2. Teruni Lamberg, Ph.D University of Nevada, Reno Terunil@unr.edu (775) 682 7533 Math Science Partnership Regional Meeting Sponsored by the U.S Department of Education Chicago, 2008 Creating Effective Partnerships Through a Design Research Approach

3. Designing the Northeastern Nevada Math Project Teachers need Content Knowledge and Pedagogical Content Knowledge to teach mathematics effectively. (Ball, 1997) Professional development needs to take into account how teachers learn, what content they need to know and pedagogical skills they need. Design research involves engineering particular forms of learning within a domain and systematically studying how that learning takes place in iterative cycles (Kelly, 2003; Cobb, diSessa, Lehrer & Schauble, 2003; Collins, Joseph & Bielaczyc, 2004). 2 Lamberg 2008

5. Goals of NNMP Project Increase student achievement and learning in mathematics. Increase teacher content and Pedagogical Content Knowledge in mathematics. Support teachers to refine teaching practices to increase student learning. Provide professional development that is research based and also through research. Work together to build a strong partnership/community to provide support and improve math instruction in Northeastern Nevada. 4 Lamberg 2008

6. PD Partners and Expertise relevant to NNMP project PartnerExpertise Math EducationPedagogical Content knowledge MathematicianContent knowledge Regional Trainer Knowledge of facilitating learning experiences for teachers Insider’s knowledge of teachers in the district Nevada Department of Education math consultant Knowledge of State testing, Standards and Policy 5 School districts*Provided support and was involved in initial discussions 5 Lamberg 2008

7. Networks of Support 6 School University Nevada Department of Education District Regional Professional Development Program Lamberg 2008

8. MAKING PROFFESSIONAL DEVELOPMENT DESIGN DECISIONS Lamberg 2008 7

9. 8 Design Research Approach for Professional Development Planning Team MEETINGS Generate Conjectures based on data and current research Professional Development Sessions Adjust based on formative assessments Analyze data and revise conjectures or make new ones PD data: Video, journals, artifacts Classroom data: student work, student test Teaching practice: Classroom video/observations, journals Lamberg 2008

10. DATA COLLECTED Lamberg 2008 9

11. Data Collected to Make PD design decisions and also to Evaluate project Teacher KnowledgeData Collected Teacher pedagogical content knowledge Teacher Pedagogical Content test Pre and post test Teacher content knowledgePre and Post test (specific to institute) Teacher’s Classroom PracticesData Collected Classroom observationsVideo (RTOP Protocol) Classroom artifactsSample of student work, lessons etc Student AchievementData Collected Student content testPre and Post tests State standardized testing (CRT)Currently in process of collecting data 10 Lamberg 2008

12. Other Data Collected to Examine effectiveness of PD sessions Professional Development Sessions Learning of Teachers within the professional development sessions Video tapes of professional development sessions Artifacts from professional development sessions, chart papers, artifacts created, teacher journals Field notes Project Team Meetings Learning of the Professional Development Team Field notes, artifacts 11 Lamberg 2008

13. PROJECT IMPACT Lamberg 2008 12

14. Teacher Pedagogical Content Test (2006 and 2007) 13 Lamberg 2008

15. Teacher Content Test (Fractions) Summer Institute 2007 14 Lamberg 2008

16. Shifts in Classroom Practices Teachers changed how they question students Teachers re-think assessments “Kids need feedback. Let’s talk about what you did here. Look at points of strengths and misconceptions.” Focus on thinking about math as concepts as opposed to just procedures Encourage students to justify their reasoning 15 Lamberg 2008

17. Teachers report: They re-conceptualize mathematics as concepts… “ I have an increased awareness of how I think about math. It never came to the fore front of my mind.” They focus on the process of student thinking… “ I pay more attention to what students have to say or write about how they got an answer. I’m more willing to look at the process”

18. Teachers report:… A shift towards teaching mathematics through problem solving… “I shift from lecture to participation” A gain in confidence in teaching math… “I am more confident..”I know what math I want from my students.” “I have a lot more confidence in my ability to get them where they want to be.”

19. Teachers Report … They plan and assess differently… “I plan instruction based on student responses and needs, I always thought that I taught for understanding, but until now, I had no way to measure understanding.”

20. Impact: Student Pre and Post test scores Year 2 19 Lamberg 2008

21. Lessons Learned Design Research approach is useful for making PD decisions. Making PD design decisions based on data helps provide more effective and efficient PD. Creating content specific tests for teacher and students is useful for making specific PD decisions. Planning as a PD team was critical for integrating knowledge A partnership involves learning and co-creating knowledge 20 Lamberg 2008

22. Lessons Learned cont: Planning take time Need to use expertise and resources of Partnership Communication is important! Lamberg 2008 21

23. THANK YOU! Contact Information Dr. Teruni Lamberg University of Nevada, Reno Terunil@unr.edu 775 682 7533 The instructional practices and assessments discussed or shown in this presentation are not intended as an endorsement by the U.S. Department of Education. 22 Lamberg 2008