New Professional Development Course Based on TIMSS Research If you are a teacher, curriculum specialist, or instructional leader, you are probably aware of the strategies and learning activities being used in the classroom next door. But how about classrooms on the other side of the world—especially in countries known for high student achievement? Classroom observation can be a powerful professional development activity, yet many teachers face time constraints that make it difficult to look beyond their own classrooms. A new online professional development course, TIMSS Video Studies: Explorations of Algebra Teaching, makes available a virtual tour of classrooms from three countries recognized for high student performance in mathematics. The course, developed by Intel in cooperation with Dr. James Stigler and LessonLab, builds on the research base generated by the Third International Mathematics and Science Study (TIMSS), and the newly released Video Studies. The TIMSS research projects were launched by the U.S. Department of Education to provide an international assessment and benchmark of educational achievement in mathematics and science. A follow-up to the original TIMSS was the TIMSS Video Study where Dr. Stigler, author of The Teaching Gap, and his research team videotaped and analyzed classrooms from seven countries. Their goal was to investigate whether educators from different high-achieving nations use the same teaching methods. For example, they compared mathematical problems that eighth-grade students were asked to solve during lessons and analyzed the style of teacher-student interaction that takes place in classrooms around the world. The findings from this research note differences in teaching strategies used around the world, and uncover effective strategies for teaching and professional development. TIMSS Video Studies presents video case studies of algebra lessons from classrooms in Hong Kong SAR, Japan, and Switzerland—all known for high student achievement in mathematics. By observing teachers in authentic classroom settings, course participants explore what they can learn from other cultures to better engage and sustain their own students in doing serious mathematical work. Interactive tools and guided reflection activities can help participants connect what they learn from the videos with what they want to happen in their own classrooms. Research Highlights Although the findings from the new TIMSS Video Study will not be formally released by the U.S. Department of Education until later this month, the research and the new online course are already inspiring professional development activities for educators. Among the conclusions shared in the course are the following: No single method of teaching mathematics is required for students to achieve well. Much can be learned by examining a variety of teaching methods and searching for ways to engage students in serious mathematical work. Course Options Although teaching algebra is the specific focus in the lessons, the course is designed for middle school and high school mathematics teachers, curriculum specialists, and instructional leaders. TIMSS Video Studies is available as a six-week facilitated course with optional university credit, or as a non-facilitated course that allows for self-paced learning but offers no course credit. Train to become a facilitator (coming Summer 2003), and lead a customized course for colleagues or adult students. The Intel Foundation has underwritten the cost of the course. However, there is a $40 fee for materials and an additional $60 to receive university credit if desired. Register for the course today at www.intel.com/education/math.
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