RPM March 2011 Retreat Inquiry Into Learning (and maybe teaching) Mickey Davis UCB

Let’s Begin What stands out to you? What are students learning? How are they learning it?

Grant Activities Creating new courses Reorganizing courses and topics Adjusting placement procedures Examining data trends and responding Core practices- changing what happens in the classroom through CATS, FIGS, Reciprocal observations

FIG Challenges How do we get people to come to the table? What do we when we all get there? How is this supposed to relate to all the work we have to do as faculty? On the grant? Power Issues: –How can I be leader when I’m not tenured yet? New to the department? An adjunct?

Framing FIGS Eureka! I can do this! What leads to those moments? FIG’s systematically and rigorously examine this question in a specific topic area using evidence of student thinking.

Toward a Unified Theory of Learning What questions/tasks are engaging? What kind of engagement leads to learning? Why doesn’t the grant leadership just say what to do?

Today’s Plan A couple of group conversions –Practice being in an inquiry space with colleagues –No need to develop comprehensive answers –FIG fuel Frames of inquiry that could guide a FIG Pick topic Add evidence

20 Minutes Assign roles Explore the questions Speak succinctly Listen to and build on each other Time yourself so you get to the bottom questions

Talking Math v. Mathematical Talk -When is talking useful in a math class? -When does talking promote learning? -What are the features of a whole-class conversation that can make it mathematically useful for students? -What are the roles of a professor in such a conversation? -How can a professor scaffold group tasks so student talk is mathematically productive? -How do student beliefs about competence affect participation in tasks requiring mathematical communication?

Collaborative Tasks -What are the features of a task that make it well suited to group-collaboration? -When should students work in pairs v. groups of three or four? -What are the ideal ways of engaging with collaborative tasks? -What are the barriers to students engaging in these activities in this way? -What aspects of task implementation, questioning strategies, and other pedagogy can help overcome these obstacles?

Building and Supporting FIGS Informal invitations to “thinking partnerships” –Sharing a teaching dilemma –Showing a piece of student work Reciprocal observations

The Quest For Understanding Shifting Responsibility Focusing on the sphere of influence Understandably resisted Can be overcome strategically and collectively

Conclusion Sustained, systemic, rigorous inquiry of local generated evidence will lead to deeper understanding of learning and teaching that can help transform teaching and learning practices These activities are integral to teaching