Virginia Mathematics Teacher Fall 2016

When we talk about the predict, and then the observe and then the explain; when I do other lessons now I keep that in the back of my mind. Like, Ok, when they should predict something then they need to be the ones that actually observe it, and then we need to kind of regroup and explain and make sure we kind of revisit the predictions and make sure that they have the knowledge that they need before they more on and so that model has really been helpful with other lessons as well. A subset of teachers submitted pre/post student achievement data using a researcher- developed 14-item Light and Optics content instrument. The mean student score increased 17 points from pretest to posttest, from 53% (SD = 20%) correct to 70% (SD = 17%) correct. Paired samples t-test indicated this was a statistically significant gain, t (278) = -17.196, p < .001. In interviews, teachers indicated they perceived that the POE instructional model, combined with their enhanced content knowledge facilitated their students’ learning. For example, one teacher indicated: I think they seemed like they understood it, based on hearing their explanations of defending their answer with the initial prediction and trying to support it, and also just when they were explaining their reasoning for why they thought a certain way, they were able to support the answer. Other teachers responded similarly, that the investigative nature through which they were able to teach the content had a positive impact on student learning. Perceptions of the PD Overall, the majority of teachers (95%) indicated the PD program met or exceeded their expectations. Further, 87% of participants said they would recommend or highly recommend the program to other teachers. Most participants responded that the hands- on labs including the integration of technology, and the collaborative nature of the projects were the most effective components of the PD. For example, one teacher wrote, “Getting all the hands -on experience in doing the labs. It made all the concepts ‘real’ for me, and I'm glad that we got to discover them on our own.” The “talented and knowledgeable professors” were also identified as a program strength. When asked to make suggestions for improvements, a number of Student Achievement

teachers suggested more modeling prior to labs. For example, one teacher wrote, “Some of the lab activities were difficult to follow through just by reading the directions. Having the teacher model the procedure before more complicated activities would have been helpful. This would also model for the teachers how to model procedure for their students.” Conclusions and Implications Overall, results of this investigation suggest that PD that supports middle and high school teachers integrating technology through a POE model to teach light and optics content has the potential to positively influence middle and high school students’ understandings of these concepts. Teacher-generated lesson plans to teach light and optics, including alignment with Virginia SOLs, assessment plans, and associated student handouts, were the primary product generated through the UVa-JLab project. These lesson plans as well as PD materials from the summer institute (lab activities, PowerPoint TM slides, instructional videos and photos) are available at: http:// teacher_institute/2014-labs.html . These materials have the potential to support teachers in implementing light and optics content through a technology-enhanced POE model as well as facilitating teachers’ considering the potential to integrate science and mathematics content (e.g. patterns, data collection, angles). galileo.phys.virginia.edu/outreach/ ProfessionalDevelopment/UVa-JLab/ Bell, R., Smetana, L. K., & Binns, I (2005). Simplifying inquiry instruction. The Science Teacher, 72, 30–34. Haysom, J. and Bowen, M. (2010). Predict, observe, explain: Activities enhancing scientific understanding. NSTA Press: Arlington, VA. Loucks-Horsley, S., Stiles, K.E., Mundry, S., Love, N., & Hewson, P. (2010) Designing professional development for teachers of mathematics and science. (3 rd Ed.) Thousand Oaks, CA: Corwin Press. Luft, J., Gess-Newsome, J. & Bell, R.L. (eds). (2008). Technology in the secondary science classroom. NSTA Press: Arlington, VA. Maeng, J.L., Mulvey, B.K., Smetana, L.K., & Bell, R.L. (2013). Preservice teachers' TPACK: References

Virginia Mathematics Teacher vol. 43, no. 1

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