Supported by the National Science Foundation under Grant No. DUE-0315060
Impact of Science Instruction on Washington State’s Elementary
Students
George Nelson, PI and Carolyn C. Landel, PD
Washington State Assessment Conference
Thursday, December 6, 2007
SeaTac Hilton
Supported by the National Science Foundation under Grant No. DUE-0315060
Outline
• Introduction– Summary of project and findings– An editorial diversion into reality and philosophy
• About the partnership and its work– Some details
• Elementary school findings so far – WASL scores in partnership and two example schools
• Next steps
Supported by the National Science Foundation under Grant No. DUE-0315060
NCOSP History
• Funded by NSF in September 2003• Initial work with teachers in August 2004• Student data
– 2004: Baseline (prior to NCOSP activities)– 2005, 2006: Mid-treatment, only two years
• Teacher, Faculty, Administrator, building level data available for 2003-07
Supported by the National Science Foundation under Grant No. DUE-0315060
Summary of Findings• Significant professional development, focused on
increasing content and pedagogical content knowledge results in improved instruction K-16 and improved student achievement in science as measured by the grade 5 WASL
• Increases in student achievement in science are cumulative
• Teaching science well every day had a positive or neutral impact on reading and math achievement
• Improving science student achievement involved a partnership between higher education and K-12 focused on improving instruction at all levels
Supported by the National Science Foundation under Grant No. DUE-0315060
What is the Reality in Schools?• In fifth grade, 62% of instructional time was in literacy or math; only
24% was devoted to social studies or science. • Fifth-graders spent 91.2% of class time in their seats listening to a
teacher or working alone, and only 7% working in small groups, which foster social skills and critical thinking. Findings were similar in first and third grades.
• Fifth grade, students received five times more instruction in basic skills than problem solving and reasoning. In first third grades the ratio was 10:1.
• About one in seven (14%) kids had a consistently high-quality "instructional climate" all three years studied. Most classrooms had a fairly healthy "emotional climate," but only 7% of students consistently had classrooms high in both.
• There was no difference between public and private schools. Robert C. Pianta, Jay Belsky, Renate Houts, Fred Morrison, Opportunities to Learn in Americas Elementary Classrooms, Science, 315, p1795, 2007
Supported by the National Science Foundation under Grant No. DUE-0315060
Time Spent in 5th Grade Class
62%
24%
14%
Literacy (37%) or Math (25%)
Social Studies or Science
Managing materials or time
Robert C. Pianta, Jay Belsky, Renate Houts, Fred Morrison, Opportunities to Learn in Americas Elementary Classrooms, Science, 315, p1795, 2007
Supported by the National Science Foundation under Grant No. DUE-0315060
Time Spent in 5th Grade Class
91%
7%2%
Listening to Teacher orWorking Alone
Working in SmallGroups
Other
Robert C. Pianta, Jay Belsky, Renate Houts, Fred Morrison, Opportunities to Learn in Americas Elementary Classrooms, Science, 315, p1795, 2007
Supported by the National Science Foundation under Grant No. DUE-0315060
Tacit Beliefs (As evidenced by actions--and tests)• Knowledge of reading and math is sufficient for
students to lead fulfilling lives• Teacher-Centered classes are more effective• Students learn best by themselves• Basic Skills are more important than problem
solving or reasoning• Test scores are more important than other
evidence of learning
Supported by the National Science Foundation under Grant No. DUE-0315060
The North Cascades and Olympic Science Partnership
Supported by the National Science Foundation under Grant No. DUE-0315060
NCOSP HypothesisA partnership can change teachers’,
faculty’s, and administrators’ fundamental ideas about subject matter, teaching, and learning and promote learning through thinking. This change will result in improved student learning, increased test scores K-16, and new teachers better prepared to teach science effectively.
Supported by the National Science Foundation under Grant No. DUE-0315060
Focus on teaching“...teacher effectiveness is the single biggest
factor influencing gains in achievement, an influence bigger than race, poverty, parent’s education, or any of the other factors that are often thought to doom children to failure.”
-Thinking K-16Education Trust, Winter 2004
Supported by the National Science Foundation under Grant No. DUE-0315060
NCOSP Goals1. All students succeed in challenging science curriculum
aligned with standards.
2. Administrators understand and support science education reform goals and programs.
3. Knowledgeable and confident teachers use curriculum with integrity and fidelity.
4. The quantity, quality and diversity of teachers entering the workforce increases through effective recruitment, preparation, and retention.
