1. Illinois MSP Program Goals  To increase the content expertise of mathematics and science teachers; 4 To increase teaching skills through access to the expertise of mathematicians, scientists, engineers and other such professionals, their technologies and resources; and 4 To increase the understanding and application of educational research pertinent to mathematics and science teaching and learning.

2. ILLINOIS MSP PROGRAM 4 Eligibility: –Groupings from grades 4-12 –Math AND Science Mathematical inquiry and problem-solving Scientific inquiry Technological design

3. IMSP Design Elements 4 Action Research by all participants 4 SEC as pre- and post- tools for all 4 Evaluation Coordination resource 4 Participation in Capitol Showcase 4 Partnership portfolio

4. Portfolio guiding questions Considerations How could your portfolio highlight or demonstrate the quality and impact of 4 The summer institutes and other professional development activities? 4 The integration of scientific inquiry, technological design, mathematical inquiry and problem-solving into content and instructional practice? 4 Partnership activities on –Teacher quality? –Student achievement? –Your partners? 4 Educational research awareness and application? 4 Alignment of activities with IMSP goals?

5. Lessons learned from MSP-1 4 Pay deliberate attention to developing a statewide leadership network 4 Encourage flexibility 4 Provide clear and consistent communication at all levels 4 Explore how the relationships between university faculty and practicing teachers can be maximized 4 As wisdom emerges from practice, collect and collate insight from the different partnerships regarding what factors contribute to effective partnerships 4 Assist professional developers in meeting the cultural and pedagogical needs of teacher audiences.

6. More lessons from MSP-1 4 Commonalities of issues faced and resolved: –Teaching styles and teaching culture –The value of access to strong content expertise –The challenge of balancing content and pedagogy in instruction for teachers –The implementation concerns teachers weighed as they considered how to transfer their new learning to the classroom context.

7. How People Learn… Key Findings 4 P. 14: Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

8. How People Learn… Key Findings 4 P. 16: To develop competence in an area of inquiry, students must: –Have a deep foundation of factual knowledge –Understand facts and ideas in the context of a conceptual framework, and –Organize knowledge in ways that facilitate retrieval and application

9. How People Learn… Key Findings 4 P. 18: A ‘metacognitive’ approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

10. Implications for Teaching 4 Teachers must draw out and work with the pre-existing understandings that their students bring with them. 4 Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge 4 The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.

11. Designing Classroom Environments, pp 23-26 4 Schools and classrooms must be –Learner centered –Knowledge centered –Assessment centered To make student’s thinking visible to the teacher as well as the student To understand the developmental corridor –Community centered