Instruction for Learning: An Exploratory Study of Science Teachers' Decision Making When Creating Assignments

• In Event: 67.069 - Sheraton Roundtable 14 - Osgoode Ballroom
  In Roundtable Session: 67.069-2 - Roundtable: Research on Instructional Strategies for Science Learning

Abstract

Teachers are the ultimate decision-makers in setting tasks for their students. Although curricular autonomy varies district to district, teachers present materials through the lens of their individual skills, experiences and priorities. In this exploratory multiple case study, eight middle school teachers are asked to reflect on how they choose/design and present tasks to their students, what their goals are for student learning, and whether tasks went as planned. During the cognitive interviews, teachers are asked to consider any changes made for students who struggle in science due to learning challenges or issues associated with language of instruction. This self report is then compared with a rubric-based evaluation of the tasks. Results are examined and preliminary implications are discussed.

Author

• Jeanette Joyce, Marzano Research Laboratory