Exploring the Learning by Design Approach in a Professional Development Workshop Designed to Integrate Technology in Differentiated Math Instruction for Elementary Teachers
Format
Poster Presentation
Location
Harborside Center
Strand #1
Academic Achievement & School Leadership
Strand #2
Family & Community
Relevance
This proposal designed to improve differentiated instruction will help participants gain knowledge of proactive solutions and best practices for meeting the serious challenges faced by youth today such as learning difficulties, underachievement, and achievement gaps by providing insight to develop the best teacher training model.
Brief Program Description
This presentation will discuss about the learning by design approach of professional development. The purpose of the study is to (a) develop an instructional design model (The Differentiation-IDDIRR model) for teachers’ learning in a professional development workshop, (b) apply the model to investigate its effects when used in an actual teacher training setting, and (c) plan to improve the model.
Summary
In a recent study, researchers found that while 90 percent of teachers reported participating in professional development, most of those teachers also reported that it was totally useless (Darling-Hammond et al, 2009). Thus, the real issue is not that teachers are not provided professional development, but that the typical offerings are ineffective at changing teachers’ practice or student learning. The body of research called for the effective professional development that will actually impact student learning. Therefore, there is a need to explore a new instructional design (ID) of the professional development. To meet this need, this study will investigate the learning by design approach of professional development that is designed to maximize teacher training impact on student learning. This study will investigate the learning by design approach of professional development that is designed to maximize teacher training impact on student learning. Thus, the purpose of the study is to (a) develop an instructional design model (The Differentiation-IDDIRR model) for teachers’ learning of differentiated instruction in a professional development workshop, (b) apply the model (the Differentiation-IDDIRR model) to investigate its effects when used in an actual teacher training setting, and (c) plan to improve the model. To do so, the following research questions guided the study:
1. What are the effects of the instructional design model on teachers’ pedagogical improvement of the differentiated instruction?
2. How do the results of the instructional design model inform the revision of the model?
The presentation will conclude with guidelines that will inform thoery and practice of the instructional design model of professional development.
Evidence
The survey data, interview results, teachers’ lesson plans, collective reflection data constructed by participants of the Teacher Quality Grant professional development workshop will develop evidence the effects of the instructional design model (The Differentiation-IDDIRR model).
Biographical Sketch
Dr. Jackie Kim has rich experiences in teaching pre-service teachers and working with Georgia teachers through the Teacher Quality Grant and other statewide grants. Dr. Kim’s areas of expertise are in educational technology (particularly technology integration into curriculum) and curriculum and instruction.
Dr. Foster’s areas of expertise are in math assessment and content-area math development. With a background as a certified K-12 math teacher, she possesses first-hand knowledge and experience in effectively integrating research-based math instruction throughout the teaching and learning process.
Keyword Descriptors
Professional Development, The survey data, interview results, teachers’ lesson plans, collective reflection data constructed by participants of the Teacher Quality Grant professional development workshop will evidence the effects of the instructional design model (The Differentiation-IDDIRR model)., Teacher Education, Differentiated instruction, technology integration
Presentation Year
2016
Start Date
3-8-2016 4:00 PM
End Date
3-8-2016 5:30 PM
Recommended Citation
Kim, Jackie and Foster, Ardyth, "Exploring the Learning by Design Approach in a Professional Development Workshop Designed to Integrate Technology in Differentiated Math Instruction for Elementary Teachers" (2016). National Youth Advocacy and Resilience Conference. 138.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2016/2016/138
Exploring the Learning by Design Approach in a Professional Development Workshop Designed to Integrate Technology in Differentiated Math Instruction for Elementary Teachers
Harborside Center
This presentation will discuss about the learning by design approach of professional development. The purpose of the study is to (a) develop an instructional design model (The Differentiation-IDDIRR model) for teachers’ learning in a professional development workshop, (b) apply the model to investigate its effects when used in an actual teacher training setting, and (c) plan to improve the model.