5. Science education research provides evidence-based contributions to the learning and teaching knowledge base.
Supported by the National Science Foundation under Grant No. DUE-0315060
Partnership Principles• Organizing Principle: The project is organized and managed to
achieve its goals on time and within the budget
• Research Principle: Actions will be planned and modified based on the best research. Where no prior research is available, careful experiments will be designed and carried out
• Learning Principle: Everyone in the project is a learner
• Equity Principle: There are clear, high, and realistic expectations and strong support for all learners
• Collaboration Principle: NCOSP is a true partnership. Each partner contributes to and benefits from achieving the goals
Supported by the National Science Foundation under Grant No. DUE-0315060
K-12 Institutions• 28 School Districts – Whatcom
County (8), Skagit County (7), and the Olympic and Kitsap Peninsula (13)
Partners
Supported by the National Science Foundation under Grant No. DUE-0315060
Student DemographicsState vs. NCOSP
Demographic State(All grades- 2005/6)
NCOSP students(5th Grade- 2005/6)
Free/Reduced Lunch (% served)
37 % 43 %
Ethnicity (% non-white) 31 % 24 %
Gender (% males) 52 % 51 %
Bilingual (% served) 7 % 5 %
Special Education (% served)
12 % 12 %
Supported by the National Science Foundation under Grant No. DUE-0315060
Institutions of Higher Education• Western Washington University• Everett Community College• Northwest Indian College• Skagit Valley College• Whatcom Community College
Partners
Supported by the National Science Foundation under Grant No. DUE-0315060
Supporting Agencies• Washington State LASER• NWESD189 (Whatcom and Skagit Districts)• OESD114 (Peninsula Districts)
Partners
Supported by the National Science Foundation under Grant No. DUE-0315060
YEAR ONE YEAR TWO YEAR THREE YEAR FOUR YEAR FIVE Strategic Planning Institutes (1 per year) Curriculum Showcases (1 per year). Curriculum adoptions of reform science curricula completed in all partner districts Teacher Leader -Administrator Sympos ia (4 per year) Hire TOSAs (6 per year), 4 resident at WWU, 2 on Olympic Peninsula Summer Academies focused on Content and Leadership Principals attend 1 day of Summer Academies each year On-going professional development during the academic year for Teacher Leaders Leadership Week focused on PLCs Principals & Teacher Leaders support PLCs Develop introductory science sequence outcomes, curriculum and assessments
Pilot introductory science sequence
Evaluate and revise
Develop preservice s cience methods course outcomes, curriculum and assessments
Pilot science methods courses
Evaluate and revise
Data collection and analysis informs project and contributes to emerging science education research community Partnership Leadership Team meet re gularly to discuss research and evaluation findings
NCOSP Systemic Approach to Reform
Supported by the National Science Foundation under Grant No. DUE-0315060
“How People Learn”: Teacher Leader
Teacher Leader-reported’ “most powerful” learning:
Understanding of research on how
students learn
Learning about the research on 'How People Learn' and then 'experiencing' being in the student's place has had the most dramatic impact on my teaching. Everyday and with confidence, I can let the students know that I 'really understand what they’re going through'. This has built an element of trust in the classroom to 'stretch' minds.
-elementary teacher, Skagit
Supported by the National Science Foundation under Grant No. DUE-0315060
“How People Learn”: Higher EducationFaculty-reported understanding:
Before NCOSP, I was not aware of the role that preconceptions can have as barriers to student learning. I have incorporated more pre-learning activities (such as 'Initial Ideas' in the NCOSP classes, 'warm-ups' or 'introductory activities' in my other classes) into all of my classes…I have become more learner centered.
-Higher Education Faculty
In this curriculum on a regular basis every class, I am able to hear what students think and what they are learning because they must discuss their answers with each other and with the class...I am constantly hearing and seeing...how learning is unfolding.
-Higher Education Faculty
Supported by the National Science Foundation under Grant No. DUE-0315060
K12-Higher Education Partnership
“The Summer Academy was definitely a collaborative effort. I learned as much - if not more - than the teachers who were technically the students.”
-Higher Ed Faculty
“NCOSP didn’t say ‘here’s what’s wrong with education and here’s how we’re going to fix it’. Rather NCOSP said, ‘here’s what we know about How People Learn, let’s work on this together and see what we find out’. We weren’t just being told something - we were a part of something.”
-Teacher Leader
Supported by the National Science Foundation under Grant No. DUE-0315060
Principals’ Support and Understanding• 100% of respondents wanted to discuss/find out how to
better support their Teacher Leader in sharing his/her expertise in their school.
• 92% wanted to gain a better understanding of what high quality science instruction looks like.
