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Instructional Nudges as Enhancements to Algebra Tasks and Teacher Practice

Mitchelle Wambua, Washington University in St. Louis

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Maria Stewart, University of Missouri - Columbia

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Samuel Otten, University of Missouri - Columbia

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Amber G. Candela, University of Missouri - St. Louis

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Zandra de Araujo, University of Florida

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F. Paul Wonsavage, University of Florida

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Faustina Baah, University of Missouri - Columbia

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Agenda

5 min. - Introductions and overview of session goals.

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10 min. - Description of our project, including defining instructional nudges and giving examples of each type of instructional nudges (i.e., task and teacher).

• After sharing each nudge, let the audience weigh in on whether they would consider the nudge as high uptake

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10 min. - Small group roundtable where each group discusses the features (e.g., comprehensibility of nudge, time to implement, content knowledge required ) they deem important to make an instructional nudge high-uptake.

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10 min. - Whole-group debrief with each small group making a case for what important features they considered.

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10 min. - Another small group discussion where each group examines several examples of our instructional nudges and uses their features to categorize the nudges based on a continuum of potential uptake.

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10 min. - Whole group debrief where each group shares their thoughts about which nudges they hypothesize to be high-uptake.

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5 min. - Concluding questions and answers

Dr. Zandra de Araujo

The PDPD Team

zdearaujo@coe.ufl.edu

Dr. Samuel Otten

ottensa@missouri.edu

Dr. Amber Candela

candelaa@umsl.edu

Dr. Paul Wonsavage

wonsavagef@coe.ufl.edu

Dr. Mitchelle Wambua

wambua@wustl.edu

Maria Stewart

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mntkd@umsystem.edu

Faustina Baah

fa6nz@umsystem.edu

Olumide Banjo

olumidebanjo@missouri.edu

Agenda

1. Project Description
2. Instructional Nudge features
3. Discussion
4. Instructional Nudge ranking
5. Discussion
6. Q&A

The PDPD Project

This work was supported by the National Science Foundation (award #2101508) though any opinions, findings, and conclusions expressed here are those of the authors and do not necessarily reflect the views of the NSF.

What is high-uptake?

High-uptake practices are instructional actions that are readily and frequently utilized by teachers.

What is an instructional nudge?

Modest and incremental suggestions intended to be quickly and easily incorporated into teachers’ current practice.

Task Nudge

Teacher nudges are enhancements to teachers’ pedagogical moves while engaging with students and lesson content.

Teacher Nudge

PDPD Goals

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1. Increasing student engagement
2. Fostering conceptual understanding

Examples

Uptake: Rate and Review

• Do you think this nudge would have high-uptake?

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• What’s your rationale?

Uptake: First Attempt

• Do you think this nudge would have high-uptake?

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• What is your rationale?

Uptake: One paper

• Do you think this nudge would have high-uptake?

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• What’s your rationale?

Uptake: Gem Mining

• Do you think this nudge would have high-uptake?

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• What’s your rationale?

Uptake: Reversals

• Do you think this nudge would have high-uptake?

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• What’s your rationale?

Features for Uptake

What are some features of the nudges that influenced your judgments about the uptake of

the instructional nudges?

High Uptake Continuum

Using the features you identified, classify the following instructional nudges on a continuum of teachers’ likely uptake from low to high.

Folder with all Nudges

https://PracticeDrivenPD.com/

Thank You!

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What questions and comments do you have?

Read more of our work here: https://PracticeDrivenPD.com/

Questions