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Module 3: Global Perspectives for Local Action Planning
Pages 391-440

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From page 391... ... It is for use by local teams conducting inquiry and action planning regarcling mathematics and/or science education in incliviclual schools or school clistricts based on the TIMSS findings. Working with this module will provide these teams with a framework for continuous improvement of their mathematics and/or science program (a process that often requires many years) Read the entire page →
From page 392... ... Where school anc3 district planning, accreditation, anc3 improvement teams aIreacly exist, Module 3 can help these teams employ the TIMSS findings to plan improvements in mathematics anc3 science curricula, instruction, anc3 school culture. Module 3 contains � Vignettes of schools that are using TIMSS to improve mathematics anc3 science education; � Ideas for how to get started with action planning; An eight-stage inquiry process, along with examples anc3 forms; anc3 Planning templates for achievement, curriculum, instruction, anc3 school support systems that include a summary of relevant TIMSS data, possible questions anc3 data sources for inquiring into practice, anc3 ideas for action planning. Read the entire page →
From page 393... ... For the last two years, a group of the school 's teachers, with the full support and active participation of the principal, have undertaken careful study of TIMSS This has led them to examine closely their own beliefs about teaching mathematics, to conduct action research into classroom practice, and to change dramatically their approach to instruction. Although some observers have mistaken a class of Paterson School #2 eighthgraders for a class of gifted and talented students, the class is, in fact, composed of regular students from a historically poor-performing, urban school where 98% of students qualify forfree lunch, 30% are bilingual, and virtually 100% are Latino, African-American, or Bengali. Read the entire page →
From page 394... ... "But it is important to start somewhere, even if it is simplistic, initially." What began as mimicry has grown into something much deeper at the level of changing teachers' beliefs about teaching and learning mathematics. What's more, their TIMSS-inspired lessons have given rise to ongoing professional development for the entire stab For example, eighth-grade teachers meet weekly with the principal to discuss how their lessons are going, to study relevant research, and to "polish the stone." In addition, these teachers are part of a school-wide "Math Study Group," where teachers from grades 1-8 and the principal meet regularly to inquire into teaching and learning mathematics and to examine their own practices and beliefs. Read the entire page →
From page 395... ... support, the Consortium has mounted a well-resourced effort to administer TIMSS student achievement tests and teacher and student surveys locally to benchmark its schools' performance against worId-ciass standards. The results are now being used to create a forum for dialogue with business and government leaders, to inform local decision-making, and to foster instructional improvement and professional growth. Read the entire page →
From page 399... ... You can � Organize several sessions for the planning team to work through the information in Modules ~ anc3 2A, 2B, anc3 2C to give team members the backgrounc3 they need to use the TIMSS findings to study their own practices; � Form a TIMSS study group to cleIve more deeply into specific aspects of TIMSS, such as the curriculum or instruction finclings. Reac3 anc3 discuss Global Perspectives for Local Action anc3 other reports on TIMSS referenced in the "Resources" section of this guicle; and � View anc3 discuss the TIMSS Videotape Study, which focuses on different questions about instruction anc3 content (refer to the Moderator's Guide to Eighth-Grade Mathematics Lessons: United States, Japan, and Germany fU.S. Read the entire page →
From page 400... ... Instead, action teams are urged to make a commitment to more rigorous inquiry into their own practices, using data to target local problems anc3 to guide local action planning. Read the entire page →
From page 402... ... to produce results for students. Using the template sets in Part B of this module, you can investigate each one of the areas highlightecl in NRC report: student achievement, curriculum, instruction, and school support systems. Read the entire page →
From page 403... ... Determine curriculum where the prerequisite committee knowledge for each topic IS lNtrOdUCed. How much Survey Curriculum November 15 time is spent Teachers' committee science I Schedules l l MODULE 3: GLOBAL PERSPECTIVES FOR LOCAL ACTION PLANNING 403 Read the entire page →
