Module 2:
Exploring Curriculum, Instruction, and School Support Systems

OVERVIEW

The goal of Module 2 is to take participants who have gone though Module 1 deeper into one, two, or all three of the major topics in the NRC’s Global Perspectives for Local Action report: curriculum, instruction, and school support systems. The module consists of three sessions ranging from 1 hour and 45 minutes to 2 hours and 30 minutes each. These sessions may be combined for one 6-hour and 15-minute day session (as reflected in the sample on the following page) or they may be conducted individually. It is recommended that the sessions be presented in the 2A, 2B, 2C sequence. Within each session, participants will learn more about the key findings of TIMSS and explore implications for their own work. The primary audiences for Module 2 are school and district administrators and teachers and higher education administrators and faculty.



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OCR for page 145
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Module 2: Exploring Curriculum, Instruction, and School Support Systems OVERVIEW The goal of Module 2 is to take participants who have gone though Module 1 deeper into one, two, or all three of the major topics in the NRC’s Global Perspectives for Local Action report: curriculum, instruction, and school support systems. The module consists of three sessions ranging from 1 hour and 45 minutes to 2 hours and 30 minutes each. These sessions may be combined for one 6-hour and 15-minute day session (as reflected in the sample on the following page) or they may be conducted individually. It is recommended that the sessions be presented in the 2A, 2B, 2C sequence. Within each session, participants will learn more about the key findings of TIMSS and explore implications for their own work. The primary audiences for Module 2 are school and district administrators and teachers and higher education administrators and faculty.

OCR for page 145
Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education - Professional Development Guide Sample Schedule of Module 2: Full-day Session with 2A, 2B, and 2C Time Activities   8:30 2A.1, 2B.1, and 2C.1 Welcome, overview, purpose, and agenda (5 minutes) 8:35 2A.2 Making meaning from TIMSS data on curriculum (45 minutes) 9:20 2A.3 Implications and questions raised by the data (20 minutes) 9:40 2A.4 Curriculum focus and coherence lecture (brief) with discussion (20 minutes) 10:00 2A.5 Issues for further reflection and dialogue (30 minutes) 10:30 Break   10:45 2B.2 Brief overview of videotape study (5 minutes) 10:50 2B.3 Set up for video viewing (10 minutes) 11:00 2B.4 Video viewing and discussion (60 minutes) 12:00 Lunch   12:45 2B.5 Key findings (20–30 minutes) 1:15 2B.6 Issues for further reflection and dialogue (40 minutes) 1:55 2C.2 What do we mean by school support systems? (20 minutes) 2:15 2C.3 Collegiality and professional development of teachers (20 minutes) 2:35 2C.4 “The Secret of Trapezes” video (30 minutes) 3:05 2C.5 Issues for further reflection and dialogue (30 minutes) 3:35   Wrap up/evaluation (10 minutes)