Group 11 Models and modeling (4).pptx use it
- 1. MODELS AND MODELING Aisha Akbar 004 Abdul Razzaque 046 Syeda Uroosa Shah 021 Sheeraz Hussain Sheikh 023
- 2. Introduction • In the context of professional development (PD) for educators, a "model" refers to a concrete example or representation of effective teaching practices or instructional strategies that educators can observe, analyze, and apply in their own classrooms. • The use of models and modeling in professional development (PD) for teachers is a strategy aimed at improving teacher effectiveness and student outcomes. • By providing teachers with concrete examples of good teaching practices, models serve as frameworks or guides to help teachers understand and apply new instructional strategies in their classrooms.
- 3. Models in PD offer teachers an opportunity. Visualize best practices: Instead of just reading or hearing about teaching strategies, teachers can see or study specific examples of how these strategies work in real classrooms. •Anchor their learning: Teachers can use models as a reference point for their own growth and learning, helping them internalize and adapt new teaching methods. •Promote reflection: Teachers can reflect on their current practices by comparing them with the models, encouraging continuous improvement.
- 4. Models can take various forms, Including Video or written cases of teaching: These are real-life examples that show how effective teaching looks in practice, helping teachers to visualize successful techniques and classroom management styles. Demonstration lessons: These are live or recorded lessons that show an expert teacher in action, allowing other teachers to observe and learn from their methods. Unit or lesson plans: Teachers are provided with detailed plans that outline the structure of a lesson or a series of lessons, helping them understand how to design and implement effective teaching.
- 5. CONT. ØObservations of peers: Watching colleagues teach provides opportunities for teachers to learn from one another's strengths, discuss strategies, and reflect on their own practice. Ø Curriculum materials: These include resources like sample assessments and student work samples, which give teachers insight into what successful teaching and learning outcomes look like and how to assess student progress.
- 6. •Heller et al. (2012): This study employed a randomized experimental design with three intervention groups and one control group to evaluate the impact of PD on elementary students' science learning.
- 7. •PD Focus: The professional development targeted enhancing teachers' pedagogical content knowledge in science.
- 8. Type of Intervention • Analysis of Practice: Teachers examined real teaching cases written by peers to understand effective practices. • Student Work Analysis: Teachers collaborated to analyze their own students' work, employing structured discussion protocols to focus on students' understanding of content. • Metacognitive Reflection: Teachers engaged in reflective discussions about their own learning experiences during science activities. • Course Structure: The PD consisted of eight three-hour sessions, totaling 24 contact hours with expert facilitators, designed to help teachers address challenging concepts and misconceptions in science.
- 9. Findings • Students taught by teachers who participated in the PD experienced significantly greater learning gains on science tests—19-22 percentage points— compared to the control group’s 13 points.
- 10. Sustained Impact •The benefits in student learning were maintained a year later, with notable improvements in students’ ability to justify their answers in year one of the study.
- 11. Importance of Professional Learning with Model Curriculum Need for Support Alongside Curriculum Materials •Studies show that simply providing curriculum materials without professional development (PD) is less effective for student achievement. - Teachers with expert support and collaborative learning opportunities improve student outcomes significantly. -
- 12. Kleickmann et al. (2016) Findings •Teachers using curriculum materials alone saw lower student achievement. Teachers who received additional support combined with collaborative, active learning had higher student success. - Focused on how sequencing and presenting science concepts impacts student learning.
- 13. Cont. Doppelt et al. (2009) Findings: - Teachers participated in collaborative inquiry sessions to support a new 8th-grade science curriculum. •Active learning workshops allowed teachers to experience model lessons just like their students. - •Teachers engaged in reflection on their instruction and shared student work and classroom materials. - •Students whose teachers participated in PD had significantly higher achievement compared to those without PD.
- 14. Impact of PD on students Achievement •Without PD: New curriculum → Lower achievement. With PD: New curriculum + PD → Higher achievement. •Old Curriculum + PD: Still better than new curriculum without PD. • Recommendations for Schools Invest in comprehensive PD when adopting new curricula. Provide collaborative learning opportunities for teachers. Focus on ongoing reflection and support for teachers post-PD.
- 15. Conclusion •Effective Professional Development (PD) Enhances Teacher Growth • PD that incorporates curricular and instructional models fosters a clear vision of effective teaching practices. • Teachers who engage in analyzing real classroom cases, student work, and their own teaching strategies experience significant growth in their pedagogical knowledge.
- 16. Cont. • Direct Correlation to Student Achievement • Research consistently shows that students of teachers who participated in model-based PD achieved higher learning gains compared to those whose teachers did not engage in such PD. • Specifically, student performance improved significantly on assessments, particularly in areas requiring deeper justification and understanding of content.
- 17. •Importance of Supportive Structures in PD •Access to curriculum materials is most effective when combined with expert guidance and collaborative learning opportunities. •Studies indicate that teachers without supportive PD while using new curricula performed worse than those who utilized existing curricula without attempting to implement new materials.