact our work with schools, teams and individuals

Success CriteriaWe will know we are successful when we develop strategies to address beliefs and assumptions that hinder the implementation of the Instructional Design of the CMSP

ChangeYou cant change the world you can only change yourself.Although we can only change ourselves, making a change creates a ripple effect, like throwing a stone into a pond. When we change our behavior, the effects of that change may reach farther than we anticipate. We dont always see the big picture and realize the impact we have on others. By working for change within ourselves, we often affect others in a way we couldnt do otherwise.

Unknown

*To start withpeople will want to get a good sense of what they are thinking about.Maybe talk about how we look for assumptions when we are teaching science and how beliefs and assumptions actually influence whether we think something is actually possible (evolution, landing on the moon, etc.) *May need to do more than 1 group per poster if group size more than 6*Back at tablesSelect reporter to share out**Chart ideas if time**Might be a lesson they use for Joint meeting*(link back to resistance, dont make them wrong, honor and get them to

*WEIGHT WATCHER STORY**