Oleh oleh hong kong mulyati

Oleh-oleh dari Hong Kong KEGIATAN THE 2 nd EAST ASIAN INTERNATIONAL CONFERENCE ON TEACHER EDUCATION RESEARCH “ Teacher Education for the Future: International Perspectives” at The Hong Kong Institute of Education HONG KONG, 15 – 17 DESEMBER 2010

INSIDE INDONESIA’S MATH CLASSROOMS A VIDEO STUDY OF TEACHING PRACTICES A joint Ministry of National Education (MONE) and World Bank Study - funded under the Dutch Basic Education Support Program Mae Chu Chang The World Bank

TEACHER EDUCATION FOR THE FUTURE IN INDONESIA
System: there are two departments (MONE, MORA)
Scope
Over 3 million teachers
67% of teacher workforce require upgrading
100% required certification
Massive policy reform focused on teacher quality
4 year degree: minimum qualification
Certification by 2015
In-service professional development
Teacher incentives

INDONESIAN CONTEXT
INCENTIVES: doubling of salary for certified teachers, remote area allowance, functional allowance contingent on certification.
PROFESSIONAL DEVELOPMENT INITIATIVES: university changes, teacher working group (KKG-MGMP), more distance learning programs.

Indonesian teachers have ways to go before being qualified (as defined by the new Law) Bachelors or more Less than Bachelors Source: "Towards Teacher Reform that Produces Professional, Dignified, and Prosperous Teachers", DIKTI PMPTK, MONE, 2010, pg 35 More than 75% of primary school teachers do not have a Bachelors degree.

LOW LEVELS OF INDONESIAN STUDENTS’ COGNITIVE PERFORMANCE IN MATHEMATICS (TIMSS 2007) 100 80 60 40 20 0 20 40 60 80 100 Korea Singapore Japan Chinese Taipei Australia Malaysia International Median Thailand Indonesia Syria Morocco Colombia Ghana Advanced (>625) High (550-624) Intermediate (475-549) Low (400-474) Under Low (<400) Source: 2007 TIMSS Results

Improving the Teaching System – Joint GoI and WB efforts
BERMUTU = Quality
Better Education through Reformed Management and Universal Teacher Upgrading
Project to develop a system to upgrade teachers through working groups, improve quality assurance and career path development for teachers.
Started in 2008, US$ 200 million
Parallel studies and pilot in 2007

Key questions for the reform that require a video study:
What is currently happening in the classroom?
What needs to change to increase teacher effectiveness ?
What will be the impact of teacher reform on pedagogical practices in Indonesia’s classrooms? What changes will occur?
How can we obtain rich qualitative and quantitative information?
How can this inform pre and in-service professional development?
How does teacher performance influence student achievement? And what specific classroom behavior impacts students?

Previous video studies
TIMSS Video Study 1995 (3 countries)
Germany, Japan and the United States
TIMSS Video Study 1999 (7 countries)
Australia, the Czech Republic, Hong Kong SAR,Japan, the Netherlands, Switzerland, and the United States.
Based on the premise that the more educators and researchers can learn about teaching as it is actually practiced, the more effectively educators can identify factors that might enhance student learning opportunities and, by extension, student achievement.

Benefits and limitations of a cross-country comparison
Comparing teaching across cultures can introduce fresh perspective by widening the known possibilities and revealing alternative teaching practices.
A cross-country comparison does not necessarily give an answer of the best way of teaching
Teaching and learning is culturally unique
BUT it can
Reveal Indonesia’s own practices more clearly
Show new alternatives
Stimulate discussion about choices within each country
Deepen educators’ understanding of teaching

Alternatives to Video Study considered
Interviews: Teachers may have forgotten what actually happened in classroom, teachers may not be honest, teachers may be mistaken about their performance, time consuming.
Questionnaires : Limitations of memory, honesty and perception.
Live Observations : Intrusive, time-consuming, no re-observation
Video Study: different observers can analyze same video, different aspects of classroom can be captured, permanent record, can rewind/pause/fast forward etc.

