Gates Grantee Classroom Observation Study

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Gates Grantee Classroom Observation Study

• Part of the district and school grantee
  evaluation activities
• 669 Classroom observations conducted during
  October, 2001February, 2002
• Formal report available on the foundations
  websitegatesfoundation.org
• (Education / Rsh.Eval)
• Classroom Instruction in Gates Grantee Schools
  A Baseline Report.

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Levels of Change

• Change in Student Learning Outcomes
• Change in the Classroom Experience
• Change in School Functioning
• Change in District Functioning

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Levels of Change

• Change in Student Learning Outcomes
• Change in the Classroom Experience
• Change in School Functioning
• Change in District Functioning

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Levels of Change

• Change in Student Learning Outcomes
• Change in the Classroom Experience
• Change in School Functioning
• Change in District Functioning

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A Test of Basic Skills 1980sGrade 3 Reading
Comprehension
Washington Assessment of Student
Learning2002Grade 4 Reading

• The following questions are based on a brief
  paragraph describing how a baby whale is fed by
  his mother.
• 1. Where is a baby whale born?
• a) Land
• b) Shore
• c) Water
• d) Nest
• Performance Recall and comprehend important
  details.

• The following questions are based on a poem about
  a girl named Nan.
• 1. Which sentence best summarizes what this poem
  is about?
• a) Nan is using her imagination
• b) Nan is reading her favorite book
• c) Nan is practicing for a school play
• Learning Target Summarize with evidence from the
  reading.

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A Test of Basic Skills 1980sGrade 3 Reading
Comprehension
Washington Assessment of Student
Learning2002Grade 4 Reading

• The following questions are based on a brief
  paragraph describing how a baby whale is fed by
  his mother.
• 2. Where does a baby whale get its food?
• a) From a bottle.
• b) From its mother.
• c) From the sea water.
• d) It eats small fish.
• Performance Recall and comprehend important
  details.

• The following questions are based on a poem about
  a girl named Nan.
• 2. How is the way Nan acts at the beginning of
  the poem different from the way she acts at the
  end ?
• ___________________________________
• ___________________________________
• ___________________________________
• Why does she act different? Support your
  answers with information from the poem.
• ___________________________________
• ___________________________________
• ___________________________________
• Learning Target Compare and contrast elements of
  text.

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A Test of Basic Skills 1980sGrade 3 Reading
Comprehension
Washington Assessment of Student
Learning2002Grade 4 Reading

• The following questions are based on a brief
  paragraph describing how a baby whale is fed by
  his mother.
• 3. Why is food pumped into the baby whale?
• a) It cannot swallow.
• b) It is too weak to eat.
• c) So the baby does not get too much air.
• d) So the baby does not drink sea water.
• Performance Recall and comprehend important
  details.

• The following questions are based on a poem about
  a girl named Nan.
• 3. Is Nan a person you would like to meet? Use
  two details from the poem to explain your answer
  ?
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• Learning Target Extend information beyond
  textapply information, give a response to
  reading, express insight gained from reading.

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A Test of Basic Skills 1980sGrade 6 Reading
Comprehension
Washington Assessment of Student
Learning2002Grade 7 Reading

• The following questions are based on a poem about
  clouds.
• 1. How does the poet feel about the cloud
  horses?
• a) He thinks they are chasing them.
• b) He does not understand them.
• c) They frighten him.
• d) They hold his attention.
• Performance Recall and comprehend important
  details.

• The following questions are based on a poem about
  a grandfather helping toads cross the street.
• 1. Which of these sentences best summarizes the
  poem?
• a) A man is teaching his grandson to drive.
• b) A man stops the family car to collect toads
  to take home.
• c) A man keeps interrupting a trip to rescue
  small animals.
• d) A family loses its way on a car ride in
  the country.
• Learning Target Summarizes text.

