RPIP focus-group professional learning cycle: consultancy, four-week try-out with commitment and hypothesis, then artifact debrief¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This professional learning strategy, used within the Research-Practice-Industry Partnership, had teachers share an instructional challenge in a modified consultancy design with peers and product experts, then commit to trying a new feature or use of Equatio for four weeks. As the report describes, "At the end of the consultancy, teachers used the ideas they gained from the discussion, both of their own challenges and of others’ in the group, to make a plan for trying a new feature or way of using Equatio for 4 weeks." Teachers wrote a commitment statement and hypothesis, then shared an artifact in a second focus group to discuss whether their hypothesis was confirmed and how the new use supported UDL principles.

Design Implications¶

Context¶

Requirements¶

• A central facilitator; access to product experts and Equatio Academy resources such as videos, training guides, and on-demand webinars; teachers who already use the tool

Constraints¶

• The strategy was studied with nine teachers grouped by grade level (grades 4-8 and 9-12) in a single RPIP; outcomes rest on teacher reports

Target Learners¶

• Grade 4-12 mathematics teachers learning to use digital math tools for UDL-aligned instruction

Target Learning Goals¶

• Teacher professional learning about product features and UDL-aligned instructional practices

Related Strategies¶

• Reflection with Others
• Creating Space for New Ideas

Examples¶

-

Key Sources¶

• McMahon, L. H., Pautz Stephenson, S., & Corrigan, S. (2024). The future of math inclusion: The promise of digital math tools for universally accessible mathematics instruction [Project Report]. Digital Promise. https://doi.org/10.51388/20.500.12265/211