Session 1: The Scaffolded Inquiry Project September 2008.
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Transcript of Session 1: The Scaffolded Inquiry Project September 2008.
Session 1:The Scaffolded Inquiry Project
September 2008
2
Today’s Agenda
1. Welcome
2. Contextualizing the Scaffolded Inquiry Project
3. Break
4. Module 1: Learning challenge variable maps
5. Module 2: Research-based abstracts
6. Module 3: Additional resources for designing a change strategy
7. Debrief: Integration into your team process
8. Evaluation
3
Contextualizing The Scaffolded Inquiry Project
Setting the context—> Chancellor's Priorities and School-based Inquiry> Listening to the Field and Looking Forward> Integrating the New Tools > Objectives for Professional Development
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Inquiry and the Three Pillars
Leadership: Building capacity within the Inquiry Team and throughout the school
> Develop principal distributed leadership.
> Provide teacher leadership opportunities through Inquiry Team work.
> Support school leaders to look at data to determine student needs and identify
strategies.
Empowerment: Building confidence and ownership> Experience of success with small group of struggling students allows schools to
deepen and expand the work.
> Focus of work is customized at the school level.
> Energize educators throughout the city to be continuous learners.
Accountability: Highlighting the responsibility for learning of every student in the school
> Focus on lowest performing students.
> Create accountability for closing the achievement gap at multiple levels: individual, team, and school.
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Design tools & Organize Data
Implement Tools & Build Understanding
Building & Implementing
Preparing the System: Children First Intensive ‘07-’08
Children First Intensive was created to infuse data-informed instructional decision-making throughout New York City schools by engaging educators around the new accountability tools.
In 2007, the New York City Department of Education implemented Inquiry Teams in every school as a
core component of its school improvement strategy.Changing the culture
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Design tools & Organize Data
Implement Tools & Build Understanding
Facilitate Knowledge Sharing & Collaboration
Theory of Change
Looking Forward: ’08-’09 Priorities
• Build capacity, confidence of teachers and principals
• Increase teacher empowerment & engagement
• Ensure educators are accountable for success
Sustaining & EnhancingBuilding & Implementing
Embedding & Sustaining
Chancellor’s Priorities
Embed and sustain the reforms through:Inquiry TeamsKnowledge
Management ARIS
Target State: Continuous,
Citywide Data-Informed
Improvement
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Listening to the Field: Educator Needs Through CFI surveys, the Inquiry Team Interface, SAFs, and SSO support staff, we heard inquiry teams needed more support.
Teams:> needed help identifying the next steps after determining learning
challenges for their target populations> were challenged with finding time to research instructionally targeted
responses > struggled to come up with instructional strategies that were different
from ones they had tried before> worked to develop strategies for their students, but remained
concerned that the practices implemented sometimes did not adequately address the students’ needs
> were challenged when trying to adopt practices for specific students populations
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The Scaffolded Inquiry Project American Institutes for Research (AIR) was awarded a
competitive contract to design a set of tools to help Inquiry Team members and other educators select research-based instructional strategies for their struggling students.
The Steering Committee consisted of SAFs, SSO Design Team staff, CFI, KM, and subject specific content experts from Teaching & Learning and the Office of Accountability.
The Tools created: Variable maps Research-based abstracts Additional resources for Inquiry Teams Professional Development materials
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Integration in the CFI Process
Phase I:
Identify Students and Targets
Step 1: Define a school-wide focus.
Step 2: Define a target population.
Step 3: Define a long-term goal.
Step 4: Define learning targets and short-term goals.
Phase II:Move the Students
Step 5: Analyze target population conditions of learning.
Step 6: Design and implement an instructional change strategy.
Step 7: Evaluate and revise based on interim progress measures.
Phase III:Move the System
Step 8: Analyze school-level systems that produce conditions of learning.
Step 9: Design and implement a system-level change strategy.
Step 10: Evaluate and revise based on interim progress measures.
American Institutes for Research (AIR) has focused on Step 6 of the inquiry cycle.
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Professional Development ObjectivesIntroductory Session:
Learn how to access and utilize the technology platform: Learning challenge variable maps to guide educators’
thinking around instructional approaches Research-based abstracts to support the identified variables Additional resources to support Inquiry Teams
Train-the-Trainer Session:
Plan and practice training techniques for sharing the Scaffolded Inquiry Process with school-based
teams
Develop turn-key options for delivery
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Our Purpose
Support the work of Inquiry Teams in NYC as they design a change strategy by:
Providing high quality variable maps around particular learning challenges, research abstracts, and additional resources that can help Inquiry Teams design a change strategy.
Supporting the SAFs and SSO staff to integrate research into their work with school-based Inquiry Teams.
Supporting the launch of these tools with professional development materials for SAFs and SSO staff.
