research experience for teachers (ret) as professional development dr. fiona goodchild education...
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Research Experience for Teachers (RET)
as Professional Development
Dr. Fiona Goodchild
Education Director, CNSI
University of California Santa Barbara
Professional Development as significant factor
Impact of teacher quality Teacher expertise explains 40% of
difference in student achievement in writing and math in Texas (Ferguson)
Difference in teacher qualifications accounted for 90% of student achievement in New York City (Armour Thomas)
NSF RET Program Guidelines
Meaningful R&D activities that broaden and deepen scientific and technological knowledge.
Activities include mechanisms for translating research to the classroom.
Academic-year follow-up and continued dialogue among participants.
Assessment of subsequent changes to classroom practices.
RET at UC Santa Barbara
Teachers participate for two consecutive years in program Summer Year 1 - Teachers work on
individual research projects Academic Year 1 - Teachers pilot-test
investigative lab projects/curriculum Summer Year 2 - Teachers write up new
curricula, develop student assessment Academic Year 2 - Teachers present
their work to peers at county-wide annual workshops
RET Evaluation Studies
1999-2000 survey of 11 RET sites in NSF Materials Research Science and Engineering Centers (MRSEC)
2000-2002 graduate researc by Dr. Carol C. S. Johnson of impact of UCSB RET experience on teacher knowledge and professional practice
Emphasis of evaluation
Self reporting by participants before and after the experience
Evidence of impacts such as personal connections, new activities, classroom lessons and curriculum
Evidence of changes in professional and pedagogical practice of RET teachers
Evidence of improved student achievement in RET teacher classrooms
Professional Development Criteria
Research by Judith Warren Little 1. Intellectual and social engagement 2. Matches teaching interest and context 3. Offers space for dissent and scrutiny 4. Creates teacher leadership role 5. Prepares teachers to introduce inquiry 6. Balances interests of individual and
institution
Enthusiasm and Renewal
“This kind of program keeps interest and enthusiasm alive for teachers, which reflects in their students” (Teresa, interview, 8-28-00).
“I would like to [participate in a program such as RET again] just for my own personal growth in science” (Molly, interview, 7-27-00).
Program Impacts: Teachers as Scientists
Teacher benefit by… Learning about current science research questions Learning how to use new technologies Developing real-life experimental skills; i.e.
troubleshooting, data analysis, problem solving Displaying and communicating research results Gaining confidence in their ability to learn new
science concepts“The best part was having so much time to become immersed in the project, being an integral part of the research team and talking science when the need arose. You don’t have the time nor energy to do this when you teach all day.” - High school teacher, Philadelphia
Case Study – Teacher Research Experience
Melanie Pearlman, Physics Teacher, research project in “Crosstalk in Free Space Optical Interconnects”
Melanie observed in the research lab…. Interaction and collaboration between colleagues Using data to guide design of new experiments
Compared with traditional HS Physics lab… Students working to “get the right answer” Manipulating data to illustrate the “right” shaped curve
Case Study – Translating to the Classroom
Melanie developed a series of new inter-collaborative labs Students work on different aspects
of a problem with many variables Students share their results using
measurable, graphable data Entire class uses data to construct a
formula or explain relationships Example: The class recently used
this approach to work out how the neighborhood coffee shop could design cups to keep their coffee hot as long a possible
Teacher interest/experience Duration of Summer program 6-8 weeks only Extend contact through the school year and
following summer Teachers and mentor scientists discuss
expectations and projects before summer Hold weekly meetings for teachers and mentor
scientists during the summer Post teacher projects and teaching materials on
RET web site http://www.scienceteacherprogram.org/ RET participants attend NSTA conference and
annual RETnetwork meeting http://www.retnetwork.org/
Student Modeling of Scientific Communication
Writing assignments modeled after scientific journals Collaborating on experimental design Poster (or White Board) presentations showing:
findings, drawings, graphs, mathematical relationships, and discussions
Video productions Investigating and presenting science topics Using photographs or other artifacts from research
science Using PowerPoint presentations Using computer discussion boards
WILLINGNESS TO COLLABORATE WITH OTHER DISTRICT
TEACHERS
Collaborations between high schools and their feeder schools
Collaborations within school site and/or districts
Collaborative efforts for student assessments
RET vs. Research Experience for Undergraduates (REU)
What do they have in common? Lab project, experience in problem solving Individual mentorship with scientist Focus on current research topics
What’s different?
REU Undergrads
RET Teachers
Time 10 weeks 6-8 weeks
Interest Lab skills and content knowledge
Research methods
Attitude How much can I learn? Can I understand?
Goals Does this prepare me for grad school?
How can this enrich the classroom experience?
Program Impacts: Scientists as Teachers
Mentor Scientists benefit by… Developing supervisory and
project management skills Improving ability to explain
scientific concepts and research questions
Learning how to develop k-12 science curriculum
“Describing the work of science and the goals of our research tends to sharpen my own interest and give me a better idea of how I can present my work to others.” - Materials Researcher, Princeton
Impacts for Scientific Community
“Teachers of science will be the representatives of the science community in their classes” National Science Standards
“The exposure to a wide variety of research areas has improved my knowledge of current techniques and research interests – which provides me with an improved background and more confidence to advise students about current methods, research topics and career paths.” –Junior High teacher, Princeton
http://www.retnetwork.org/