Peer Enabled Restructured Classrooms:

A Field Trial Experiment Leading to a Successful Model for the Urban Classroom

Funded by the National Science Foundation Mathematics and Science Partnership

Claim #1Presenter: Pamela Mills, Hunter College

The problems facing teachers in the urban science or math high school classroom are daunting. It is possible that the urban classroom has become so complex that it is unreasonable to expect a typical teacher to produce required student outcomes.

The problems facing teachers in the urban science or math high school classroom are daunting. It is possible that the urban classroom has become so complex that it is unreasonable to expect a typical teacher to produce required student outcomes.

Claim #2

Peer Enabled Restructured Classroom (PERC) is a robust model for urban schools that contributes to closing the Achievement Gap.

What would you see if you walked into a peer enabled restructured

classroom?

The teacher might be walking around, might be talking with a

group.

Students working in groups and all the students are engaged.

You may notice a young person acting as a group facilitator (named Teaching Assistant Scholar or TAS).

Isn’t this just Group Work?

Yes

PERC is an effective process that enables a truly student-centered classroom to emerge through many avenues, including group work.

and No.

Isn’t this just Peer-led supplemental instruction?

No. It is not Supplemental, it is not Workshops.

Teaching Assistant Scholars are present at every table, everyday for every class.

The Teaching Assistant Scholars work with the teacher to create a truly student-centered classroom.

The Teaching Assistant Scholars

High School students who successfully passed

and completed the course in a prior year

Regents scores in the 70-80 category (Average

= 73) – middle level performance

Enrolled in “TAS class” during year to learn pedagogical strategies, advanced content, and college preparedness

What is the class schedule?

Time TAS Student Teacher

0-10 min – Do Now

Taking attendance, getting students to focus on Do Now

Sitting down, take out homework, address Do Now

Deals with logistics

10-20 min – whole class instruction

Taking notes, answer questions

Taking notes, following instructions

Whole Class Instruction

20-40 min – group activity

Facilitating work

Do work Assessing student work and supporting TAs

40-45 min – Wrap up

Collecting work

Finishing Whole Class

Empirical Evidence – Pilot Field Trial 2008-2009

OPERATING CONDITIONS Enrolled 4 schools, 11 teachers Two subject areas: 9th grade/10th grade

mathematics (Integrated Algebra) or 9th/10th grade biology (Living Environment) – required for graduation

Pseudo-random placement into classrooms Imperfect controls

GOAL Compare student performance on state-mandated

(Regents) exams of the experimental and control groups

Setting:Schools’ Student Characteristics

School Enroll Grad Pov ESL AA Hisp Asian W

A 274 81% 83% 70% 8% 73% 6% 12%

B 522 49% 79% 12% 36% 59% 3% 1%

C 1507 49% 64% 22% 29% 58% 8% 3%

D 2372 66% 41% 6% 55% 41% 2% 1%

PERC Teacher Characteristics7 males, 4 females8 White, 2 Asian, 1 African American8 with less than 5 years experienceAll certified in subject area

Setting:Results – June ‘09 Passing Rates

Subject N (expt) %pass N (cntrl)

% pass %pass

IA 171 65.7% 199 42.7% +23

IA 161 39% 193 19.7% +20

IA 18 88.9% 44 27.3% +60

IA 43 51.2% 121 48.8% +3

LE 111 70% 212 49.1% +21

LE 60 73.3% 99 56.0% +15

LE 30 96.7% 68 76.5% +20

Held at Hunter College Students had failed 2009 Regents exam Full implementation of PERC structure Used as teacher professional development for new PERC teachers

Aug ‘09 Passing RatesIntegrated Algebra: 90%, Citywide 35%Living Environment: 63%, Citywide 30%

Setting:Results – Summer 2009

Impact and Implications on Teachers, Scholars, and Students

AVERAGE % IMPROVEMENTAY: 21% SUMMER: 38%

PERC Rocks

Claim #3Presenter: Leslie Keiler, York College

PERC changes the participating teachers' concepts of what

it means to teach and to be a teacher.

The Teacher’s Role has Changed Dramatically

In the classroom:

• “Now, I rarely talk when I teach.”

• “During class I just wander around and talk to students.”

• “I hear the TAS getting good answers to higher order thinking questions that I never would have asked these students.”

• “I can have deep conversations with students who in the past I would have just written up for bad behavior.”

Dispenser of Information Assessor of Understanding

Increased accountability Effective lesson planning

As lesson planners:• with the PERC model they “cannot ‘wing it’ because

the TAS will revolt”• the TAS hold them accountable for the quality and

timeliness of their preparation

The Teacher’s Role has Changed Dramatically

Teacher centered planning student centered planning

The focus for planning and instruction:• “So much more you have to think about them as

opposed to what you are doing.”• “My favorite lessons are the ones where the tutors

just run the whole show. I’ve really planned well and prepped the tutors ahead of time. They take over and I watch the learning happen.”