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A Test of Basic Skills 1980sGrade 6 Reading
Comprehension
Washington Assessment of Student
Learning2002Grade 7 Reading

• The following questions are based on a poem about
  clouds.
• 2. What is a cloud horse?
• a) A horse that is big and spotted.
• b) A horse that is big and moves fast.
• c) A cloud that is big and moves fast.
• d) A cloud that is light and fluffy.
• Performance Recall and comprehend important
  details.

• The following questions are based on a poem about
  a grandfather helping toads cross the street.
• 2. A simile is a comparison that uses the work
  like or as. Example His hair was white as
  snow. Which of the following does the poet use
  as a simile to describe?
• a) The way the Old Mans hand looks.
• b) The way the toads move.
• c) The way the Old Man kneels by the
  roadside.
• d) The way the car stops.
• Learning Target Apply understanding of literary
  elements and graphic elements/illustrations.

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A Test of Basic Skills 1980sGrade 6 Reading
Comprehension
Washington Assessment of Student
Learning2002Grade 7 Reading

• The following questions are based on a poem about
  clouds.
• 3. What kind of day is it?
• a) Windy and summery.
• b) Calm and summery.
• c) Crisp and wintry.
• d) Dreary and wintry.
• Performance Recall and comprehend important
  details.

• The following questions are based on a poem about
  a grandfather helping toads cross the street.
• 3. Compare the Old Mans attitude toward the
  toads and the speakers attitude toward the
  toads. Include information from the poem in
  your answer.
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• Learning Target Compare/contrast elements of the
  text or make connections within the reading.

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A Test of Basic Skills 1980sGrade 8 Reading
Comprehension
Washington Assessment of Student
Learning2002Grade 10 Reading

• The following questions are based on a sample
  newspaper want ad for used cars and car parts.
• 1. From what was the selection above taken?
• a) A show window at an auto dealer.
• b) A sign on the highway.
• c) The yellow pages of a telephone
  book.
• d) The want ad pages of a newspaper.
• Performance Recall and comprehend important
  details.

• The following questions are based on a lengthy
  reading on African-American dance.
• 1. Which statement indicates the authors
  purpose for the first paragraph of the
  selection?
• a) To show how Katherine Dunham got the idea
  for creating a new type of dance.
• b) To show how nervous Katherine Dunhams
  dance troupe was before its first performance.
• c) To show that American audiences responded
  enthusiastically to Katherine Dunhams type
  of dance.
• d) To show that exotic costumes and unusual
  Caribbean and African rhythms were difficult
  for American audiences to understand.
• Learning Target Analyze authors purpose and
  evaluate effectiveness for different audiences.

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A Test of Basic Skills 1980sGrade 8 Reading
Comprehension
Washington Assessment of Student
Learning2002Grade 10 Reading

• The following questions are based on a sample
  newspaper want ad for used cars and car parts.
• 2. How will Lang Motors pay for a car?
• a) By trading used auto parts.
• b) By paying the loan company. c) With money or
  a check.
• d) By giving credit toward another car.
• Performance Recall and comprehend important
  details.

• The following questions are based on a lengthy
  reading on African-American dance.
• 2. In your own words, write a summary of the
  selection. Be sure to include three main points
  in your summary.
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• Learning Target Summarize text.

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A Test of Basic Skills 1980sGrade 8 Reading
Comprehension
Washington Assessment of Student
Learning2002Grade 10 Reading

• The following questions are based on a sample
  newspaper want ad for used cars and car parts.
• 3. Which would someone who wanted to buy a
  carburetor for a 1975 Ford do first?
• a) Call 338-8027.
• b) Telephone [phone].
• c) Write to Lang Motors.
• d) Go to 103 Williams Street.
• Performance Recall and comprehend important
  details.

• The following questions are based on a lengthy
  reading on African-American dance.
• 3. How are photographs of Katherine Dunham used
  in the selection?
• a) They show here in clothing word by women
  in the 1940s.
• b) They show here is costumes she designed
  for fashion shows.
• c) They show her creatively as a fashion
  designer.
• d) They show her dressed for one of her
  performances.
• Learning Target Apply understanding of literary
  elements and graphic elements/illustrations.