Video Study: OBJECTIVES
Characterize classroom teaching-learning behavior with reference both to curriculum intention and to classroom characteristics in other countries
Provide baseline data for comparison with data to be collected in 2011
Relate classroom teaching-learning behavior with student achievement in TIMSS 2007 and to determine effective teaching methods so as to inform ongoing teaching improvement programs
Produce an archive of classroom videos for use in research and teacher development in the future
Develop the capacity of relevant personnel in Indonesia.

Additional Uses of the Video Study
BERMUTU – videos integrated into teacher working group modules
Sample clips for ‘Center for Development and Empowerment of Teachers and Education Personnel’ to demonstrate examples of teaching practices
Use of videos as supplementary material
Incorporating videos as illustrations for online tutorials
Research department:
Intends to replicate video study for PIRLS Literacy
Plans to do a science video study
Supervisors and Principals
For use in evaluating teachers and providing feedback

CONCEPTUAL FRAMEWORK Teachers’ Classroom Instructional Practices (base-line) Improved Instructional Practices Teacher Law : sets minimum requirements More qualified, higher quality teachers Student Achievement (base-line: TIMSS 2007) Improved Student Achievement (TIMSS 2011) Video Study (Phase 1) Video Study (Phase 2) Upgrading and certification 2005/6 2007 2011

2 PHASED DESIGN
Phase 1
Linked to Trends in International Math and Science Study (TIMSS) examination
Design based on established video study methodology and analysis dimensions ( Hiebert et al, 1999)
Targeted participants: 100 8th grade mathematics classrooms
Analysis : regression ; cross-country comparison, discourse
Phase 2
Repeat of Phase 1 for comparison, trending
Intense observation, questionnaires , interviews and assessments focused on teacher beliefs and mathematical knowledge in teaching
Phenomenological Case Studies: reflective individual discussion
The video study is a means to monitor the classroom competence of teachers over a number of years.

Key Implementing Units Involved
The video study is a collaborative effort between MoNE and the World Bank.
Departments involved within MoNE
Directorate General for Quality Improvement of Teachers and Education Personnel (PMPTK)
Teacher Professional Development P rogram ( PPPG)
Institute for Educational Quality Assurance (LPMP)
Centre for Educational Assessment (Puspendik)
Directorate of the Management for Junior Secondary Education
ICT Centre for Education (Pustekkom)

Some significant findings Frederick K.S. Leung The university of Hong Kong
Lesson Structure
Content
Instructional Practices
Relationship between instructional practices and student mathematics scores

Range = 39 – 100 minutes
Median = 66 minutes
Length of Lesson (in minutes) 41 45 45 46 47 50 51 70 0 10 20 30 40 50 60 70 80 90 100 LESSON STRUCTURE

% of time used for learning mathematics LESSON STRUCTURE 89 95 96 96 97 97 98 98 8 4 2 3 2 2 1 1 3 1 2 1 1 1 1 1 0% 20% 40% 60% 80% 100% Indonesia Australia Netherlands United States Hong Kong Switzerland Czech Republic Japan Mathematics Mathematics Organization Non - mathematics Source: Indonesia results combined with Hiebert, J. et. al., (2003),

Practice New Content Review USE OF CLASS TIME 10 39 58 24 24 39 35 53 48 33 22 39 60 34 40 23 41 28 20 37 16 27 25 25 0 10 20 30 40 50 60 70 80 90 100 Japan Switzerland Czech Republic Australia Hong Kong SAR United States Netherlands Indonesia Percent of math class time by category

INSTRUCTIONAL PROCESS Percentage of time for public (full class) and private (group or individual) interaction 44 52 55 57 66 68 79 80 55 48 45 43 34 32 22 20 0 % 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 100 % Netherlands Australia Switzerland Indonesia Japan United States Czech Republic Hong Kong SAR Public Interaction Private Interaction

