AERA: Preparing Teachers for Diverse Learners: A “Core Practice” Approach
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Preparing Teachers for Diverse Learners: A “Core Practice” Approach Boris Krichevsky Grace I. Blum April 17, 2015 1
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Transcript of AERA: Preparing Teachers for Diverse Learners: A “Core Practice” Approach
Preparing Teachers for Diverse Learners:A “Core Practice” Approach
Boris KrichevskyGrace I. Blum
April 17, 2015
1
INTRODUCTION
CORE PRACTICES
• Ball and Forzani, 2009; Grossman, Hammerness, McDonald, 2009
DIFFERENTIATED INSTRUCTION
• Santamaria, 2009; Tomlinson, 1999
CULTURALLY AND LINGUISTICALLY RESPONSIVE TEACHING• Gay, 2000; Villegas and Lucas, 2002; Ladson-Billings, 1995;
Lucas and Villegas, 2009, 2011
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U-ACT CONTEXT/ DESIGN
Practice-based Induction Support
Learning Cycle
Hybrid Coursework
Instructional Performance Challenges
(IPC)
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DIFFERENTIATED INSTRUCTION FOR DIVERSE LEARNERS
DIFFERENTIATED INSTRUCTION MODULES ALIGNED WITH CORE PRACTICES
CORE PRACTICES IN CONTENT AREAS
FALL, WINTER, SPRING QUARTERS
IPCS ACROSS CONTENT AREAS
ELEMENTARY LITERACY/ MATH SECONDARY SCIENCE, ELA, MATH
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CORE PRACTICES
Teaching towards instructional goals
Eliciting and responding to students
Orienting students to each other
Orienting students to the content & the content to the students
Positioning students’ competently
Assessing students’ understanding
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DI FOR DIVERSE LEARNERS:CORE PRACTICE RE-DESIGN
• Who are our SWD?• Who are our CLD Students?• Identifying language backgrounds, experiences and
proficiencies• Accessing Prior Knowledge/ Building Background
Module 1: Positioning Students as Sensemakers,
Position Students as Competent
• Student to Student Talk• Flexible/Strategic GroupingModule 2: Orienting
Students to Each Other
• Making Content Comprehensible• Scaffolding• Academic Language
• Lesson Modifications
Module 3: Orienting Students to the Content
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RESEARCH QUESTIONS
• How did novice teachers learn and implement instructional practices regarding diversity within the classroom?– What organizational supports were made available
to prepare the novice teachers for the linguistic diversity challenges of the classroom?
– What tools and resources did the novice teachers find most helpful and relevant to working with linguistically diverse students in the classroom?
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People: Values, Beliefs, Orientations
Organizations: TFA, ATEP, School, District
Policies and Practices
Tools: Curriculum, Pedagogical Tools,
Resources
CONCEPTUAL FRAMEWORK
McDiarmid and Peck, 2012
Learning to Teach Process
Method
• 28 TFA Corp Members participated in the U-ACT program
• Participants were placed local school districts Puget Sound region and Eastern, WA.
Participants For U-ACT
• 2 teachers were followed across their first year of teaching
• Participants were recruited as volunteers.
Participants For Cross-Case
Study
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DATA COLLECTION/ ANALYSIS
Pre- and post surveys of novice
teacher knowledge and dispositions
related to teaching in high need
schools
Video records and related
commentaries on classroom practice
for each novice teacher (quarterly)
Audio-recorded interviews with two
“case study” teachers (quarterly)
“Exit slips” and “Entry Tickets” for
all U-ACT professional
development work sessions (weekly)
Artifacts of novice teacher practice
(e.g., lesson plans, classroom
assessments, samples of p-12
student work)
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These data were entered into a web-based platform for mixed methods data analysis, and analyzed inductively using the open coding and axial coding processes described
by Merriam (1998), Corbin & Strauss (1990), and others.
FINDINGS: PEOPLE“EXTENDED DISILLUSIONMENT”
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FINDINGS: PEOPLEPROBLEM OF PRACTICE:
DIFFERENTIATION
• FINDINGS: People
Jessica, 1st year teacher, October 2014:
“I do not know how to reach all of my students. I had students at the 1 percentile and the 99% for NWEA reading and math tests. How do I modify curriculum to ensure all my students have access to the materials?”
FINDINGS: PEOPLESOCIAL JUSTICE DISCONNECT
• FINDINGS: People We train and support corps members in the practices of great teachers and leaders. With hard work, perseverance, and strong partnerships with their students, students’ families, and communities, corps members can dramatically increase the opportunities available to their students in school and in life.(https://www.teachforamerica.org/about-us/our-mission)
Beth, 1st year teacher, October 2014:
“How do I support one of my students who is monolingual while still challenging her to learn English? How do I support students on IEPs who require a lot of individual attention while still giving help to the rest of the class? How do I help my students be more independent?”
FINDINGS: PEOPLEINCREASED UNDERSTANDING
OF COMPLEXITY
• FINDINGS: People We anchored our support in of differentiating instruction in the three core practices, and noticed teacher development.
In March we began a session on Positioning Students’ Competently with survey – we asked the teacher candidates how they conceptualized differentiation in their classrooms.
FINDINGS: PEOPLEENACTMENT OF TOOLS
We noticed teacher candidates making connections from their their classrooms to the work we have been engaging with.
The questions they had around teaching diverse leaners were anchored in their practice.
FINDINGS: TOOLSDIFFERENTIATED TOOLKIT
• Via Skype, email, Google Hangout
• Google Hangouts• Lesson Planning
Workshop
• Modeling• Co-teaching w/
candidate
• Quarterly• F2F and Online• Canvas • Co-taught
Saturday PD
SessionsClassroom Coaching
Individual Coaching
Small Group Virtual
Instruction
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FINDINGS: TOOLS
• FINDINGS: ToolsI think the IPCs are really great because they are things that I know I would do again. I’ve also been really appreciative that if I have an individual student or situation that I have someone to talk to. I know like B was helping me with just one student that I know has special needs… and to be able to have that in-depth conversation with someone who knows a lot about this has been really helpful.
Jessica, 2014
FINDINGS: ORGANIZATIONS
Lack of communication, coordination, collaboration among partnering organizations• Scheduling constraints
Differing (and conflicting) organizational approaches to teaching and learning• Classroom Management• EL Placements
Varying resource-based curriculum
• ie. PBIS
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CONSIDERATIONS
AFFORDANCES
• Closer alignment of coursework and classroom-based assignments
• Fast track for teachers entering the classroom
• Responsive to needs of novice teachers
• Programmatic flexibility built in
• Collaborative teacher educators
CONSTRAINTS
• Time• Sustainability• Staffing• Scalability
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IMPLICATIONS/ FUTURE DIRECTIONS
Increased collaboration among partnering organizations
Use of technological tools
Continued research regarding participant selection• Involve partnering
organizations
Further development of “core practice” work integrated with DI
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