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A Test of Basic Skills 1980sGrade 3 Math
Washington Assessment of Student
Learning2002Grade 4 Math

• 1. What is another name for 5 tens?
• a) 510
• b) 51
• c) 50
• d) 105
• Performance Demonstrate understanding of basic
  math concepts.

• 1. Karen is going ice skating at the indoor
  rink. Which is a reasonable estimate of the
  temperature of the ice?
• a) 30 degrees Fahrenheit
• b) 70 degrees Fahrenheit
• c) 90 degrees Fahrenheit
• Learning Target Know when to estimate and use
  estimation to determine the reasonableness of
  measurements or to obtain reasonable
  approximations.

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A Test of Basic Skills 1980sGrade 3 Math
Washington Assessment of Student
Learning2002Grade 4 Math

• 2. Which set of coins has the greatest value?
• a) 10 pennies
• b) 1 quarter
• c) 2 dimes
• d) 4 nickels
• Performance Demonstrate understanding of basic
  math concepts.

• 2. Lyn wants to find the average (mean) height
  of the fourth graders in her school. Which
  would be the best way to find this information?
• a) Add the heights of the tallest and shortest
  fourth graders in the school, and divide that
  number in half.
• b) Use an encyclopedia to find the average
  height of a fourth-grade girl and fourth-grade
  boy, and average those heights.
• c) Add up the heights of all the fourth
  graders in the school, and divide by the
  total number of fourth graders.
• Learning Target Demonstrate an understanding of,
  find, and use measures of central tendency in
  describing data.

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A Test of Basic Skills 1980sGrade 3 Math
Washington Assessment of Student
Learning2002Grade 4 Math

• 3. Dan had 18 marbles. He had 5 blue marbles
  and 7 red marbles. The rest were black. How
  many black marbles did Dan have?
• a) 6
• b) 12
• c) 30
• d) Not given
• Performance Demonstrate math problem solving
  skills.

• 3. Draw a polygon on the grid by connecting
  exactly 8 dots. Make the polygon have the
  largest possible area. Draw straight lines in
  any direction to connect the dots. You must use
  a ruler or straightedge.
• Learning Target Relate conceptual and procedural
  understanding among familiar mathematical and
  content strands recognize equivalent
  mathematical models and representations in
  familiar situations.

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A Test of Basic Skills 1980sGrade 3 Math
Washington Assessment of Student
Learning2002Grade 4 Math

• 4. 6 9
• a) 3
• b) 15
• c) 69
• d) Not given
• Performance Demonstrate math computation skills.

• 4. Mings soccer team needs to buy a new
  uniform. His team has 100 but must raise the
  rest of the money. What other information does
  Ming need? How would he use that information to
  figure our how much money his team must raise?
  Use words, numbers, or pictures in your answer.
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• Learning Target Define problems by identifying
  the question(s) to be answered and by identifying
  the known information, missing information,
  and/or extraneous information.

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A Test of Basic Skills 1980sGrade 3 Math
Washington Assessment of Student
Learning2002Grade 4 Math

• 5. 785
• - 23
• a) 662
• b) 752
• c) 762
• d) NG
• Performance Demonstrate math computation skills.

• 5. Bens father is making juice for the family
  picnic. He asked Ben to go to the store to buy 7
  pounds of oranges. The store has the following
  signs.
• Show three ways to buy exactly 7 pounds of
  oranges. Show the total cost each way.
• Learning Target Organize relevant information
  use viable strategies and appropriate concepts,
  procedures, and tools to construct solutions.

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A Test of Basic Skills 1980sGrade 3 Math
Washington Assessment of Student
Learning2002Grade 4 Math

• 6. Sue saw 16 taxis and 4 buses. How many more
  taxis than buses did she see?
• a) 10
• b) 12
• c) 20
• d) Not given
• Performance Demonstrate math problem solving
  skills.