% of Problems by Level of Complexity Source: Indonesia results combined with Hiebert, J. et. al., (2003), page 71 LESSON CONTENT 17 69 64 77 63 69 67 57 45 22 25 16 29 22 27 40 39 12 11 8 8 6 6 3 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% High Complexity Medium Complexity Low Complexity

61 77 84 41 57 69 41 24 7 4 5 18 13 35 15 16 13 54 24 17 24 0 10 20 30 40 50 60 70 80 90 100 Make Connection State Concept Use Procedure percentage of problems per math lesson of each problem statement type Lesson Content

LESSON CONTENT Average number of independent problems solved in the lesson and average length of time per problem in minutes 3 3 5 7 7 8 10 13 7 15 4 3 4 2 5 4 0 2 4 6 8 10 12 14 16 Average Number of Independent Problems Average Problem Length (minutes)

Percent of lessons with at least one problem where more than one solution is presented 10 16 23 24 25 30 37 42 90 84 77 76 75 70 63 58 0 10 20 30 40 50 60 70 80 90 100 Class has no problems with more than one solution Class has at least one problem with more than one solution LESSON CONTENT

LESSON CONTENT Average percentage of problems per lesson that were applications Source: Indonesia results combined with Hiebert, J. et. al., (2003), page 91 16 34 35 40 45 51 55 74 0 10 20 30 40 50 60 70 80

% of time by instructional approach Investigation 3% Practical work 10% Disussion 15% Problem solving 20% Exposition 52% INSTRUCTIONAL PRACTICES

OPPORTUNITIES TO TALK Average Teacher and Student Words (Calibrated to a lesson of 50 minutes) 0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 Ind OCs Ind OCs Average number of teacher words Average number of students words 2,633 5,902 5,148 1,018 640 197 Number of words

Ratio of Teacher to Student Words INSTRUCTIONAL PRACTICES: OPPORTUNITIES TO TALK 8 9 9 10 13 16 25 0 5 10 15 20 25 30 United States Australia Czech Republic Switzerland Netherlands Hong Kong Indonesia Number of teacher words per one student word

State concept Use procedure Make connection SET-UP OF PROBLEMS Procedural complexity PROBLEMS % of problems with application % of problems with proof ▲ ▲ ▲ New content Assessment Review LESSON STRUCTURE ▲ Non-math Math organization Math USE OF TIME ▼ ▲ Practice ▼ Student presenting Student and teacher Lecture (teacher only) FULL CLASS INTERACTION ▲ ▲ ▼ REGRESSION ANALYSIS: RELATIONSHIP BETWEEN TEACHING PRACTICES AND STUDENT MATHEMATICS SCORES Student Math Score TEACHER BACKGROUND Control for variables ▲ % of class spent on problems PROBLEM TIME ▲ Small group or individual work Full class interaction TYPE OF INTERACTION Individual seatwork Small groups PRIVATE INTERACTION Communication Problem solving Reasoning LEARNING METHOD ▲ ▼ Use textbook Use math material Use calculator Use real world situations Use projector OBSERVED USE ▼ ▲ ▲ ▼ = statistically significant positive relationship = statistically significant negative relationship Real world concepts Math language and symbols CONCEPTS USED ▼ ▲ HOME STUDENT CLASS SCHOOL

SUMMARY OF MAIN FINDINGS
Lesson Structure
In Indonesia, more time spent on non-math activities, practice, non-problem work – less on review, assessment
Classes with good lesson plans and effective use of classroom time scored higher
Content
Relatively few higher-order thinking problems
Classes that used proofs scored higher
Application problems used less often than other countries
Goal and summary statements were used by teachers frequently

