Mathematicl Quality Instruction MQI http isites harvard eduicb
Mathematicl Quality Instruction- MQI http: //isites. harvard. edu/icb. do? keyword=mqi_training
MQI (25 codes) • Richness of the Mathematics: Richness includes attention to the meaning of mathematical facts and procedures and engagement with mathematical practices and language. • Working with Students and Mathematics: This dimension captures whether teachers can “hear” and understand what students are saying, mathematically, and respond appropriately. • Errors and Imprecision: This dimension refers to mathematical errors and distortion of content by the teacher. • Student Participation in Meaning-Making and Reasoning: This dimension captures the ways in which students engage with mathematical content. Specifically: Students ask questions, provide mathematical explanations, cognitive requirement of tasks: • Classroom Work is Connected to Mathematics: This dimension captures whether classroom work has a mathematical point, or whether the bulk of instructional time is spent on activities that do not develop mathematical ideas
Potential uses of the MQI 1. Teacher professional learning and study E. g. , Lesson Study groups that use MQI to code instruction (Teachers can get dimension-specific information about their teaching ) 1. Formal program evaluations E. g. , Examine MQI scores in treatment vs. control groups 1. Formative feedback (dimension scores) to teachers
(regular and Lite) MQI Each recorded lesson is divided into roughly equallength (e. g. , 5 or 7. 5 minute) segments for scoring. Two raters independently give each segment a score for each of these five MQI elements. This allows the raters to accurately capture important events in the lesson as they occur. The raters also each give the whole lesson an overall MQI score. • למשוב ולמידה צריכים את כל הכלי LITE • להערכה מספיק טוב
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