Browsing by Author "Preciado Babb, Paulino"

Now showing 1 - 6 of 6
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    Attending and Responding to What Matters: A Protocol to Enhance Mathematics Pedagogy
    (University of Calgary, 2017-05) Metz, Martina; Preciado Babb, Paulino; Sabbaghan, Soroush; Davis, Brent; Ashebir, Alemu; Werklund School of Education
    For four years we have invested in improving mathematics teaching at the elementary level. By drawing from diverse research emphases in mathematics education and by considering the impact of lessons in terms of student engagement and performance, we have identified four key elements impacting learning in mathematics. Here, we describe the protocol currently used to structure feedback for teachers in the Math Minds Initiative. The key elements that comprise the protocol are: (1) effective variation, (2) continuous assessment, (3) responsive teaching, and (4) engagement.
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    Dynamic Responsive Pedagogy: Implications of Micro-Level Scaffolding
    (University of Calgary, 2015-06) Sabbaghan, Soroush; Preciado Babb, Paulino; Metz, Martina; Davis, Brent; Werklund School of Education
    In mathematics education, scaffolding is often viewed as a mechanism to provide temporary aid to learners to enhance mathematical understanding. Micro-level scaffolding is process by which the teacher returns the student(s) to a conceptual point where scaffolding is not needed. Then the teacher creates a series of incrementally more complex tasks leading to the original task. This process is dynamic, as it often requires multiple steps, and it is responsive because involves moment-by-moment assessment, which shapes each increment. In this paper, we present data on how experienced teachers in the Math Minds Initiative employ micro-level scaffolding. Implications of micro-level scaffolding are discussed.
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    Epiphanies in Mathematics Teaching: The Personal Learning of an Elementary Teacher
    (University of Calgary, 2015-06) Preciado Babb, Paulino; McInnis, Vicki; Metz, Martina; Sabbaghan, Soroush; Davis, Brent; Werklund School of Education
    The Math Minds partnership strives to increase student engagement, self-esteem and achievement in mathematics and also to deepen teachers’ conceptual understanding of mathematics for instruction. Through this partnership, elementary teachers are changing the way they teach mathematics. By breaking concepts into small steps, continually assessing all children for understanding along the way and giving opportunities for independent “practice” frequently during each lesson, students have shown a significant improvement in mathematics. We present the transformative learning experience of one teacher during one year in this partnership, with surprising results.
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    Learning About Research by Research Design: Students' Perceptions of a Master's Online Course in Education
    (University of Calgary, 2014-05) Preciado Babb, Paulino; Werklund School of Education
    Informed by signature pedagogies, the course EDER 603 Research Methodologies in Education requires students to write their "Research Commitments" as a major assignment. This assignment is very similar to a research proposal and participants in the course had to identify a research topic, problem, and purpose, as well as create research questions and identify an appropriate methodology. The course involved feedback cycles from both peers and the instructor. In this paper I reflect on the technological tools used for the online course, including challenges and students' perceptions of the course design.
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    One Step Back, Three Forward: Success Through Mediated Challenge
    (University of Calgary, 2015-06) Metz, Martina; Sabbaghan, Soroush; Preciado Babb, Paulino; Davis, Brent; Werklund School of Education
    How can you keep all students engaged in deepening their mathematical understanding without overwhelming the weakest students or boring the strongest? Teachers in the Math Minds project design lessons around structured sequences that seek to engage all students with questions on which they can succeed, and to then proceed through increasingly sophisticated variations. Teachers attend closely to student responses so that they can adjust difficulty in a manner that allows success and challenge for all. In this paper, we describe key principles that have emerged from the Math Minds initiative. We draw particular attention to variation theory (Marton, 2015) and consider how it plays out in interaction with the other principles.
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    Supporting Pedagogical Leadership in Area III
    (University of Calgary, 2014-05) Brandon, Jim; Saar, Candace; Friesen, Sharon; Alonso, Gabriela; Preciado Babb, Paulino; Werklund School of Education
    This case study examined district efforts to strengthen instructional leadership practices in Area III of the Calgary Board of Education during three years. Building on research informed conceptions of teaching, instructional leadership, professional learning, and district leadership our research focused on the development of pedagogical leadership that requires school leaders to be leaders of teacher learning. Data included individual and focus group interviews, provincial achievement tests, student engagement surveys, documents, field notes and participant observations. Our findings indicate that district leaders and consultants have effectively mobilized evidence-based professional learning to strengthen instructional leadership, teaching, and student learning.