Our presentations at the Teacher Education Conference 2016

We were happy to give two presentations at the annual Teacher Education Conference “Bringing Teacher Education Forward: National and International Perspectives”. Both presentations are available below.

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Associate Professor Siv M. Gamlem talked about the process of developing a survey questionnaire for the RespMath project.

Associate professor Frode O. Haara presented the key features of the RespMath project design, and how we plan to use an intervention based approach to develop responsive pedagogy in lower secondary school mathematics teaching.

Associate professor Siv M. Gamlem talked about the process of developing a survey questionnaire which will be used to collect data from students about their thoughts and experiences connected to self-regulation, feedback and self-efficacy in mathematics.

 

Presentations:

Associate Professor Frode O. Haara’s presentation

Associate Professor Siv M. Gamlem’s presentation

Presenting two papers at the Teacher Education Conference 2016

The main theme of the annual Teacher Education Conference is “Bringing Teacher Education Forward: National and International Perspectives”. We are happy to announce that two of our prominent researchers from the RespMath team will give two paper presentations connected to the RespMath project.

Associate professor Frode O. Haara will present the key features of the RespMath project design, and how we plan to use an intervention based approach to develop responsive pedagogy in lower secondary school mathematics teaching.

Associate professor Siv M. Gamlem will talk about the process of developing a survey questionnaire which will be used to collect data from students about their thoughts and experiences connected to self-regulation, feedback and self-efficacy in mathematics.

 

Read both abstracts below:

 

Developing responsive pedagogy in lower secondary school mathematics teaching

An intervention based approach

(presented by Associate professor Frode O. Haara)

The RespMath project is a NRC-project that aims to examine in depth the relationship between teachers’ responsive teaching, defined as feedback practice, and students’ learning outcome in mathematics, defined as achievements, self-regulation skills and self-efficacy. The project is an intervention-study to be carried out in collaboration with 10 lower secondary schools, 40 mathematics teachers and approximately 1000 9th grade pupils. The teachers will participate in designing the learning and assessment activities to be implemented during a seven months long intervention period, starting in September 2016. During the intervention part of the project we will qualitatively investigate how pupils’ and teachers’ perception of feedback practice, and the application of feedback practice, develops in the classrooms.

The model for the intervention has been developed through extensive discussions in the project group over a period of 12 months, and during this period been revised according to comments from the project’s international advisory board, representatives from the participating schools, and the Norwegian community of mathematics teacher educators. Developing the intervention is still a work in progress, and the design will be adjusted in discussions with representatives from the participating teachers and the project group.  The emphasis is on defining core practices in teaching mathematics that will constitute the thematic priorities in the three phases of the intervention. Each phase will also be earmarked to one of the project’s three key theoretical constructs; the first phase to feedback-practice, the second phase to self-regulation and the third phase to self-efficacy. This part of the intervention planning will be finished in March 2016.

The intervention plan will be presented and discussed with the audience, both in relation to design and scientific rigor.

 

Responsive Pedagogy Questionnaire – the developing and validation process

(presented by Associate professor Siv M. Gamlem)

This proposal is about the process of developing a survey questionnaire as part of a research study funded by the Norwegian Research Council. The main goal with the current project is to examine the relationship between teachers’ responsive teaching, defined as feedback practice, and students’ learning outcome in Mathematics, defined as achievements, self-regulation skills and self-efficacy. The research context is 9th grade students in 10 schools in Norway, involving 1000 pupils in an experiment group and similar in a control group.

The questionnaire is developed from a theoretical model of academic self-assessment and self-regulated learning (Andrade, 2010), covering three main constructs Forethoughts (FT), Performance and control (PC) and Reflection (R). Three items set are developed for each construct representing concepts of self-regulation (Andrade, 2010; Pintrich, 2000; Zimmermann, 2000, 2002), feedback (Andrade, 2010; Hattie & Timperley, 2007), and self-efficacy (Bandura, 1977; Pintrich, Smith, Garcia & McKeachie, 1991; Usher & Pajares, 2008).

Validated instruments like the Norwegian version of the Cross Curricular Competences (CCC)/PISA-survey as well as the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991), the Achievement Emotions Questionnaire – Mathematics (AEQ-M) (Pekrun, Goetz & Frenzel, 2005) and the Student Perception Assessment survey (SPA) (Havnes, Smith, Dysthe & Ludvigsen, 2012) have been used to build items for this questionnaire.

The questionnaire consists of 80 items. Items are checked for text comprehension by the use of LIX (Björnsson, 1968). The questionnaire has been piloted twice, first as a qualitative approach with observation of informants answering the survey, followed by interviews with the informants afterwards (N=10). The second pilot was conducted with a convenience sample of 250 pupils from the experiment schools emphasizing factor- and reliability analysis.

Program seminar 1-2. mars

Første seminar med kontaktpersonene og rektorene ved skolene, 1.-2. mars. Programmet er også tilgjengelig som pdf her: Program RespMath 1-2 mars 2016.

