National Academies Press: OpenBook

Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide (1999)

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

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Suggested Citation:"Module 2: Exploring Curriculum, Instruction, and School Support Systems." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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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.

Suggested Citation:"Module 2: Exploring Curriculum, Instruction, and School Support Systems." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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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)

Suggested Citation:"Module 2: Exploring Curriculum, Instruction, and School Support Systems." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Page 145
Suggested Citation:"Module 2: Exploring Curriculum, Instruction, and School Support Systems." National Research Council. 1999. Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education, Professional Development Guide. Washington, DC: The National Academies Press. doi: 10.17226/9723.
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Page 146
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The Third International Mathematics and Science Study (TIMSS) is a rich source of information that can be used by a broad range of stakeholders to promote discussions and actions to improve K-12 mathematics and science teaching and learning. To support educators, administrators, parents, and others interested in education in using TIMSS materials, the National Research Council (NRC) has prepared a report, Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education (see "Resources"). This report will help educators, administrators, parents and others interested in education to understand what can be learned from TIMSS findings, and it will encourage them to use the information to make improvements in mathematics and science education. Provided in the report are insights into mathematics and science achievement, curriculum, instruction, and school support systems, such as professional development, in the United States and around the world. To make TIMSS information more accessible and useful to educators and the public, the NRC prepared this professional development guide to accompany its report. This guide provides directions and support materials for leading workshops and planning sessions for teachers, educational administrators, higher education faculty, and the interested public.

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