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Merryl GoldbergSummer Institute 2013
Kids who CARE about learning,
Primary Goal: Engaging students in reading through visual arts and theater
Integrating the Arts – the motivating tool for engagement and authentic tool for assessment of student learning
DREAM Video
Who…
3rd and 4th grade teachers received training to integrate visual and theatre arts into their reading instruction.
10 north San Diego County school districts in collaboration with CSUSM, NCPDF and the SDCOE
141 teachers and approximately 3,000 students
Evaluation QuestionsWhich professional development model increases teacher proficiencies in arts integration? How does it increase proficiency?
Which professional development model improves student academic performance in reading? How does it improve performance in reading?
Study Design
Random assignment to one group:
Two treatment groups •Institute-only teachers: Institute (n=25)
•Coached teachers: Institute & in-school coach (n=25)
One comparison group
QUANTITATIVE DATA
Teacher demographics Teacher pre-test/post-
test on arts integration Institute observation Post-institute survey Student arts vocabulary
assessment Arts coach assessment Lesson plan rubric Mid-year teacher survey Standardized test scores
QUALITATIVE DATA Teacher pre-test/post-
test on arts integration Institute observation Post-institute survey Arts coach assessment Focus group/interviews
with teacher participants and art coaches
Coached teachers…
Integrated arts more frequently (particularly theatre) than institute-only or comparison teachers;Integrated the arts into more areas of the reading curriculum than institute-only or comparison teachers;Were more confident integrating the arts than institute-only or comparison teachers.
Teacher Work Samples
Coached teachers were better able to demonstrate their learning.
Teachers in both treatment groups improved in the quality of their lesson plan work samples over the course of the intervention year.
However, coached teachers made greater improvement than did institute-only teachers.
Teachers Integrate the Arts to further:
Character analysis & developmentReading comprehensionInferenceVocabulary acquisitionPlotSetting
Teacher Engagement
Greater satisfaction and engagement with teaching;Recognition of need for alternative teaching strategies and assessments;Greater enthusiasm for and use of arts integration.
Impact on Student Learning
Vocabulary comprehension
Inference
Visual literacy skills
Visual arts and theater ability
Students with teachers in both treatment groups:
Greater student engagement and enthusiasm for learning;
Deeper learning in and retention of reading curriculum; and,
Improved participation and greater focus in class.
Creative/innovative thinking
ELL/opportunity
Aligned with Common Core (whew)
Brings excitement to learning!
Brings joy to teaching
Standardized Test ScoresYear 1: Modest to little impactYear 2: Notable impact on 3rd grade
3rd Grade 2010 Mean ELA Score
2011 Mean ELA Score
Improvement
Coached group
278.80 366 87.20
Institute-only group
299.15 339.86 40.71
Comparison group
295.58 320.87 25.29
Standardized Test ScoresYear 1: Modest to little impactYear 2: Notable impact on 3rd grade
3rd Grade 2010 Mean ELA Score
2011 Mean ELA Score
Improvement
Coached group
278.80 366 87.20
Institute-only group
299.15 339.86 40.71
Comparison group
295.58 320.87 25.29Basic
Basic
Proficient
Below Basic
Impact on Standardized Test ScoresYear 2: Impact on 4th grade
4th Grade2010 ELA
Mean Score
2011 ELA Mean Score
Mean Improvem
entCoached group
325.21 354.52 29.31
Institute-only group
281.22 334.23 53.01
Comparison group
318.73 317.83 -.90
Capability and Test ScoresStudents Teachers
DREAM kids and teachers aren’t particularly talented or special….they did, however, have an opportunity that let them succeed.
How did we all do it?
DREAM Team Approach
InfrastructureEvaluator
Arts Coaches
Planning & Reflective Practice
Approach to InstituteCoaches’ meeting
Engaging Teachers as Professionals
RespectReflection – bloggingSetting the context for learningEngaging with authors and artists
Coach as vehicle
Coaches Meetings
No recipe for coaching
Meteors fly like a fly Maybe it’s a butterfly with its wings spread high in the sky Butterfly fly like a fly With its wings spread high in the sky I don’t know why But it can fly I like a fly cause it flys Like a butterfly With its wings spread high in the sky I’d like to be a butterfly If I could fly Where would I go? I would go across the sea and the desert I’d like to fly with the hawks, the falcons I’d like to fly
Madeline Albright History, politics, geography
Reading! Writing!
And more questions!