SUMMARY OF MAIN FINDINGS
Instructional Practices
Teachers tend to have a transmissionist orientation
Teacher approach to maths: one correct approach to the solution
Students speak much less than teacher, use short responses when answering questions
Classes with higher student involvement tended to score higher
Student problem solving often involves simple repetition of teacher examples
Calculators were rarely used

Inside Indonesia’s Mathematics Classrooms Paper 3: Implementation Challenges and Solutions Ratna Kesuma

Distribution of Research Sample
51 Districts : Red Aceh and Papua : Yellow

Partnership: MoNE and World Bank
MoNE perspectives
Teaching and learning insights linked to TIMSS scores (2007 and 2011).
Professional development resource for quality improvement.
World Bank, Jakarta perspectives
MoNE capacity building in Video Study research methodology.
Professional development tool: Teacher Working Groups and training institutions.

Video-Taping Process Dynamic Mixing Static Product

Challenge
Schools: Honoured to be selected
“ Let’s show our best: the dignity of the school is at stake”
“ Let’s use our most skilled teachers and clever students – and, rehearse”
Let’s repair the classroom so it looks good on the video”

Challenges: classroom video-taping
Video can interfere with the classroom environment :
Stage managed
Everyone on best behaviour
Teachers: fear of the camera and being observed
Classroom layout adjusted for cameras – not the norm

Challenges: MoNE Study Team Video Study role in addition to normal workload Lessons for Phase II (Video Study of TIMSS 2011) Core Team : Lacked expertise in analysis and reporting. Experts in Maths only. University experts sourced for analysis and reporting.
Employ 4 full time personnel as Study Team.
Ensure schools are :
well-briefed
understand study focus: Realities in the Mathematics Classroom.
Support Team : Involved in data collection only. Unable to code data, analyse, report due to other work demands. Examination Team : Provided and collected data. Limited due to other work demands. Video Team: Insufficient resources for 100 schools. Employed external contractors. Contract out the video team work.

Breaking down the data: Main coding tree Structure Math Organization Math Work Non-Math Work Review New Content Practice Assessment Public Private Without teacher With teacher Student Teacher Teach&Stud Without teacher With teacher Group Individual Public Private Group Individual Without teacher With teacher Student Teacher Teach&Stud Without teacher With teacher Public Private Group Individual Without teacher With teacher Student Teacher Teach&Stud Without teacher With teacher Public Private Group Individual Without teacher With teacher Student Teacher Teach&Stud Without teacher With teacher

A Branch of the Coding Tree Individual private interaction - new content problem non problem exposition is sinp2 discussion is sinp2 practical work iss2 investigation iss2 problem-solving iss2 mis-concept Q & A is2 mis-concept open is2 close is2 true or false is2 rhetoric is2 item type is pm2 item solution is pm2 try and error is pm2 use graph is pm2 work backward is pm2 from the simplest is pm2 use path is pm2 solution type is pm2 non routine is pm2 routine is pm2 quality is pm2 open is pm2 close is pm2 context is pm2 real life is pm2 math language is pm2 nature is pm2 concept is pm2 connection is pm2 proof is pm2 procedure is pm2 item type is inv2 item solution is inv2 try and error is inv2 use graph is inv2 work backward is inv2 from the simplest is inv2 use path is inv2 solution type is inv2 non routine is inv2 routine is inv2 quality is inv2 open is inv2 close is inv2 context is inv2 real life is inv2 math language is inv2 nature is inv2 concept is inv2 connection is inv2 proof is inv2 procedure is inv2 item type is pr2 item solution is pm2 try and error is pr2 use graph is pr2 work backward is pr2 from the simplest is pr2 use path is pr2 solution type is pr2 non routine is pr2 routine is pr2 quality is pr2 open is pr2 close is pr2 context is pr2 real life is pr2 math language is pr2 nature is pr2 concept is pr2 connection is pr2 proof is pr2 procedure is pr2

