High Quality Teaching of Foundational Skills in Mathematics and Reading

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High Quality Teaching of Foundational Skills in Mathematics and Reading. UMCP/MCPS Partnership Study of High Quality Teaching in Mathematics & Reading Supported by a grant from Interagency Education Research Initiative a combined effort of the USDE, NIH, and NSF. - PowerPoint PPT Presentation

Text of High Quality Teaching of Foundational Skills in Mathematics and Reading

  • High Quality Teaching of Foundational Skills in Mathematics and ReadingUMCP/MCPS Partnership Study of High Quality Teaching in Mathematics & ReadingSupported by a grant from Interagency Education Research Initiativea combined effort of the USDE, NIH, and NSF

  • Background of the HQT StudyAssumptionimportance of teachers and teaching

    Contextlack of foundational skills 4th grade slump achievement gap

  • HQT Participants

  • Data Sources

    Observation Instrument: Time sampling protocol focuses on Instructional Practices. Its completed by trained observers, entered on lap top. Over 10,000 episodes for reading and for mathematics.

    Daily Log: Focuses on Curriculum Coverage. Completed by teacher, data on time and content for one student from class roster entered into PDA. Over 3,300 daily log entries in reading and in mathematics (average length 74 class minutes per entry)

    Interviews With 16 principals; focused on support for high-quality teaching and student learning in Grades 4 & 5 and how the achievement gap was addressed. With focus groups of teachers and staff developers

  • Research QuestionsWhat do teachers do to help students achieve above expectations in reading and mathematics?How do they change their pedagogical practices?What is the correspondence between high quality teaching constructs and student learning?What is the influence of education policies and organizational factors?

  • High Quality Teaching in Reading & Math: Common ConstructsHow teachers understand and represent subject matterThe existence of a classroom discourse communityLevel of cognitive demand of activities and context

  • Cognitive Demand The degree to which a teacher: presses for or evokes reasoning, reflection on learning, and higher order thinking, and Engages students in demanding content using challenging genres.

  • Example of Attribution Data

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    Chart7

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    3KN_ACBUI4

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    3DE_DEMO3

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    1MO_INCOR4

    2MO_MANIF2

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    3CO_CREAT2

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    3CO_ENGAG1

    Chart8

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    3Strategy2

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    1Motivation4

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    3Context & Situation2

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    Teacher B

    #REF!

    Teacher C

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    #REF!

    Teacher C

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    Chart13

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    Teacher A

    Teacher B

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    KnowledgeStrategyDevelopment & Individual DifferencesMotivationContext & Situation

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  • Mathematics Classes

  • Math Attribution:Mean & Range of Overall Scores by Teacher

  • Classroom Organization

    Whole Class: 54%

    Independent Work 25% Small Group 12% Mixed Group & Independent 8%

  • Some Features of High Quality Mathematics Instruction

    Engages students in high level thinking and tasks and maintains the tasks at a high level

    Connects mathematical ideas with real world

    Provides for linked conceptual and procedural knowledge

  • Percent of Lesson Time in Various Teacher Activities

    Chart9

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