1 of 14

Brian Foley, John M. Reveles

California State University, Northridge

& Kelly S. Castillo, Fullerton School District

​

Immersive Clinical Professional Development (ICPD): A Model for Supporting 21st Century Science Educators

slides - goo.gl/XpZQgW

2 of 14

Computer Supported Collaborative Science

  • Use technology to promote student-centered pedagogy in urban schools
  • Promote
    • Formative Assessment
    • Stickiness of Science ideas
    • Data Pooling and Collaborative Analysis
    • Writing in science (especially explanations)
  • Engage students using Google Apps and other tools (Padlet, Edmodo, Zaption)
  • NGSS Compatible (Foley & Reveles, 2014)

​

3 of 14

CSCS Principles

​

1. Information is shared with the class online

2. Teachers check on students’ understanding often

3. Data from experiments and simulations is pooled

4. Data analysis is emphasized

5. Students’ explanations are shared and compared

4 of 14

The PD Problem

​

CSCS is a lot to learn for many teachers.

Need powerful PD program

  • Lesson Study
  • Reflective Teaching Cycle (Cheng, 2011)

BUT districts not always willing to partner

​

  • How do we do high quality PD outside of the classroom?

5 of 14

Immersive Clinical Professional Development (ICPD)

  • Low-stakes, real-world PD context (real teaching is essential to success)
  • “Boot-Camp” followed by daily teaching
  • Teachers are asked to teach differently (e.g. CSCS)
  • Scaffolding and reflection are key aspects
  • Collaborative planning with moderator
  • Ongoing support for teachers

6 of 14

Research Methods

  • Surveys - pre, post, delayed post
  • Daily reflections
  • Collect and code lesson plans and artifacts
  • Semi Structured Interviews
  • Focus Groups
  • Over 100 science teachers in past four years

7 of 14

Pre-Survey Response

Delayed Post-Survey Response

Teacher A

The most important keys to good science teaching are to make class interesting, keep the students engaged, make it fun, safe, and accurate.

Data analysis. Up to this point I have not done any with my students because I was not sure how. I realize it is important, especially for future trends. Now I have some tools to make analysis possible easier for me to collect data. I can also make better use of how I incorporate the use of technology for science.

Teacher B

Inspiring learning and engaging student cooperation, particularly in observation skills and incorporating learning skills

Open discussion, pooling data to notice trends/patterns, instant feedback of data collected

8 of 14

Teachers reported use of CSCS during the semester following training (blue) and their plans for using CSCS in the spring semester (red).

9 of 14

Analysis of teachers’ descriptions of the advantages of Google Apps for science.

10 of 14

Administrative:

“Now when students come in unprepared, I say did you check the agenda on the website?”

​

Pedagogical:

“I use the CSCS form to get answers from students about a science lab ... Sometimes I can spot a common misconception and then address it quickly. ...There is a lot more accountability with personal reflections and students have to say something.”

​

11 of 14

Figure 3. Teachers’ self reported frequency of textbook or worksheet driven activities from before CSCS training (blue) and after a year of CSCS instruction (red; N=15)

12 of 14

Figure 4. Teachers’ self reported frequency of data analysis activities from before CSCS training (blue) and after a year of CSCS instruction (red; N=15)

13 of 14

Conclusions

  • ICPD provides realistic yet safe opportunities for teachers to practice innovative instruction.
  • Intensive, high quality PD impacts science teacher perception and practice over time.

​

14 of 14

Brian J. Foley

bfoley@csun.edu

​

John M. Reveles

John.Reveles@csun.edu

​

Kelly S. Castillo

KellySC@gmail.com

​

Link to the paper

Thanks to:

  • The CSCS Team

​

  • projectGRAD

​

  • California Science Project

​

  • S.D. Bechtel Jr. Foundation

​

​

​