the “studio” as productive context for rehearsing and refining high-leverage practices teachers...
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The “Studio” as Productive Context for Rehearsing and Refining High-Leverage Practices
Teachers Development Group
2009 Leadership Seminar on Mathematics Professional Development
Jill Board, Linda Foreman, and Bill Rhoades
February 14, 2009
Mathematics Studio Program
Intellectual Framework
OMLI Implementation Scale (Weaver, 2009)
Mathematical discourse (Leahy, Lyon, Thompson, and Wiliam, 2005; Yackel & Cobb, 1996; Hufferd-Ackles & Sherin, 2004)
Cognitive demand (Stein, Smith, et al, 2000)
Lesson study (e.g., Stigler & Heibert, 1999, Lewis, 2006)
Teacher generativity (Franke, Carpenter, Levi, & Fennema, 2001)
Specialized mathematics content knowledge (Ball, Thames and Phelps, 2008)
High-leverage practices, Franke (2008), Franke & Kazemi (2009)Effective professional development, Darling-Hammond et al (2009)
Math Studio Program Impacts
Sustainable Infrastructure– The studio classroom model as an institutionalized
means of continuous improvement.
Increased Student Achievement
Decreased Achievement Gap– Equity in the math achievement levels attained by
students of differing ethnicity, gender, language, and socioeconomic status.
Outcomes
Increased Professional Development Capacity
Increased Specialized Content Knowledge
Established Studio Classrooms
Professional Learning Communities
Improved Teaching for Learning
Increased Mathematical Discourse
Studio Program People
Studio teacher
Studio principals
Resident teachers
District/Building math coach
Resident administrators
TDG consultant
Math Studio ProgramComponents & Participants
Mathematics Studio ProgramA High-Leverage PD Model
5 two-day Studio Cycles in each Studio Classroom
5 days of Best Practices
5 days, Coaching Seminar
5 days, Leadership Seminar
5 half-days, PRP
5-days, Summer Math Content Course
Studio Classroom
Summer Math
Courses
Summer Math
CoursesCoaching
Studio
Leadership Studio
Best Practices Seminar
Best Practices Seminar
About the Studio: the Heart of the Program
Studio Classroom
A “greenhouse” environment where learning about mathematics content, pedagogy, and leadership thrives
Like an artist’s studio, it’s a place to –– roll up our sleeves
– explore new designs that press on the boundaries of our current beliefs and practices
– reflect deeply and critically about the impact of specific teaching practices
– examine and learn from moves that do and don’t work
Studio Classroom
Unlike most artists’ studios - it’s a context for learning by an inquiry group of teachers, coaches, and administrators
Brings seminar (e.g., Best Practices, Coaching, Instructional Leadership) learning to life in “in the moment” practice
Studio Classroom People
Work in the Studio Classroom
There are 3 key features to the studio classroom work during each cycle.1. Data Snap
2. Preliminary planning session.
3. Studio Day
What Happens During a Studio Day?
Rehearsal of high-leverage practices
Some Year One examples
Mathematicians Dyad
Conferring with Mathematicians
Lesson Planning Framework
Caution
A year of Studio work should emphasize only a small number of practices and tools. Go deep and give time for internalization of the practices.
Keep the Intellectual Framework in Mind
The studio is always live and public co-inquiry and practice with intensive reflection and a relentless focus on:
Students’ mathematical thinking
Cognitive demand– mathematical discourse that focuses on
justification and generalization
Typical Year-One Studio Day
Pre-session
Observation/Enactment of the Lesson
Debrief
Student Discourse Observation Tool
Dialogue for Action
Plenary Sharing Planning Tool
Lesson Summary
Studio Day Other possibilities
Pose problem, observe students at work, collect artifacts, select and sequence, return to classroom
Teams practice Conferring
Teams rehearsing a specific practice with groups of students
What Happens Between Studio Cycles?
Rehearsal of high-leverage practices by teachers, coaches, and administrators
Collegial inquiry and interaction
Online workshops
Between Cycle Applications
Everybody has an assignment based on their role in the system
The shared tools and well-defined practices leverage integrity of between-cycle applications (where the real learning happens)
Fostering School-wide Mathematics Learning
While studio work centers on a studio classroom, the studio school is the first-order unit of transformation:– Transforming the mathematics understanding and
achievement by all students– Transforming the culture of mathematics
professional learning across the school
It’s sustainable!
Skyview Middle School
Impact on the district.
Other Studio Settings
Coaching Studio
Leadership Studios
Math Content Course Studios
Best Practices Seminar
Best Practices Seminar
Studio Classroom
Summer Math
Courses
Summer Math
CoursesCoaching
Studio
Leadership Studio
Example:Setting is a workshop facilitated by a coach who receives coaching by the consultant. Residents are other Coaches
Studio Classroom
Summer Math
Courses
Summer Math
CoursesCoaching
Studio
Leadership Studio
Examples:•Principal’s observation/debrief with a teacher•Staff meeting centered on math•Administrator walk-throughs.•Residents are other Principals.
Best Practices Seminar
Best Practices Seminar
Mathematics Studio Program
Stories from our practice
What happens during a Data Snap?
Walk-through with the principal
Always includes the resident & studio teachers classrooms
To what extent is the work taking root in the school?
Leadership coaching for the principal
Informs the consultant’s work
Sometimes includes a resident principal
Data Snap Tools
Some examples:
Classroom Data Tool – Math Tasks
Student Discourse Observation Tool
Data Snap Recording Sheet