Classroom Instructional Change Following Formative Instructional Practice Professional Development

• In Event: Roundtable Session 15
  In Roundtable Session: Educational Change in Classrooms: New Research and New Ideas

Abstract

The purpose of this study was to document changes over two years in teachers’ implementation of formative instructional practices (FIP) after participating in a statewide professional development program. Central to FIP are 1) clear learning targets; 2) documenting student learning; 3) effective feedback; 4) students taking ownership of their learning. After three waves of classroom observations, results indicated a significant positive change. The most growth was noted for three items leading to students’ accepting more ownership of their learning. The least growth was in traditional teacher-student interactions basic to most classrooms. Future professional development initiatives need to focus more attention application of FIP concepts from teacher level to student level.

Authors

• Linda Collins, The University of Akron

• Xin Liang, The University of Akron

• Lisa A. Lenhart, The University of Akron

• Virginia Ressa, Ohio Department of Education