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Elizabeth FosterVice Presidentefoster@nctaf.org
Don GlassDirector of Evaluation and Field Workdglass@nctaf.org
Learn more at nctaf.org
Learning Studios:
October 23, 2014 | CEM 2014
National Commission on Teaching & America’s Future (NCTAF)
Founded 20 years ago by Linda Darling-Hammond;
Chaired by Secretary Richard Riley and former ECS
President Ted Sanders;
20 years of leadership in promoting innovative practices in
teaching and learning;
Deep understanding about the teaching conditions that
facilitate successful student learning.
The History of Learning Studios
Collaboration Time and Feedback
Launched in 2009 through a cooperative agreement with NASA
in two school districts in Maryland;
Grew to 35 sites over the years including some in NH, MD, and
VA with variations in implementation and sustainability;
Partners have included NASA, NIH, Boeing, Northrop
Grumman, Chesapeake Bay Conservancy;
Independent evaluation by West Ed over the last three years;
Focused now on sharing what we have learned
Learning Studios
Learning Studios took three separate
efforts that may be seen to be
competing strategies, and have
integrated them in a systematic way.
(PLC + PBL) x OCE = Better Teaching, Faster
Educator
Teams
STEM
ExpertsStudents
Program Components
Program Components:▪ Professional Learning Communities (PLC)▪ Project-Based Learning (PBL)▪ Outside Content Experts (OCE)
Program Participants:
Working Together to Improve STEM Curriculum
Program Activities
Working Together to Improve STEM Curriculum
Embedded Evaluation Design
• Embed evaluation information gathering and reporting into program routines and expectations
• Provide design and evaluation capacity-building for program participants at their level-of-use
• Ground data collection and use in relevant curriculum design and timely assessment feedback to reduce evaluation burden
• Include teacher input and feedback in design cycles for tools
Expert-User Focus
Groups
Evaluation Closer to Practice
Nested Evaluation Design
External Program
Evaluation
Internal Evaluation and
Program Monitoring
Practitioner Inquiry
Student Assessment
and Feedback
Rich teaching and learning data for timely, formative feedback for students and teachers
Periodic, formative data from program
sources, key informants, and
observations
Systematic, accurate, reliable, and valid
formative and summative overall data with rich
exploratory cases
Evaluation Use Across the Levels
Program Evaluation
Team Member Evaluation Focus Tools
Teams of EDUCATORS • Collaborative
Culture (PLC)• Curricular
Improvement (PBL)• OCE Roles and
Characteristics
• Baseline and Interim Self-ratings• Collaboration Discussion Protocol• Curriculum Map• PBL Checklist• Teacher Final Survey• OCE Survey, Interviews, and
Observations
STEM Experts
STUDENTS • Student Learning• Student Interest
• Student Retrospective Survey
Internal Formative Evaluation | External Third-Party Evaluation
Internal and External Evaluation Working Together
Collaborative CultureCollaborative Culture
DomainInitial/Final
Ratings* Goals Strategies * Evidence
Maintaining an Inquiry Stance
❑ 0❑ 1❑ 2❑ 3❑ 4
❑ 0❑ 1❑ 2❑ 3❑ 4
Survey Responses (Survey Monkey)
Organize Data for Team Summary
Discussion Reports
Team Discussion: Take stock, set goals,
select strategies
Collaboration Discussion Protocol
Final Self-Ratings based on Evidence
* Collaboration Discussion Protocol provides some evidence for these goals
Systematically Improving Our Work
Collaborative Culture
NCLE Collaborative Teams (2012)
STEM Teachers in PLCs (2011)
Team Up (2010)EdWeek(2010)
Pearson LT Readiness Instrument
(2009)
De-privatizing PracticeCollective Responsibility Collective Responsibility Perseverance
Creating Collaborative Culture
Collective Responsibility TrustA Single School Subject
Collective responsibility Job-alike teamsPerseverance
Experience with collaboration
Maintaining an Inquiry Stance
Good Facilitation Self-directed reflection ProtocolsTrained peer facilitatorsPerseverance
Teacher Workgroup facilitatorCoach/Content expert
Using Evidence Effectively
Use of Student Data and Student Work
Authentic assessment
Shared AgreementsShared Values and Goals Shared Values and Goals Potential Buy-in
Supporting Collaboration Systematically
Leadership SupportTime
Strong leadership supportStable settings
Stable settings Site administratorAvailable settingsTiming/bandwidth
Informing the Design of Tools with the Literature
Collaborative Culture
Gathering Data to Inform Our Work
Using Evaluation to Inform Their Work
Collaborative Culture
CULTIVATING COLLABORATIVE CULTUREHS SUM 2013 Q4I. Deprivatizing Practice 3.25II. Creating Collaborative Culture 3.17III. Maintaining an Inquiry Stance 3.17IV. Using Evidence Effectively 3.38V. Shared Agreements 3.42VI. Supporting Collaboration Systemically
3.38
Q2: Reflections, Evidence, and Strategies
1. Which domain(s) did you choose to work on? Creating Collaborative Culture and Maintaining an Inquiry Stance
2. What progress have you made? Collaborative Culture & Common Planning Time ( the last 4 "A" Day). All teachers from the content areas (AFNR, Algebra, Biology, English, Environmental Science and FOT (Foundations of Technology) meet to elaborate on student progress as established this summer. The deadlines for assessments, submittal of evidence and workforce partnership meetings are listed in our "Mapping the Year" document per quarter. We've created a STEM Binder for our minutes and to include student artifacts.3. What are you planning to do? Continuing to meet weekly. Continued collaboration with our workforce partners and students. Reflection on student artifacts both future and present. Providing feedback to colleagues on lesson plans before they are presented to students. Differentiation of assessments for the different modalities of student learners.
