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Peer Enabled Restructured Classrooms:
A Field Trial Experiment Leading to a Successful Model for the Urban Classroom
Funded by the National Science Foundation Mathematics and Science Partnership
Claim #1Presenter: Pamela Mills, Hunter College
The problems facing teachers in the urban science or math high school classroom are daunting. It is possible that the urban classroom has become so complex that it is unreasonable to expect a typical teacher to produce required student outcomes.
The problems facing teachers in the urban science or math high school classroom are daunting. It is possible that the urban classroom has become so complex that it is unreasonable to expect a typical teacher to produce required student outcomes.
Claim #2
Peer Enabled Restructured Classroom (PERC) is a robust model for urban schools that contributes to closing the Achievement Gap.
What would you see if you walked into a peer enabled restructured
classroom?
The teacher might be walking around, might be talking with a
group.
Students working in groups and all the students are engaged.
You may notice a young person acting as a group facilitator (named Teaching Assistant Scholar or TAS).
Isn’t this just Group Work?
Yes
PERC is an effective process that enables a truly student-centered classroom to emerge through many avenues, including group work.
and No.
Isn’t this just Peer-led supplemental instruction?
No. It is not Supplemental, it is not Workshops.
Teaching Assistant Scholars are present at every table, everyday for every class.
The Teaching Assistant Scholars work with the teacher to create a truly student-centered classroom.
The Teaching Assistant Scholars
High School students who successfully passed
and completed the course in a prior year
Regents scores in the 70-80 category (Average
= 73) – middle level performance
Enrolled in “TAS class” during year to learn pedagogical strategies, advanced content, and college preparedness
What is the class schedule?
Time TAS Student Teacher
0-10 min – Do Now
Taking attendance, getting students to focus on Do Now
Sitting down, take out homework, address Do Now
Deals with logistics
10-20 min – whole class instruction
Taking notes, answer questions
Taking notes, following instructions
Whole Class Instruction
20-40 min – group activity
Facilitating work
Do work Assessing student work and supporting TAs
40-45 min – Wrap up
Collecting work
Finishing Whole Class
Empirical Evidence – Pilot Field Trial 2008-2009
OPERATING CONDITIONS Enrolled 4 schools, 11 teachers Two subject areas: 9th grade/10th grade
mathematics (Integrated Algebra) or 9th/10th grade biology (Living Environment) – required for graduation
Pseudo-random placement into classrooms Imperfect controls
GOAL Compare student performance on state-mandated
(Regents) exams of the experimental and control groups
Setting:Schools’ Student Characteristics
School Enroll Grad Pov ESL AA Hisp Asian W
A 274 81% 83% 70% 8% 73% 6% 12%
B 522 49% 79% 12% 36% 59% 3% 1%
C 1507 49% 64% 22% 29% 58% 8% 3%
D 2372 66% 41% 6% 55% 41% 2% 1%
PERC Teacher Characteristics7 males, 4 females8 White, 2 Asian, 1 African American8 with less than 5 years experienceAll certified in subject area
Setting:Results – June ‘09 Passing Rates
Subject N (expt) %pass N (cntrl)
% pass %pass
IA 171 65.7% 199 42.7% +23
IA 161 39% 193 19.7% +20
IA 18 88.9% 44 27.3% +60
IA 43 51.2% 121 48.8% +3
LE 111 70% 212 49.1% +21
LE 60 73.3% 99 56.0% +15
LE 30 96.7% 68 76.5% +20
Held at Hunter College Students had failed 2009 Regents exam Full implementation of PERC structure Used as teacher professional development for new PERC teachers
Aug ‘09 Passing RatesIntegrated Algebra: 90%, Citywide 35%Living Environment: 63%, Citywide 30%
Setting:Results – Summer 2009
Impact and Implications on Teachers, Scholars, and Students
AVERAGE % IMPROVEMENTAY: 21% SUMMER: 38%
PERC Rocks
Claim #3Presenter: Leslie Keiler, York College
PERC changes the participating teachers' concepts of what
it means to teach and to be a teacher.
The Teacher’s Role has Changed Dramatically
In the classroom:
• “Now, I rarely talk when I teach.”
• “During class I just wander around and talk to students.”
• “I hear the TAS getting good answers to higher order thinking questions that I never would have asked these students.”
• “I can have deep conversations with students who in the past I would have just written up for bad behavior.”
Dispenser of Information Assessor of Understanding
Increased accountability Effective lesson planning
As lesson planners:• with the PERC model they “cannot ‘wing it’ because
the TAS will revolt”• the TAS hold them accountable for the quality and
timeliness of their preparation
The Teacher’s Role has Changed Dramatically
Teacher centered planning student centered planning
The focus for planning and instruction:• “So much more you have to think about them as
opposed to what you are doing.”• “My favorite lessons are the ones where the tutors
just run the whole show. I’ve really planned well and prepped the tutors ahead of time. They take over and I watch the learning happen.”