• Administrators’ responses to survey items and a focus group interview suggest that even in buildings where science is considered “a priority”, there may not be mechanism in place to support the work of science teachers.
Supported by the National Science Foundation under Grant No. DUE-0315060
Teacher Leaders: Content Knowledge
0
10
20
30
40
50
60
70
80
90
100
SA 2004: PhysicalScience
SA 2005: LifeScience
SA 2006: EarthScience
Percent Correct
Pre-test Mean
Post-test Mean
One-year Follow-up
Supported by the National Science Foundation under Grant No. DUE-0315060
Teacher Leaders: Pedagogy
% Clear to Very Clear Understanding Rate your understanding of the topics below both BEFORE an d AFTER your Summer Academy (SA) experience.
SA 2004 (N=144) Before/After
SA 2005 (N=152 ) Before/After
SA 2006 (N=130) Before/After
How to elicit students’ thinking 46 90 68 92 70 98 How to help students construct their understandings
49 91 60 90 66 96
How students learn science 59 95 79 98 81 99 My own learning process 72 98 87 99 90 100
Supported by the National Science Foundation under Grant No. DUE-0315060
Teacher Leaders: Classroom Observations
Qualitative Observations
• Content covered in lessons was developmentally appropriate and accurate
• Content of lessons were linked to real-world contexts
• Students were recording data and observations in science notebooks to reflect on and access evidence for conclusions
• Lessons contained investigations and experiments that required active participation by students
Quantitative Rating
Tchr Ldr: 3 Low
National Comparison
1-2: 59%
3 Low: 17%
3 Med: 10%
3 High: 5%
4-5: 10%
Supported by the National Science Foundation under Grant No. DUE-0315060
Teacher Leaders: Classroom PracticeTeacher-reported
changes in classroom practice:
• Identifying students’ preconceptions
• Paying attention to student preconceptions
• Questioning strategies
Asking questions instead of providing answers is prompting my students to take a more active role in their own learning. I know this because they complain! 'Please just tell me!' Is a reply I hear now more than ever.
-elementary teacher, Whatcom
…I feel more confident now, because I'm better at probing, and I have more content background to extend student questions to validate their thinking and make it more engaging for them.
-middle school teacher, Peninsula
Supported by the National Science Foundation under Grant No. DUE-0315060
Higher Education: Classroom Observations
Qualitative Observations• Faculty did a good job with
“content” by ensuring the lesson was developmentally appropriate, connected to other disciplines or real world contexts, and accurate.
• High ratings in the dimension of “culture” reflected the active participation of students in the courses that were focused on content.
• Students were encouraged to use evidence to support their statements.
Quantitative Rating
Faculty: 3 High
National Comparison
1-2: 59%
3 Low: 17%
3 Med: 10%
3 High: 5%
4-5: 10%
Supported by the National Science Foundation under Grant No. DUE-0315060
Higher Education: Classroom Practice
Faculty-reported changes to classroom practice:
• Increased knowledge of questioning strategies, assessment techniques, and how to elicit student preconceptions
• Increased knowledge of how to teach concepts in an effective and lasting way.
Learning and practicing questioning skills has been invaluable. How to guide student thinking with questioning is very powerful. Having a curriculum to teach science in a student-centered, hands-on way is empowering for students.
-Higher Ed Faculty
Supported by the National Science Foundation under Grant No. DUE-0315060
Higher Education: Student Outcomes
0
10
20
30
40
50
60
70
80
90
100
Physical Science Earth Science Life Science
Percent Correct
Pre-test Mean
Post-test Mean
Supported by the National Science Foundation under Grant No. DUE-0315060
Teacher Leaders: Leadership
84% of Teacher Leaders stated that the 2006 Summer PD prepared them to take on more of a leadership role in their school
Over the 2006-2007 school year, Teacher Leaders reported increased comfort with all four aspects of leadership measured:
• Facilitating• Presenting• Coaching• Consulting
Supported by the National Science Foundation under Grant No. DUE-0315060
Teacher Leader: LeadershipLeadership Roles
Although only 25% of the elementary school Teacher Leaders (N=16) reported science leadership activities prior to NCOSP, all reported them now.