Using Evaluation to Inform Our Work
Collaborative Culture
Teacher Findings
Systematically Improving Our Work
PBL Ratings Base/Final
* Goals Strategies * Evidence
Student Voice and
Choice
❑ 0❑ 1❑ 2❑ 3❑ 4
❑ 0❑ 1❑ 2❑ 3❑ 4
* CMAP and PBL Checklists provide evidence for meeting these goals.
Curricular Improvement
PBL Survey with Self-Ratings
Take Stock, Set Goals, and Select
Strategies
Curriculum Maps (CMAP)
PBL ChecklistsTeaching and
Learning Reviews
Final PBL Survey with Self-Ratings
and Evidence
Informing the Design of Tools with the Literature
Curriculum Map
Understanding by Design (UbD)
Project-Based Learning(PBL)
DESIRED RESULTS
Significant Content
Driving Question
Need to Know
ASSESSMENT EVIDENCERevision and Reflection
Public Audience
LEARNING PLAN
21c Competencies
In-Depth Inquiry
Voice and Choice
Curricular Improvement
Gathering Data to Inform Our Work
Curricular Improvement
Gathering Data to Inform Our Work
DESIRED RESULTS
Big Idea | Enduring Understanding
Driving Question | Essential Question
NGSS: Science and Engineering
Practices
NGSS: Disciplinary Core Ideas (DCI)
NGSS: Crosscutting
Concepts
CCSS: Common Core Math/ELA Connections
ASSESSMENT EVIDENCE
NGSS: Performance Expectations
Baseline/Diagnostic Assessment
Formative Assessments
Summative Assessment
LEARNING PLANWorkforce
PartnerScience
TechnologyMath ELA/Arts
Week 1
Week 2…
Using Technology to Work Together
Curricular Improvement
Using Data to Inform Our Work
Curricular Improvement
Student Findings (WestEd)
Students’ views of changes in science investigation abilities
*Note: The difference in average score is significant at the p<0.001 level for all questions
Item
Before
Completing
the Projects
(Average)
After
Completing the
Projects
(Average)
Gain from
Before to
After*
Ability to Plan Projects
Planning how to do the project 2.98 3.94 0.96
Coming up with a problem or question 2.65 3.69 1.04
Designing a project that addresses the problem or question 2.83 3.78 0.95
Ability to Carry Out Projects
Carrying out the project in an organized way 2.81 3.77 0.96
Measuring and recording data 2.99 3.83 0.84
Knowing where and how to get needed information 3.08 3.90 0.82
Building things 3.10 3.74 0.64
Student Findings (WestEd)
Students’ views of changes in science investigation abilities
*Note: The difference in average score is significant at the p<0.001 level for all questions
Item
Before
Completing
the Projects
(Average)
After
Completing the
Projects
(Average)
Gain from
Before to
After*
Ability to Make Sense of Data and Information
Analyzing data 2.83 3.68 0.85
Displaying data 3.07 3.80 0.73
Making sense of information 3.07 3.81 0.74
Making conclusions 3.11 3.81 0.70
Judging how well that something I built works 3.09 3.80 0.71
Communicating results to others 3.12 3.83 0.71
Student Findings (WestEd)
Students’ views of and interest in STEM
Item
Before the
Project
(Average)
After
Completing the
Project
(Average)
Gain from
Before to
After*
Views About STEM
I like math 3.28 3.60 0.32
I am interested in taking more math in school 3.07 3.45 0.38
I like technology and engineering 3.06 3.50 0.44
I am interested in taking more science in school 2.91 3.37 0.46
I am interested in taking more technology in school 2.97 3.34 0.37
The science in this class is relevant to everyday life 2.97 3.48 0.51
I like science 3.09 3.60 0.51
*Note: The difference in average score is significant at the p<0.001 level for all questions
Student Findings (WestEd)
Students’ views of and interest in STEM
Item
Before the
Project
(Average)
After
Completing the
Project
(Average)
Gain from
Before to
After*
Interest in STEM After High School
I would be comfortable with a job that requires using math 3.06 3.33 0.27
I would be comfortable with a job that requires using
science
2.97 3.25 0.28
I am interested in becoming a mathematician 2.33 2.55 0.22
I am interested in going to college or university 4.23 4.48 0.25
I am interested in becoming a scientist 2.41 2.67 0.26
I am interested in becoming an engineer 2.62 2.85 0.23
I am interested in going to community college 2.18 2.49 0.31
I am interested in becoming a computer scientist or other
technology worker
2.46 2.67 0.21
Learning Studios Toolkit
Theory of Action
PLC’s focused on STEM PBL with Outside Content Experts
(PLC → PBL) OCE
Stories of Improvement
PLC: Professional Learning CommunitiesPBL: Problem-Based LearningOCE: Outside Content Experts
Tools, Case Stories, and Supports Along a Developmental Continuum
Teacher voice!
Thank you!
Elizabeth FosterVice Presidentefoster@nctaf.org
Don GlassDirector of Evaluation and Field Workdglass@nctaf.org
Learn more at nctaf.org
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