The Teacher’s Role has Changed Dramatically
The Restructured Classroom is Truly Student-Centered
Teachers face challenges as they learn to implement the PERC model:
• Teachers take an active but not central role in the classroom; learn to listen.
• Teachers trust the Teaching Assistant Scholars; relinquish control.
• Teachers believe that all students can learn; never let their team give up on any student.
Claim #4Presenter: Jeanne Weiler, Hunter College
The restructured classroom enables profound changes in the Teaching Assistant Scholars’ self-concept and academic preparedness leading to personal and social “empowerment” that could facilitate real school reform.
• Academic empowerment• Social empowerment• Collective empowerment
Student Empowerment
PERC Experience Academic Empowerment
“This summer has solidified my understanding of Integrated Algebra and I feel like I could probably teach the subject to a five year old because I have had to work so much on making math sound simple and easy.”
Academic Empowerment
Student academic performances improves: 1) scores rise, 2) confidence rises, 3) motivation increases, and 4) higher level cognitive skills develop.
PERC Experience Social Empowerment
“Another way in which the teacher makes use of the information is by having us look at the work that is planned for the students and having us pick out problems that we think the students will have trouble with. With this information the next day the teacher goes over the problems…”
Social Empowerment
Changing student-teacher relationships.
PERC Experience Collective Empowerment
“The best part [of being a Teaching Assistant Scholar] was knowing I was helping other students like me who had trouble with learning math, to learn it finally and move on to different things. The absolute greatest thing that could happen that would make this whole summer awesome for me, even with every other life problem I may have going on, would be if all the students in my group passed the Math A Regents exam. If that happens I will feel, I can’t even explain it, but it would be so great a feeling and make me feel so good about myself, about what I and my students had accomplished together.”
Collective Empowerment
Developing a caring ethic.
Empowerment as School Reform?
Students as active participants in gaining authority over their own learning.
This could change the school.
A theory-based integrative model for motivation and learning (Levesque, 2006) can provide a context to understand why the PERC model is such a robust and effective classroom model. Levesque, C., Sell, G.R., & Zimmerman, J.A. (2006). A Theory-Based Integrative Model for Learning and Motivation in Higher Education. In S. Chadwick-Blossey (Ed.). To Improve the Academy, vol. 24, pp. 86-103. Anker Publishing, Bolton, MA.
Claim #5Presenter: James Zimmerman, Montclair State University
Students’ Perception of PERC classroom
Does the PERC model create learning environments that fulfill the students’ basic psychological needs, enhance motivation, and encourage students to take a deep approach to learning?
Biggs, J. (1999) Teaching for quality learning at university. Buckingham: Society for Research into Higher Education and Open University Press.
Deci, E.L. & Ryan, R.M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Self-Determination Theory
Basic Psychology Needs:Competence – sense of mastery and improved
skillsAutonomy – volitional choiceRelatedness – sense of connectednessMotivation: Self-Determination Index
Validated Assessments: Learning Climate Questionnaire (LCQ), Academic Self-Regulation Questionnaire (SRQ-A)
Results to Date…
Conclusions – Claim #5
The learning environments based on the PERC model are effective in satisfying the students' basic psychological needs.
The learning environments based on the PERC model help shift the students’ motivation to a more self-determined (intrinsic) form.
Claim #6Presenter: Linda Gerena, York College
The PERC model benefits English Language Learners in content learning
Similarities between Teaching Assistant Scholars and Students Connectedness
Studying ELL Issues to Inform PERC
“When the tutor speaks Spanish you have a connection, like a comfort, that was helpful.”
“It was like she could understand me. She could understand how I felt.”
“I love this program. The tutors try to collaborate with us, cooperate. I feel so much better in this program. The tutors understand us.”
Bilingual Teaching Assistant Scholars’ Effective Strategy for Former ELLs
Studying ELL Issues to Inform PERC
“When I have a problem she speaks to me in Spanish. Sometimes in English I don’t understand it. It really helps when she tells me in Spanish.”
Effective ELL strategies (go slow, simple words, illustrations) General effective strategies for all math and science learners
Studying ELL Issues to Inform PERC
They showed us details, they used simple words, and examples to make it easier for us.”
“They (the TAS) go slow and show me more attention.”
“She drew and illustrated. She would get up and do an action which helped me a lot.”
Conclusions – Claim #6
The PERC model facilitates connectedness and self confidence, increases student motivation, and lowers the affective filter thereby increasing academic performance for all students including ELL and former ELL students.
PERCRobust
Empowering
Urban Classroom Reform
School Reform
Many Remaining Questions
Closes the Achievement Gap
Thank You!
Thanks to the NSF for funding us and then letting us search for a model that impacts NY schools.
Questions For the Future
How can all teachers become effective PERC teachers? How does collaboration among teachers affect PERC
implementation and teacher identity? How does PERC participation affect teacher
recruitment, evaluation, and retention?