PEDAGOGICAL PATTERNS TO SUPPORT INTERACTIVE FORMATIVE ASSESSMENTS USING CLASSROOM NETWORK TECHNOLOGY IN MIDDLE SCHOOL EARTH SCIENCE CLASSROOMS

This paper presents an argument and empirical support for the use of pedagogical patterns to build interactive classroom assessments using classroom network technology. Pedagogical patterns are a resource for structuring assessments for learning during different phases of instruction. They address known challenges associated with making the most of classroom network technology by scaffolding teacher enactment, enabling contingent teaching, and providing an anchor for expanding practice to incorporate more dialogic interaction. In this paper, we describe the goals and features of four different pedagogical patterns and their realization in a project targeting sixth grade Earth science classrooms using AGI’s Investigating Earth Systems curriculum. Teachers are using pedagogical patterns with clicker technology to enact interactive formative assessments with teachers aligned to the goals of the curriculum. The patterns are supported by additional teacher tools critical for effective use of clicker technologies: a set of diagnostic student questions designed to elicit problematic conceptions; follow-up questions for teachers to use to spark discussion of student responses; and discussion moves for provoking students’ own questions, developing their thinking, and promoting students taking responsibility for advancing their thinking. In addition to discussing the patterns themselves, we present the model for professional development used to prepare teachers to enact the patterns in diverse, urban classrooms.