• 6. Look at the factor tree.
• Below, complete a similar factor tree for the
  number 20 using multiplication.
• Learning Target Demonstrate an understanding of
  whole numbers and fractions demonstrate an
  understanding of the properties of whole numbers.

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A Test of Basic Skills 1980sGrade 6 Math
Washington Assessment of Student
Learning2002Grade 7 Math

• 1. In the numeral 417,235, which digit is in the
  ten thousands place?
• a) 1
• b) 3
• c) 4
• d) 7
• Performance Demonstrate understanding of basic
  math concepts.

• 1. Which of the following units would be best to
  measure the height of a school flagpole?
• a) Centimeters
• b) Kilometers
• c) Meters
• d) Millimeters
• Learning Target Demonstrate an understanding of
  the appropriate uses of standard units of
  measurement demonstrate an understanding of the
  relationships among units within the U.S. system
  and the metric system select and use tools that
  will provide an appropriate degree of precision.

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A Test of Basic Skills 1980sGrade 6 Math
Washington Assessment of Student
Learning2002Grade 7 Math

• 2. 16 2
• a) 18
• b) 14
• c) 8
• d) Not given
• Performance Demonstrate math computation skills.

• 2. Look for patterns in the number sentences
  below.
• 11 X 12 132
• 11 X 13 143
• 11 X 14 154
• 11 X 15 165
• Describe a pattern that will help you multiply
  numbers by 11. Clearly explain how you could use
  your pattern to find the answer to 11 X 16.
• ___________________________________
• ___________________________________
• ___________________________________
• ___________________________________
• Learning Target Recognize, extend, and create
  patterns and sequences represent number patterns
  with tables, graphs, and rules.

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A Test of Basic Skills 1980sGrade 6 Math
Washington Assessment of Student
Learning2002Grade 7 Math

• 3. In the spring there were 8 dairy cattle, 110
  beef cattle, and 37 horses on the ranch. How
  many cattle were on the ranch?
• a) 110
• b) 118
• c) 155
• d) Not given
• Performance Demonstrate math problem solving
  skills.

• 3. A bag contains 6 white, 3 green, and 8 blue
  marbles. If 1 marble is drawn at random from the
  bag, what is the probability that the marble
  drawn is white?
• a) 1/6
• b) 1/17
• c) 6/11
• d) 6/17
• Learning Target Demonstrate an understanding of
  chance, and use counting procedures an
  calculations to determine the probability of a
  simple event compare results of experiments and
  simulations with mathematic expectations.

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A Test of Basic Skills 1980sGrade 6 Math
Washington Assessment of Student
Learning2002Grade 7 Math

• 4. Ken and Dennis were nominated for vice
  president. Ken received 40 votes. Dennis
  received 3 times as many votes as Ken. How many
  votes did Dennis receive?
• a) 120
• b) 110
• c) 43
• d) Not given
• Performance Demonstrate math problem solving
  skills.

• 4. Sandys family does its laundry at a
  coin-operated Laundromat. It costs 1.25 per
  load to use the washing machines and 25 cents
  per load to use the dryers for 10 minutes.
  Sandys family has 5 loads of laundry to do and
  each load will need to be in a dryer for 30
  minutes. Which expression will give Sandys
  family the total cost of doing these loads of
  laundry?
• a) (1.25 0.25) X 3 X 5
• b) 1.25 (3 X 0.25) X 5
• c) (3 X 1.25) 0.25 X 5
• d) 3 X (1.25 0.25) X 5
• Learning Target Symbolically represent
  situations that involve simple expressions,
  equations, and inequities using , gt, lt, , .

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A Test of Basic Skills 1980sGrade 6 Math
Washington Assessment of Student
Learning2002Grade 7 Math

• 5. 8307
• 7063
• a) 15,060
• b) 15,370
• c) 16,370
• d) Not given
• Performance Demonstrate math computation skills.