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Designing a Change Strategy
Phase I:
Identify Students and Targets
Step 1: Define a school-wide focus.
Step 2: Define a target population.
Step 3: Define a long-term goal.
Step 4: Define learning targets and short-term goals.
Phase II:Move the Students
Step 5: Analyze target population conditions of learning.
Step 6: Design and implement an instructional change strategy.
Step 7: Evaluate and revise based on interim progress measures.
Phase III:Move the System
Step 8: Analyze school-level systems that produce conditions of learning.
Step 9: Design and implement a system-level change strategy.
Step 10: Evaluate and revise based on interim progress measures.
American Institutes for Research (AIR) has focused on Step 6 of the inquiry cycle.
13
Scope of the Scaffolded Inquiry Project
The tools consists of: 16 variable maps developed for ELA
and Mathematics 400 research-based abstracts 12 additional resources for designing
a change strategy Professional development materials
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Welcome to the Scaffolded Inquiry Project Web site
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Session 1: Outline of Binder Materials
Manuals contain:
All slides and narration
Outline
Intro and three modules
Sample abstracts
All additional resources
Session 1:The Scaffolded Inquiry Project
September 2008
BREAK
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Module 1: Learning Challenge Variable Maps
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Variable Maps
Discussion: Your team has identified a learning challenge – what next?
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Variable Maps
Bridge the inquiry work from considering conditions of learning to exploring the research.
Present variables that surround commonly identified skill gaps.
Prompt educators’ thinking about the range of variables that impact student achievement.
Organize sets of research-based strategies into factors that impact skill gaps.
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Tab Displaying Learning Challenges
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Exploring a Variable Map
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Classroom-Level Variables
Instructional practices for content knowledge, study skills, and student engagement
Research-based strategies to address specific knowledge and skills related to the content of the
learning challenge students’ engagement, interest, and interactions with
teachers Classroom instructional environment
Research-based materials and routines that can support the change strategy
23
School Organization and Culture Variables
School organizational environmentResearch-based organizational structures and decisions that can support student learning
School-level curricular and assessment resourcesResearch-based resources that can be leveraged to support the change strategy
Culture of professional learningCultural habits and practices that can support collaboration and learning
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Search Results
Hover with your mouse over the
name of a strategy to open up a window with further details about the strategy.
Click on the name of a strategy to access the full
abstract.
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ACTIVITY: Variable Maps
Explore the variable maps: Choose a learning challenge (ELA). Explore the variables in classroom and school levels. Identify variables to search (click to select, then click Submit). Browse the abstracts titles that are returned.
Reflect: Do these variables reflect some of the conditions of learning
faced by your Inquiry Teams? Why or why not?
26
Module 2: Research-based Abstracts
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Abstracts
Bridge the variable maps to actual implementation strategies.
Represent a careful literature review on each learning challenge.
Describe research-based instructional or organizational strategies.
Summarize one or more studies.
Point to additional related research.
Include sample activities as examples.
28
Developing the Abstracts
Team of ten researchers reviewed literature and wrote abstracts.
Focused on original quantitative and qualitative studies, literature reviews and meta-analyses.
Included published research only.
Published in the last 30 years (no earlier than 1978).
Remember: abstracts represent a strong beginning, but Teams must explore research on their own as well.
29
Sample Abstract
Each abstract presents: Title of Strategy Why is This Strategy
Useful? Description Research Evidence Sample Studies Sample Activities Additional Resources
30
Refining Search Results
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Activity: Finding Abstracts
Explore the abstracts: Choose a learning challenge. Search variables for abstracts. Filter the findings in various ways. Browse the abstracts that are returned.
Reflect: How might you work with your networks to introduce these
abstracts to your teams?
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Module 3: Additional Resources
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Accessing Additional Resources
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Consider Conditions of Learning
Use this resource to: Guide discussion on the
what, how, how well, and who of the conditions
Brainstorm means for Collecting Data
Plan for analysis of the data – What to Look For
35
Explore the Research Base
Use this resource to: Demonstrate how the research
abstracts are structured Guide comprehension and
questioning of the abstracts Find linked tools and understand
their alignment
Other resources include: Using the Variable Maps Variable Map Legend Understanding Types of Research Finding Research on Your Own
36
Evaluate Strategies
Use one of these 3 resource options to:
Guide discussion Check the “fit” of the
strategy Determine which
modifications may be necessary
Make decisions about implementation
Consider impacts on school change
37
Generate Hypotheses and a Change Strategy
Use this resource to: Document team
decisions Articulate rationale
and assumptions Put it all together
into a change strategy
38
Plan for Implementation
Use this resource to: Consider the many
elements to implementation
Plan for coordinated activities
Document team decisions
Other resource include: Implementation
Check-up
39
Debrief: Integration Into Your Team Process