The Teacher’s Role has Changed Dramatically

The Restructured Classroom is Truly Student-Centered

Teachers face challenges as they learn to implement the PERC model:

• Teachers take an active but not central role in the classroom; learn to listen.

• Teachers trust the Teaching Assistant Scholars; relinquish control.

• Teachers believe that all students can learn; never let their team give up on any student.

Claim #4Presenter: Jeanne Weiler, Hunter College

The restructured classroom enables profound changes in the Teaching Assistant Scholars’ self-concept and academic preparedness leading to personal and social “empowerment” that could facilitate real school reform.

• Academic empowerment• Social empowerment• Collective empowerment

Student Empowerment

PERC Experience Academic Empowerment

“This summer has solidified my understanding of Integrated Algebra and I feel like I could probably teach the subject to a five year old because I have had to work so much on making math sound simple and easy.”

Academic Empowerment

Student academic performances improves: 1) scores rise, 2) confidence rises, 3) motivation increases, and 4) higher level cognitive skills develop.

PERC Experience Social Empowerment

“Another way in which the teacher makes use of the information is by having us look at the work that is planned for the students and having us pick out problems that we think the students will have trouble with. With this information the next day the teacher goes over the problems…”

Social Empowerment

Changing student-teacher relationships.

PERC Experience Collective Empowerment

“The best part [of being a Teaching Assistant Scholar] was knowing I was helping other students like me who had trouble with learning math, to learn it finally and move on to different things. The absolute greatest thing that could happen that would make this whole summer awesome for me, even with every other life problem I may have going on, would be if all the students in my group passed the Math A Regents exam. If that happens I will feel, I can’t even explain it, but it would be so great a feeling and make me feel so good about myself, about what I and my students had accomplished together.”

Collective Empowerment

Developing a caring ethic.

Empowerment as School Reform?

Students as active participants in gaining authority over their own learning.

This could change the school.

A theory-based integrative model for motivation and learning (Levesque, 2006) can provide a context to understand why the PERC model is such a robust and effective classroom model. Levesque, C., Sell, G.R., & Zimmerman, J.A. (2006). A Theory-Based Integrative Model for Learning and Motivation in Higher Education. In S. Chadwick-Blossey (Ed.). To Improve the Academy, vol. 24, pp. 86-103. Anker Publishing, Bolton, MA.

Claim #5Presenter: James Zimmerman, Montclair State University

Students’ Perception of PERC classroom

Does the PERC model create learning environments that fulfill the students’ basic psychological needs, enhance motivation, and encourage students to take a deep approach to learning?

Biggs, J. (1999) Teaching for quality learning at university. Buckingham: Society for Research into Higher Education and Open University Press.

Deci, E.L. & Ryan, R.M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.

Self-Determination Theory

Basic Psychology Needs:Competence – sense of mastery and improved

skillsAutonomy – volitional choiceRelatedness – sense of connectednessMotivation: Self-Determination Index

Validated Assessments: Learning Climate Questionnaire (LCQ), Academic Self-Regulation Questionnaire (SRQ-A)

Results to Date…

Conclusions – Claim #5

The learning environments based on the PERC model are effective in satisfying the students' basic psychological needs.

The learning environments based on the PERC model help shift the students’ motivation to a more self-determined (intrinsic) form.

Claim #6Presenter: Linda Gerena, York College

The PERC model benefits English Language Learners in content learning

Similarities between Teaching Assistant Scholars and Students Connectedness

Studying ELL Issues to Inform PERC

“When the tutor speaks Spanish you have a connection, like a comfort, that was helpful.”

“It was like she could understand me. She could understand how I felt.”

“I love this program. The tutors try to collaborate with us, cooperate. I feel so much better in this program. The tutors understand us.”

Bilingual Teaching Assistant Scholars’ Effective Strategy for Former ELLs

Studying ELL Issues to Inform PERC

“When I have a problem she speaks to me in Spanish. Sometimes in English I don’t understand it. It really helps when she tells me in Spanish.”

Effective ELL strategies (go slow, simple words, illustrations) General effective strategies for all math and science learners

Studying ELL Issues to Inform PERC

They showed us details, they used simple words, and examples to make it easier for us.”

“They (the TAS) go slow and show me more attention.”

“She drew and illustrated. She would get up and do an action which helped me a lot.”

Conclusions – Claim #6

The PERC model facilitates connectedness and self confidence, increases student motivation, and lowers the affective filter thereby increasing academic performance for all students including ELL and former ELL students.

PERCRobust

Empowering

Urban Classroom Reform

School Reform

Many Remaining Questions

Closes the Achievement Gap

Thank You!

Thanks to the NSF for funding us and then letting us search for a model that impacts NY schools.

Questions For the Future

How can all teachers become effective PERC teachers? How does collaboration among teachers affect PERC

implementation and teacher identity? How does PERC participation affect teacher

recruitment, evaluation, and retention?