• 5. At a construction site, 3 workers need to
  take the elevator to the top floor to do
  repairs. The elevator can carry only 300 pounds
  at most. Mr. Andrews weighs 150 pounds, Mr.
  Baker weighs 145 pounds, and Mr. Cass weighs 235
  pounds. One person must always be in the
  elevator to operate it.
• Tell how these 3 people can use the elevator to
  get to the top floor so that they can work on
  the job together.
• Clearly explain the steps needed to solve the
  problem using words, numbers, and/or pictures.
• ______________________________________
• ______________________________________
• ______________________________________
• ____________________________________
• Learning Target Organize and synthesize
  information from multiple sources use viable
  strategies and appropriate concepts, procedures,
  and tools to construct solutions.

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A Test of Basic Skills 1980sGrade 6 Math
Washington Assessment of Student
Learning2002Grade 7 Math

• 6. What should replace the ? in the number
  sentence
• 9853 9000 800 ? 3?
• a) 5
• b) 50
• c) 500
• d) 5000
• Performance Demonstrate understanding of basic
  math concepts.

• 6. What is the value of N in the following
  equation
• a) 27
• b) 67.5
• c) 270
• d) 292.5
• Learning Target Demonstrate an understanding of
  and apply the concepts of ratio and direct
  proportion.

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A Test of Basic Skills 1980sGrade 8 Math
Washington Assessment of Student
Learning2002Grade 10 Math

• 1. How would you write 7 thousandths as a
  decimal?
• a) .07
• b) 7000
• c) .0007
• d) .007
• Performance Demonstrate understanding of basic
  math concepts.

• 1. Audrey is given the following problem to
  solve.
• a b a
• a b
• a 7 7
• Audrey has to solve for a and b. Which of the
  following is not possible?
• a) b is odd and greater than a.
• b) a is even and smaller than 5.
• c) a and b are both off numbers.
• d) a and b are both prime numbers.
• Learning Target Demonstrate an understanding of
  the properties of rational numbers, powers, and
  roots demonstrating an understanding of concepts
  and processes involving prime and composite
  numbers, factors and multiples, and divisibility.

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A Test of Basic Skills 1980sGrade 8 Math
Washington Assessment of Student
Learning2002Grade 10 Math

• 2. David read 18 books last year. On the
  average, how many books did he read each month?
• a) 6
• b) 2
• c) 1
• d) 1 ½
• Performance Demonstrate understanding of basic
  math concepts.

• 2. Which is a factor of 3a2 12a?
• a) 3a
• b) 4a
• c) 3a2
• d) 4a2
• Learning Target Demonstrate an understanding of
  the properties of rational numbers, powers, and
  roots demonstrating an understanding of concepts
  and processes involving prime and composite
  numbers, factors and multiples, and divisibility.

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A Test of Basic Skills 1980sGrade 8 Math
Washington Assessment of Student
Learning2002Grade 10 Math

• 3. Which fraction below has a value greater than
  five-eights?
• a) 7/16
• b) 1/2
• c) 5/9
• d) 5/7
• Performance Demonstrate understanding of basic
  math concepts.

• 3. Grand Coulee Dam is made of about 10,585,000
  cubic yards of concrete. Which is the following
  would give the total amount of concrete in cubic
  feet?
• a) 10,585,000 X 27
• b) 10,585,000 27
• c) 10,585,000 X 9
• d) 10,585,000 9
• Learning Target Measure objects and events
  directly and use indirect methods calculate rate
  and other derived and indirect measurements.

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A Test of Basic Skills 1980sGrade 8 Math
Washington Assessment of Student
Learning2002Grade 10 Math

• 4. Each letter in the diagram represents an
  angle.
• Which of the following statements is true?
• a) x z y z
• b) w x gt y z
• c) w x y y z
• d) w x y lt y z
• Learning Target Use geometric properties and
  relationships to describe, compare, contrast, and
  classify 2- and 3-dimensional geometric figures
  draw geometric model and scale drawings using
  tools as appropriate.