PHASE 2: DEEPER ANALYSIS System and Policy Influences Cultural Influences Pupil’s responses Teacher’s practices Teacher’s beliefs Teacher’s Mathematics Knowledge in Teaching What it is to be a mathematics - capable pupil How pupils learn to do mathematics How best to teach mathematics Mathematics subject knowledge Knowledge of teaching approaches Knowledge of pupils Student Learning Source: framework based on model of Askew et al (1997)

Challenges & Solutions
Benefits
A “value added” measure and better understanding of the links between teacher background and teaching practices with student learning.
Can compare between the TIMSS results and the nationally-oriented results.
Limitation Addition: Before and After Tests
TIMSS is a single test.
Cannot determine teacher
“ value add” to student
progress over the course of the
year.
TIMSS differs in some areas from the national curriculum
Conduct:
Before test: A baseline mathematics test.
After test: A test at the end of the year .
Test:
Previous TIMSS exams (38%) + Nationally developed exams (62%).

Benefits
Can provide insights into:
the role of teachers’ mathematical knowledge in teaching
on classroom instruction.
the importance of subject and pedagogic knowledge
on teaching practices and on student outcomes.
Limitation Addition: Teacher Assessment
TIMSS data on teachers:
Does not provide a sense of the teacher’s subject or pedagogic knowledge.
Conduct a subject and
pedagogy test for mathematics
teachers at the beginning
of the 2010 school year.

Benefits:
Qualitative analysis to provide deeper insights, ‘stories’ and to enable more complete evidence-based policy making.
Limitation Addition: Teacher Case Studies
Video alone does not demonstrate why teachers choose to use various types of teaching techniques.
Aim: To understand factors that influence teaching practices (e.g. personal decisions, environment and support structure, various policies).
Target 10 teachers and conduct in-depth case studies:
Interviews; classroom & teacher working group observations; stimulated recall with teacher for insights about the video; teacher journals & lesson plans.

Benefits:
Provide more insights on effectiveness and quality of classroom activities.
Explore the link of mathematical beliefs and mathematical knowledge in teaching with actual teaching practices
Limitation Addition: Further coding layers along with qualitative analysis for video
Initial coding was not intended to determine whether the teacher is conducting practices in an effective manner.
Integrate new coding layers.
Deeper qualitative analysis of videos focused on teaching quality, teacher enactment of mathematical knowledge, beliefs

Phase 2 ( Video Study of TIMSS 2011 ) Repeat: BASE STUDY (2007)

Phase 2 (Video Study of TIMSS 2011) Deeper Analysis

Professional Development of Mathematics Teachers
Promotion of MONE’s policy of Active Learning, which is supported by findings that more active student participation is associated with higher test scores
Review training in pre-service, in-service, teacher groups in light of findings, which indicate need to:
Orient problem solving to encourage higher order thinking, use of applications and proofs, making connections, multiple solutions
Ensure effective and efficient use of class time, proper planning
Increase use of activities such as review and assessment, which currently receive little time
Encourage student engagement, participation and active learning
Effectively use resources (projector, textbooks, math materials) in learning
POLICY RECOMMENDATIONS

Professional Development of Mathematics Teachers
Incorporate video techniques into teacher group activities for reflective self and peer evaluation
Leverage videos for examples of good and innovative practices; develop a teaching practices archive
Educational System Support (MONE/MORA)
Review current policies of combining two periods of math, allow use of calculators in class
Supervision by mathematics supervisors through on-the-spot training using communicative supervision so that teachers and principals receive feedback useful for improving the quality of teaching.

Educational System Support (MONE/MORA)
Monitoring by head teacher of classroom teachers based on feedback applied by supervisors
Extending the video study:
Conducting similar video studies in other subjects such as science, literacy
Continuing the mathematics video study beyond 2011 to allow for long-term trending
Incorporating teacher assessment and pre- and post- testing of students to measure gains

Thank you very much for your attention!

Oleh oleh hong kong mulyati

by Mulyati Rahman on Jan 12, 2012

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