Deltakere: Kontaktpersonene og rektorene ved skolene, medlemmene av prosjektgruppen – RespMath

Sted: Hotell Grand Terminus, Bergen

1.    mars:

Tidspunkt

Programpost

12.00-13.00 Lunsj
13.00- 14.00 Velkommen og presentasjonsrunde

Prosjektpresentasjon og informasjon

Prosjektrammer

14.00-14.15 Pause
14.15-15.15 Lærerens læring. Hva er «Responsive Pedagogy»

–          Del 1: Sentrale innholdselementer

–          Del 2: Arbeid i grupper knyttet til innholdselementene

15.15-15.30 Pause

 

Innledning i plenum om kjernepraksiser og om gruppearbeidet

Arbeid i regionale grupper, med statusrapportering fra skolene

–          Hvilke prioriteringer har skolene?

–          Hvilke prosesser har skolene vært gjennom i forhold til læringsfremmende vurdering

–          Diskusjon om kjernepraksiser i matematikk-undervisningen

19.00 Middag

2. mars:

Tidspunkt

Programpost

09.00-10.30 Individuelle intervju med kontaktpersonene ved skolene (egen plan)

Møte om praktiske forhold og økonomi med rektorene

10.30-10.45 Kaffi
10.45-11.30 Plenumsrapportering og fastsetting av hvilke kjernepraksiser som blir vektlagt i intervensjonen
11.30-12.15 Lunsj
12.15-13.30 Praktiske forhold vedrørende videre planlegging av det faglige opplegget, datainnsamling og tidspunkt for disse, og innhenting av samtykke til deltagelse i studien, med mer

–          Forventninger til kontaktpersonene

–          Pilotering

–          Synkronisering/framdriftsplan i ulike regioner i takt

–          Samtykke – foreldre

–          Datainnsamling

–          Kontakt – rutiner

–          Framdriftsplan – oppdatering

–          Felles nettside – litteratur og dokument

13.30-14.00 Avrunding og avklarende spørsmål – veien videre

 

Workshop with professor Anna Sfard (Norwegian only)

Korleis kan ein forstå og kjenne igjen læring gjennom å analysere samtalar mellom vaksne og barn om matematiske spørsmål og problem?

Dette var ei sentral problemstilling då UH-nettverket for pedagogikk, fagdidaktikk og læring møtte den verdskjende professoren Anna Sfard i Bergen i november.  Sfard trakk på denne måten deltakarane inn i innsiktsfulle samtalar om læring og undervisning.

Anna Sfard er professor ved Universitetet i Haifa, men hennar arbeidsområde er heile verda.  Konteksten for Sfard si forsking er først og fremst matematikk og matematikk-didaktikk, men med høg relevans for alle fag og utdanningskategoriar.  Både Sfard sine faglege innspel og måten ho trakk deltakarane med i samtalen om læring og undervisning på skapte stor begeistring og inspirasjon blant deltakarane.

Med-arrangør for samlinga med Sfard var RespMath-prosjektet, eit NFR-finansiert forskningsprosjekt om interaktiv undervisning i matematikk i ungdomsskulen.  RespMath er eit samarbeid mellom Høgskulen på Vestlandet, Sogn og fjordane og Volda og Universitetet i Bergen og 10 skular frå regionane.  Prosjektet er også støtta av UH-nett Vest.  Prosjektgruppa har alt invitert Sfard til å kome tilbake for å møte både forskarar og lærarane som er involvert i prosjektet ved eit seinare høve.

 

Professor Anna Sfard briljerte på workshop i Bergen

Deltakarar frå UH-nett Vest institusjonar fulgte godt med då professor Anna Sfard leia ein workshop ved UiB.

Seminar with professor Anna Sfard

We invite all members of the UH-nett Vest network to a seminar with professor Anna Sfard, University of Haifa.

How to tell useful stories about learning? Reflecting on conceptual framework for Research

About the seminar: “We will spend our time in the workshop discussing the question of how to think about learning and how to investigate its different manifestations so as to make a tangible contribution to educational practice. Reading together transcripts of classroom interactions and trying to analyze them will be one of the activities we will engage in while trying to answer this query. The transcripts, accompanied by some additional material, will be sent to participants ahead of time”

Where:  University of Bergen, Christies gt 12, room 111
When:  Wednesday November 11 from 10 – 15

Use this link to register for the seminar:  http://www.hsh.no/arr/index.php?id=0000002458

You can read more about professor Sfard here:  http://sfard.edu.haifa.ac.il/

Oppstartsmøte med rektorar

Alle rektorar i RespMath-prosjektet var invitert til felles oppstartsmøte i Bergen 26. oktober.

Saker

  1. Velkomen og presentasjonsrunde
  2. Prosjektpresentasjon og informasjon – bakgrunn og  forankring av prosjektet
  3. Prosjektrammer:  Kva vil lærarane og skulane få igjen frå prosjektet ?  Kva vil bli forventa frå skulene, rektorane og lærarane?
  4. Forventningsdialog og spørsmålsrunde om mellom anna praktisk gjennomføring av prosjektaktivitetane
  5. Praktiske forhold og økonomi
  6. Ymse, avrunding og avslutning