Video analysis showed teachers enacted the same MDP in different ways and situations, while perceiving barriers to consistent implementation¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Classroom video recordings showed different teachers often enacted the same MDP in different ways and in varying situations. → Harris 2023 q2 i? Teachers strongly agreed each MDP was useful but perceived barriers to consistent implementation, including routinizing strategies and calibrating MDP use during lessons. → Harris 2023 (2)

Evidence¶

Harris 2023¶

Harris, C.J., Schmidt, J.A., Linnenbrink-Garcia, L., Marchand, G.C., Cabrera, L., McKinney, D., & Liu, P. (2023). Equipping science teachers to support student motivation in NGSS classrooms: Insights from the Development of the M-PLANS program. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED638504

q2 · i? · design · r3

Video-recorded lesson observations collected across M-PLANS classrooms so the development team could examine how MDPs were translated into practice. "different teachers often enacted the same MDP in different ways and in varying situations".

"Analysis of classroom video recordings showed that different teachers often enacted the same MDP in different ways and in varying situations, suggesting the value of the M-PLANS comprehensive, flexible, and context-driven approach to teacher instructional decision-making."

Harris 2023 (2)¶

Harris, C.J., Schmidt, J.A., Linnenbrink-Garcia, L., Marchand, G.C., Cabrera, L., McKinney, D., & Liu, P. (2023). Equipping science teachers to support student motivation in NGSS classrooms: Insights from the Development of the M-PLANS program. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED638504

q2 · i? · design · r3

Interviews and surveys asked teachers to reflect on efforts to incorporate MDPs, usability of resources, and changes in teacher-student interactions. Teachers reported barriers including how to "routinize strategies" and calibrate MDP use for maximal benefit during lessons.

"While teachers strongly agreed that each of the MDPs was useful for their teaching, they also perceived some barriers to consistent implementation, including how to routinize strategies learned in the M-PLANS program so that they become part of daily practice"

Discussion¶

Related Claims¶

• Instructional practices aligned to the Belonging MDP were associated with significant declines in students' perceptions that science required too much effort or threatened self-esteem — related
• Teachers reported increased motivation knowledge and feasible, impactful MDP implementation after M-PLANS professional learning — related
• Many teachers' knowledge of students' GC and CoV increased in sophistication over the school year, and teachers reported the professional learning and just-in-time supports were helpful — related
• Delayed Treatment teachers more frequently simplified GC/CoV-lean lessons in ways that removed opportunities for figuring out, while Treatment teachers added graphing-skill opportunities — related
• Observed classroom implementation promoted science practices and core ideas, with Observing and Describing most frequent and coverage varying by unit — related
• Teachers varied in Data Routine enactment, with Sensemaking about the Data least common, and sensemaking activities were strongly associated with open-ended questioning — related
• Teachers addressed graph comprehension consistently at high levels across observed lessons, while covariational reasoning enactment varied widely by lesson — related
• Detailed case study shows a spell checker's affordances are enacted in rich, creative ways beyond designers' intentions — related