From page 406... ... The template sets in Part B of this module list other possible actions to consider in the other areas of TIMSS student achievement. instruction. Read the entire page →
From page 407... ... Draft a K-12 science curriculum framework based on the NSES that shows grade levels at which topics are introduced and when a learner needs mastery. Review instructional materials currently in use to identify those that support the framework, plus grade levels and topics where new materials are needed. Read the entire page →
From page 411... ... How can we improve student learning? Stage 3 Find a Focus for Inquiry Focus TEMPLATE SET 1: INQUIRING INTO STUDENT ACHIEVEMENT 4 Read the entire page →
From page 412... ... State assessments District or school assessments Performance assessments student work National Science Education Standards, NCTM Standards TIMSS sample assessment questions TIMSS U.S. achievement results Disaggregatecl achievement and course enrollment data TIMSS released items, TIMSS performance items 412 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 416... ... Stage 3 Find a Focus for Inquiry Focus 416 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 417... ... Mathematics and Science Education (Schmiclt et al., 1999) Local student achievement data Curriculum anc3 teacher survey TIMSS curriculum findings See Designing Mathematics or Science Curriculum Programs: A Guide to Using Mathematics and Science Education Standards (NRC, 1999b) Read the entire page →
From page 419... ... 1 g a= -I = �= do 419 Read the entire page →
From page 422... ... See the NRC publication, Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards (NRC, 1999b) Read the entire page →
From page 423... ... How can our mathematics and science teaching be improved? Stage 3 Find a Focus for Inquiry Focus TEMPLATE SET 3: INQUIRING INTO INSTRUCTION 423 Read the entire page →
From page 424... ... National Assessment of Educational Progress questionnaires Horizon Research, Inc., "Science and Mathematics Eclucation Stuclies" Esurveys] Classroom observations Classroom videos Student surveys Sample tests, quizzes, homework 424 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 425... ... National Assessment of Educational Progress questionnaires Horizon Research, Inc., "Science anc3 Mathematics Education Stuclies" Esurveys Classroom observation Classroom videos Student surveys Sample tests, quizzes, homework TEMPLATE SET 3: INQUIRING INTO INSTRUCTION 425 Read the entire page →
From page 426... ... Our questions: 426 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 427... ... .- and JO a= ~ -a = �= so 427 Read the entire page →
From page 429... ... � Support teachers in becoming more comfortable with students' frustration anc3 confusion anc3 in using these as tools for learning. � Create opportunities to explore beliefs that underlie approaches to teaching anc3 contradictions between espoused beliefs anc3 actual practices. Read the entire page →
From page 431... ... Stage 3 Find a Focus for Inquiry Focus TEMPLATE SET 4: INQUIRING INTO SCHOOL SUPPORT SYSTEMS 43 Read the entire page →
From page 432... ... Review professional clevelopment plan; interview staff development or curriculum coorclinators; and map professional clevelopment programs the district has had for the past year 432 GLOBAL PERSPECTIVES FOR LOCAL ACTION: PROFESSIONAL DEVELOPMENT GUIDE Read the entire page →
From page 433... ... How c30 beliefs compare with performance? Our questions: Teacher interviews Interviews or surveys Interviews or surveys Student and parent survey Student, parent, anc3 teacher survey Survey and achievement data TEMPLATE SET 4: INQUIRING INTO SCHOOL SUPPORT SYSTEMS 433 Read the entire page →
From page 434... ... ~ 1 ~ ~ to -~ �~ v - ~ ~ ~ ~ = �= to 434 Read the entire page →
From page 437... ... � Have teachers create incliviclual professional development plans that are tied to learning goals, anc3 recognize milestones when they are reached. � Keep students interested in mathematics anc3 science by relating them to students' real lives. Read the entire page →
From page 438... ... 8 o ~ ~ ~7 ~ ~ ~ ~rr~r = � E 438 Read the entire page →

From page 391...

... It is for use by local teams conducting inquiry and action planning regarcling mathematics and/or science education in incliviclual schools or school clistricts based on the TIMSS findings. Working with this module will provide these teams with a framework for continuous improvement of their mathematics and/or science program (a process that often requires many years)

Module 3: Global Perspectives for Local Action Planning Pages 391-440

Module 3: Global Perspectives for Local Action Planning
Pages 391-440