• 4. Ken bought an 8 x 7 and a 5 x 7 paint canvas.
  He also bought a box of 10 paints. How much
  did he pay? (Use the graphic displayed above.)
• a) 1.77
• b) 4.78
• c) 6.18
• d) Not given
• Performance Demonstrate math problem solving
  skills.

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A Test of Basic Skills 1980sGrade 8 Math
Washington Assessment of Student
Learning2002Grade 10 Math

• 5. In a certain carnival game, a player gets to
  spin each of the following spinners once. What
  is the probability of getting two numbers that
  have a sum of 7?
• a) 1/4
• b) 1/6
• c) 5/12
• d) 7/24
• Learning Target Demonstrate an understanding of
  the properties of dependent and independent
  events demonstrate an understanding of and use
  appropriate counting procedures to determine
  probabilities use both experimental and
  theoretical methods to determine probabilities.

• 5. Before the picnic Larrys dad bought 10
  chickens that weighed an average of 2.8 pounds
  each. How much did he pay for all 10 chickens
  if they cost 50 cents per pound?
• a) 5.00
• b) 14.00
• c) 28.00
• d) Not given
• Performance Demonstrate math problem solving
  skills.

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A Test of Basic Skills 1980sGrade 8 Math
Washington Assessment of Student
Learning2002Grade 10 Math

• 6. Kesha is planning to rent a van for her trip
  to Mt. Rainier. Two of her friends each rented
  the same type of van from the same car rental
  company last week. Kesha plans to get the same
  type of can that John and Katie had from the
  same car rental company. Kesha estimated her
  trip would be 250 miles, and she would have the
  vehicle for four days. Which of the following
  equations would Kesha use to figure out how much
  her rental would cost?
• Let C cost, M miles, and D days
• a) C 40.00M 0.20D
• b) C 40.00D 0.20M
• c) C 20.00M 0.40D
• d) C 20.00D 0.40M
• Learning Target Simplify and evaluate
  expressions and formulas solve equations and
  inequalities.

• 6. The children at the picnic played 12 games of
  croquet. Larry won 1/4 of the games and Brenda
  won 1/3 of the games. Altogether, how many
  games did Larry and Brenda win?
• a) 3
• b) 4
• c) 7
• d) Not given
• Performance Demonstrate math problem solving
  skills.

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The New High Standards Environment

• All Children achieving at high levels.
• New expectations for the type of learning
  students demonstrate.
• New assessments of the learnings.
• Accountability for schools and learners.

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The New High Standards Environment

• All of this requires
• New learning environments for students, and
• New professional environments for teachers.
• Research has shown that First Order Changes are
  insufficient to create these new environments.

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The New High Standards Environment

• What do these new environments look like?
• A number of research projects in the state of
  Washington have provided a consistent picture of
  the new environments.

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Contrasting Models Second Order Change
Learning Goals Curriculum Assessment
Uniform
Tight Sequence Limited Variation
Higher Order Skills (Basic Skills)
High
Accountability
Collaborative Teams
Teacher Role
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Teachers Focused on Improving Teaching and
Learning

• The foundations education grant programs are
  predicated on three essential components of
  powerful teaching and learning in a
  standards-based technology-enabled environment
• Active Inquiry
• In-Depth Learning
• Performance Assessment.

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Teachers Focused on Improving Teaching and
Learning

• Powerful Teaching and Learning
• AIR/SRI alternatively called authentic
  instruction, teaching for understanding,
  student-centered instruction, and constructivist
  teaching.

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Purpose of this Study

• To Identify the degree to which classroom
  teaching in the district grantee schools reflects
  powerful teaching.
• To establish an evaluation baseline for classroom
  practices across the districts.
• To validate the Constructivist Teaching Scale
  of the Teacher Perspectives Questionnaire.

