Illinois MSP Program Goals

To increase the content expertise of mathematics and science teachers;

To increase teaching skills through access to the expertise of mathematicians, scientists, engineers and other such professionals, their technologies and resources; and

To increase the understanding and application of educational research pertinent to mathematics and science teaching and learning.

ILLINOIS MSP PROGRAM

Eligibility: – Groupings from grades 4-12 – Math AND Science

• Mathematical inquiry and problem-solving

• Scientific inquiry• Technological design

IMSP Design Elements

Action Research by all participants

SEC as pre- and post- tools for all Evaluation Coordination resource Participation in Capitol Showcase Partnership portfolio

Portfolio guiding questions

ConsiderationsHow could your portfolio highlight or demonstrate the

quality and impact of The summer institutes and other professional

development activities? The integration of scientific inquiry, technological

design, mathematical inquiry and problem-solving into content and instructional practice?

Partnership activities on – Teacher quality? – Student achievement?– Your partners?

Educational research awareness and application? Alignment of activities with IMSP goals?

Lessons learned from MSP-1 Pay deliberate attention to developing a statewide

leadership network Encourage flexibility Provide clear and consistent communication at all

levels Explore how the relationships between university

faculty and practicing teachers can be maximized As wisdom emerges from practice, collect and

collate insight from the different partnerships regarding what factors contribute to effective partnerships

Assist professional developers in meeting the cultural and pedagogical needs of teacher audiences.

More lessons from MSP-1

Commonalities of issues faced and resolved:– Teaching styles and teaching culture– The value of access to strong content

expertise– The challenge of balancing content and

pedagogy in instruction for teachers– The implementation concerns teachers

weighed as they considered how to transfer their new learning to the classroom context.

How People Learn…Key Findings P. 14: Students come to the

classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

How People Learn…Key Findings P. 16: To develop competence in

an area of inquiry, students must: – Have a deep foundation of factual

knowledge– Understand facts and ideas in the

context of a conceptual framework, and

– Organize knowledge in ways that facilitate retrieval and application

How People Learn…Key Findings P. 18: A ‘metacognitive’ approach

to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

Implications for Teaching

Teachers must draw out and work with the pre-existing understandings that their students bring with them.

Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge

The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.

Designing Classroom Environments, pp 23-26

Schools and classrooms must be– Learner centered– Knowledge centered– Assessment centered

• To make student’s thinking visible to the teacher as well as the student

• To understand the developmental corridor

– Community centered