Leadership Practices
• 50% applied leadership practices from all four categories of presenting, coaching, consulting, and facilitating;
• 44% applied three categories• 6% applied two categories
Data Source: Carty, 2007 Masters’ Research
Supported by the National Science Foundation under Grant No. DUE-0315060
Elementary School WASL Results
Supported by the National Science Foundation under Grant No. DUE-0315060
4th Grade WASL non-NCOSP vs. NCOSP
students
566061
546058
0
10
20
30
40
50
60
70
80
90
100
non-NCOSP NCOSP State
% Proficient
20042006
60 5969
60 6359
0
10
20
30
40
50
60
70
80
90
100
non-NCOSP NCOSP State
% Proficient
20042006
student N= non-NCOSP = 4,600 NCOSP = 250
74818076
92
81
0
10
20
30
40
50
60
70
80
90
100
non-NCOSP NCOSP State
% Proficient
20042006
Writing
Reading
Math
Supported by the National Science Foundation under Grant No. DUE-0315060
5th Grade WASL Scores-2006 By Subject % Proficiency
56 56 55
76 7679
3640
43
0
10
20
30
40
50
60
70
80
% Proficient
Math Reading Science
Year
Statenon-NCOSPNCOSP
Supported by the National Science Foundation under Grant No. DUE-0315060
5th Grade Science WASL: Cumulative Impact of NCOSP TL (2006)
62
40
4843
0
10
20
30
40
50
60
70
0 1 2
Years w/ NCOSP Teacher Leader
% Proficient
4th
Grade 5th
Grade
State Prof.= 36%
4th & 5th
Grade
No TLs
student N = 3,443 190 813 113 teacher N = 200 33 36 13
Supported by the National Science Foundation under Grant No. DUE-0315060
Two Examples• Nooksack Elementary
– All K-5 teachers teach science– Collaborative model led by the principal – Professional development coordinated into integrated building plan
• Larabee Elementary– Collaborative Specialist model grades 3-5 initiated 2005-2006
• 7.5 hours/week with science teacher– Strong principal support to create collaborative structure– Professional development targeted at individuals
• Both– Shared commitment to “effective teaching for every student, every
subject, every day, every year”– Shared high expectations and support for all students
Supported by the National Science Foundation under Grant No. DUE-0315060
Nooksack ElementaryStudent Demographics (State Values)• Enrollment (October 2006 Student Count) 271• Gender (October 2006) Male 53.5% (51.5%) Female 46.5% (48.5%)• Ethnicity (October 2006)
– American Indian/Alaskan Native 3.3% (2.7%)– Asian 1.1% (7.8%)– Black 1.5% (5.6%)– Hispanic 24.4% (14.0%)– White 69.4% (67.5%)
• Special Programs– Free or Reduced-Price Meals (May 2007) 54.4%(37.0%)– Special Education (May 2007) 17.0% (12.7%)– Transitional Bilingual (May 2007) 19.1% (7.5%)– Migrant (May 2007) 8.1% (2.0%)
Supported by the National Science Foundation under Grant No. DUE-0315060
Larrabee ElementaryStudent Demographics (State Values)• Enrollment (October 2006 Student Count) 202• Gender (October 2006) Male 55.9% (51.5%) Female 44.1% (48.5%)• Ethnicity (October 2006)
– American Indian/Alaskan Native 3.0% (2.7%)– Asian 2.0% (7.8%)– Black 1.5% (5.6%)– Hispanic 4.0% (14.0%)– White 86.1% (67.5%)
• Special Programs– Free or Reduced-Price Meals (May 2007) 40.1% (37.0%)– Special Education (May 2007) 13.4% (12.7%)– Transitional Bilingual (May 2007) 2.5% (7.5%)– Migrant (May 2007) 0.0% (2.0%)
Supported by the National Science Foundation under Grant No. DUE-0315060
Higher Education
• Regional institutionalization of a common science content course sequence
• Courses and degree requirements for elementary education majors restructured
• Collaborative network of scientists and science educators established
Supported by the National Science Foundation under Grant No. DUE-0315060
K-12 Education• Implementation of school-based
professional learning communities (98)
• Shift from supporting 1 Teacher Leader to a five-member school-based team with same monetary resources
• Collaborative network of K-12 teachers throughout northwest Washington
Supported by the National Science Foundation under Grant No. DUE-0315060
Tools to Support Reform
• Instructional materials for preservice and inservice science content courses
• Professional development tools– Instruction– Professional Learning Community (Collaboration)– Assessment
• Administrator observation instruments and rubrics
Supported by the National Science Foundation under Grant No. DUE-0315060
Ongoing Studies• Student WASL scores, Preservice content and
teaching data• Classroom videos and observations, K-12 and Higher
Education• Professional Learning Community videos and
observations• Case studies of 10 selected schools• Self-written case studies of PLCs by Teacher Leaders
and Principals• Partnership surveys
Top Related