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Design Considerations

• First priority was to get a large enough sample
  of classrooms to generalize to entire grant
  program, not to represent a single district.
• Second priority was to get a representative
  picture of the school overall, not the teacher.
  Therefore, shorter periods of time, more
  classrooms.
• Third priority was to get a representative sample
  of schools across the districts.

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Selection of Schools and Classrooms

• 34 schools from 8 districts7 high schools, 4
  alternative schools, 6 middle/junior high
  schools, 17 elementary schools.
• At these schools random selection of
  mathematics, science, social studies, and
  language arts classes .
• 669 classroom observations

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Selection of Schools and Classrooms

• The number of observations ranged between 6 and
  53 class sessions, depending on the size of the
  school.
• English/Lang.Arts/Reading 31
• Mathematics 26
• Science 17
• Social Studies 20
• Integrated 6

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The Teaching Attributes Observation Protocol

• Focus--authentic instruction, teaching for
  understanding, student-centered instruction, and
  constructivist teaching
• 7 Components and 27 indicators
• Holistic, overall rating
• 27 indicators rated from 0 (never occurred) to 4
  (very descriptive)
• 7 component scores are the average of the
  indicators

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The Teaching Attributes Observation Protocol

• The Seven Components
• Student work shows evidence of conceptual
  understanding, not just recall.
• Students are engaged in activities to develop
  understanding and create personal meaning through
  reflection.
• Students apply knowledge in real world contexts.

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The Teaching Attributes Observation Protocol

• The Seven Components
• Students are engaged in active participation,
  exploration, and research.
• Teacher uses diverse experiences of students to
  build effective learning.
• Students are presented with a challenging
  curriculum designed to develop depth of
  understanding.

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The Teaching Attributes Observation Protocol

• The Seven Components
• 7. Summative Assessment allows student to
  exhibit higher order thinking and to construct
  knowledge.

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Scoring Characteristics

• A strong constructivist lesson would seldom, if
  ever, score high on all of the 27 individual
  criteria or high on all seven of the major
  sections. (time, appropriateness)
• Strong lecture and discussion (traditional) might
  score higher than student active participation,
  group work, and projects (constructivist), and
  vice versa.
• Inter-rater reliability .82

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Typical Scored Lessons

• Example of a 4 holistic rated lesson.
• Example of a 1 holistic rated lesson.

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Preliminary Findings

• The 7 Lesson components
• Holistic Rating

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Section 1 Student Work Shows Evidence of
Conceptual Understanding, Not Just Recall    
 
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Section 2 Students Are Engaged in Activities to
Develop Understanding and Create Personal Meaning
Through Reflection  
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Section 3 Students Apply Knowledge in Real
World Contexts    
6
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Section 4 Students Are Engaged in Active
Participation, Exploration, and Research
73
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Section 5 Teachers Use Diverse Experiences of
Students To Build Effective Learning
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Section 6 Students Are Presented With A
Challenging Curriculum Designed to Develop Depth
of Understanding
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Section 7 Summative Assessment Allows Students
To Exhibit Higher Order Thinking and Construct
Knowledge
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Holistic Rating.
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Additional Findings . . .

• The distribution of scores were similar for
  elementary, middle, and high schools.
• Classrooms categorized as integrated scored
  significantly higher.
• Science and English somewhat higher, while math
  classes received the lowest scores.

63
Some Observations about 669 classrooms. . .

• Curricular materials were generally thoughtful
  and included impressive critical-thinking
  elements. In some cases the curriculum was
  actually superior to the actual teacher
  instruction.

64
Some Observations about 669 classrooms. . .

• Researchers were not surprised at the extensive
  use of cooperative groups. However, they were
  surprised at the number of instances where it was
  used ineffectively.

65
Some Observations about 669 classrooms. . .

• The amount of time spent in elementary schools on
  housekeeping, managerial tasks, travel time,
  and special activities made it difficult at times
  finding teaching to observe.
  
