Global Perspectives for Local Action Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide (1999) / Chapter Skim
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Module 1: Framing the Dialogue
Module 1: Framing the Dialogue
Pages 7-16
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As an introcluction to more in-clepth, follow-up sessions, Module i ' s target audience is school anc3 district administrators anc3 teachers anc3 higher education administrators anc3 faculty. GOALS · To provide an overview of the key messages anc3 findings of the Global Perspectives for Local Action: Using TIMSS to Improve U S and Mathematics and Science Education report anc3 the implications for different audiences.
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As an alternative or to shorten further, consider eliminating the video viewing activity embeciclec3 in Activity 1.5.) SET UP AND MATERIALS Room Arrangement and Equipment Tables for groups of four A room with plenty of wall space for posting newsprint Overhead projector and screen Video projection unit with screen or large monitor Newsprint and markers Paper for note-taking and pens/pencils, plus newsprint or transparencies and markers for recorclers/reporters .
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Note in particular that the last handout explains the student populations tested anc3 stucliec3 in TIMSS. Using Slide 1-l, tell participants that the NRC report, Global Perspectives for Local Action, actresses finc3ings in the four areas highlighted on the slide.
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Through case studies, surveys, anc3 cletailec3 studies of curriculum, TIMSS provides us with rich insights into the factors surrounding student achievement. The NRC report invites us to think about these factors anew with the benefit of an international perspective.
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Although the country average for Sweden may appear to be out of place, statistically, its placement is correct. (On a more detailed level, note that each score is an estimate of how the entire country would perform based on a small sample of students actually tested.
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You can tell participants that the authors of the NRC report are particularly concerned that educational institutions and policy makers not jump to conclusions based on bits and pieces of TIMSS. To use TIMSS effectively, educators and policy makers need to consider the whole picture that TIMSS paints about mathematics and science teaching and learning.
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(For more information about other findings, refer participants to Chapter 4 of the NRC report. Module 2A will also take participants more deeply into Chapter 4 of the NRC report.)
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For the purposes of this overview, the focus will be on the findings related to the structure of lessons. (Module 2B will take participants more deeply into the other instruction items in the NRC report.)
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teacher time to collaborate from fourth gracle to eighth gracle. Summarize other points from the NRC report's chapter on school support systems, using Slide 1-48.
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Refer participants to the "Resources" section of this guide and suggest that these resources will help them learn more about TIMSS. · Wrap up with a quote from the NRC report on Slide 1-51.
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