Unlocking Mathematical Understanding Together through FACT Meetings

Bray, Wendy S.; Johnson, Jillian D.; Rivera, Nancy Leland; Fink, Lee-Ann; Bauduin, Charity; Schoen, Robert C.

doi:10.5951/teacchilmath.25.6.0370

Cited by 2 publications

(2 citation statements)

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“…In these meetings, the grade-level team worked through a cyclical two-week meeting protocol in which they designed a problem to gather information about student thinking in relation to a learning goal, implemented the problem with their students, and worked as a team to analyze the students' strategies and consider implications. For more information on what occurred in the weekly team meetings with an external facilitator, see Bauduin et al (2016) and Bray et al (2019). In Project 3, workshop time was allocated for participants to work in grade-level specific groups-including participants from their own school and other schools-to design problems and instruction to implement with their students.…”

Section: Bridging Between Workhops and Classroomsmentioning

confidence: 99%

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A Description of the Cognitively Guided Instruction Professional Development Program in Florida: 2013–2020

Schoen¹,

Bray²,

Tazaz³

et al. 2022

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Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the past 8 years. This paper describes the core features of the CGI-based PD programs that were implemented in Florida during that time period. We provide this information to help researchers and practitioners to understand the context in which the associated research studies occurred and interpret the available and forthcoming findings related to the impacts of the interventions.

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Section: Bridging Between Workhops and Classroomsmentioning

confidence: 99%

“…Approximately half of the participating K-2 teachers also participated in weekly FACT meetings(Bauduin et al, 2016;Bray et al, 2019) during the 2015-2016 and 2016-2017 school years. 2 Three years have been offered at the time publication.…”

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confidence: 99%