  As one
  teacher noted Five of the students are gone to
  band for the next 30 minutes. We dont teach
  when the kids are at band.

66
Some Observations about 669 classrooms. . .

• There is truly a wide range of expectations
  teachers have of their students.
• High school students asked to copy and color the
  parts of an animal cell.
• Junior high students asked to draw and color one
  of Columbus ships.
• High school students isolating and observing DNA
  from a sample of wheat germ.
• Elementary students in a discussion on frank and
  powerful themes related to real-life situations.

67
Why do we see powerful teaching and learning
only 17 of the time?
68
Why do we see powerful teaching and learning
only 17 of the time?

• A number of reasons possiblesampling error
• Two for discussion
• Teachers do not know how to teach this way.
• Teachers do not believe kids can do this type of
  learning.

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71
Is there evidence that Powerful Teaching and
Learning increases student achievement?

• There is a correlation between the classroom
  observations and schools constructivist
  teaching score (validity).
• There is correlational research that shows a
  relationship between a schools constructivist
  teaching score and WASL scores.

72
Do Kids Really Learn More By Using Technology?

• Research Findings on Computers and Related
  Technology in Education
• Jeffrey T. Fouts
• Seattle Pacific University
• February, 2000

73
Computer and Technology Usage In the Schools . . .

• It is important to consider the research findings
  in the context of why many educators are
  advocating increases in technology for todays
  classrooms. The three major reasons

74
Why technology?

• Students need competency in using technology to
  help insure their competitiveness and success in
  a global economy. The schools are responsible for
  developing this competence.

75
Why technology?

• Computers and related technology will change the
  amount and/or nature of what students learn.
• Computers and related technology have the
  potential to alter or transform education,
  changing what and how teachers teach and the
  types of activities in which students engage.
  The technology is important for reforming
  education.

76
Traditional Uses
77
Current Uses
78
Moving from Traditional to New Learning
Environments

• Teacher-centered instruction
• Single sense stimulation
• Single path progression
• Single media
• Isolated work
• Information delivery
• Passive learning
• Factual, knowledge-based
• Reactive response
• Isolated, artificial context

• Student-centered learning
• Multi-sensory stimulation
• Multi-path progression
• Multimedia
• Collaborative work
• Information exchange
• Active/exploratory/inquiry-based learning
• Critical thinking and informed decision making
• Proactive/planned action
• Authentic,real-world context

79
Summary of Findings on Educational Technology

• LINE 2 Computers
  Contemporary Reform
• Computers and related technology, when combined
  with extensive teacher training and planning
  time, have the potential to help alter or
  transform what and how teachers teach and the
  types of activities in which students engage.

80
Summary of Findings on Educational Technology

• LINE 2 Computers
  Contemporary Reform
• Factors increasing the likelihood of classroom
  changes
• Lower student to computer ratio
• Teacher ownership of the reform efforts
• Extensive teacher training and planning time.
• High levels of administrative support.
• High levels of technological support.

81
New Learning Environments Student
centered, knowledge centered, assessment
centered, community centered, authentic
learning, real world applications
New Student Outcomes And Assessments New state
tests Project based learning and demonstration
Computers and related new technologies The
computer as a tool
2
3
82
Standardized Tests Traditional Measures of
Achievement (basic skills, knowledge)
1
Traditional use of computers (instructional
delivery, tutor, CBI, CAL, traditional
curriculum
5
4
New Learning Environments Student centered,
knowledge centered, assessment centered, community
centered, authentic learning, real world
applications
New Student Outcomes And Assessments New state
tests Project based learning and demonstration
Computers and related new technologies The
computer as a tool
2
3
6
Technological Literacy
Computers and technology for Distance
Learning (instructional deliver via Computers,
instructional Television and other media
7
Traditional Measures of Learning (grades, test
scores)
83

• The End