Global Perspectives for Local Action Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide (1999) / Chapter Skim
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Module 2C: What Does TIMSS Say about School Support Systems?
Module 2C: What Does TIMSS Say about School Support Systems?
Pages 321-326
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From page 321... ...
teacher development practices; and · To identify issues for further reflection, dialogue, and possible action that collie be taken to improve the mathematics and science curricula in participants' own schools, districts, and higher education institutions.
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· Copies of the Global Perspectives for Local Action report for each participant (This report is available from the National Academy Press, 2101 Constitution Ave., NW, Lockbox 285, Washington, D.C. 20055; Phone: (800)
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From page 323... ...
· Point to the signs on the wall (which you created from Slides 2C-13 through 17) labeled "Create Awareness," "Build Knowledge," "Translate KnowIecige into Practice," "Practice Teaching," and "Reflect on Practice." Ask participants to stance uncler the sign that best describes the purpose of most of the professional development experiences they have hac3 in their school or higher education setting.
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From page 324... ...
· Have everyone return to their seats anc3 use Slides 2C-~S, 19, anc3 20 to review the TIMSS findings on professional development anc3 begin thinking about different professional learning strategies. Refer to the table at the end of the Module 2C handout packet entitled "Strategies for Professional Learning " (pas.
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From page 325... ...
. In groups of four, ask participants to reflect on the questions on Slicle 2C-24 and to generate ideas for improving teacher learning.
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