Variable | Pre-I-TP participation | Reform Semester 1 Fall | Reform Semester 2 Spring |
---|---|---|---|
Personal Factor | |||
Pedagogical strategies | Limited, traditional ➔ Developing, ‘active learning’ | Developing, evidence-based | Developing, evidence-based, ‘backwards design’ |
Resource-seeking and learning efforts | Faculty learning community (FLC) participation (not associated with I-TP) Classroom experimentation Literature (i.e., Bain, 2011) | I-TP participation Instructional team emerges as resource (co-constructors, co-implementers) | I-TP participation Instructional team acts as resource (co-constructors, co-implementers) |
Teacher thinking | |||
View of instructor role | Independent developer, lead implementer | Independent developer, lead implementer → Team leader | Team leader |
View of instructional team role | Limited classroom helpers | Limited classroom helpers → Co-constructors/ Team members | Co-constructors/Team members |
View of learning motivators/supports | Student interest, activity (e.g., opportunities to discuss) drive engagement | Student interest and ownership drive engagement; structure stifles student autonomy | Student interest and ownership drive engagement; some structure necessary to support productive engagement |
View of content | Process-oriented, nonlinear | Process-oriented, nonlinear | Process-oriented, nonlinear |
Enacted instruction in target unit (Air Quality Unit) | |||
Instructional approach | Interactive lecture | Open inquiry | Guided inquiry |
Degree of structure | High | Low | Moderate |
Use of learning objectives | None | Pro forma/ ‘afterthought’ | Developing integration into design |
Use of formative assessment | Low, informal, opportunistic | Low, informal, opportunistic | High, structured, planned and flexible |