July 2005 — SETDA
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Enhancing Curriculum and Instruction Through Technology
Selecting the Proper Content
Cognitive Tutor Algebra I was selected for its mathematics content based on 20-plus years of research by cognitive scientists at Carnegie Mellon University. It was an ideal choice for the EETT mathematics initiative because of its “exemplary” NSF status and its support for teacher instruction through the integrated use of technology. The Cognitive Tutor Algebra I curriculum used six research-based strategies in guiding student learning: real-world situations, mastery learning, cooperative learning, direct instruction, group and individual presentations, and student use of technology.
In the Cognitive Tutor Algebra I classroom, teachers directed classroom instruction 60 percent of the time, while students progressed through sequential sections of the Computer Tutor program at their own pace (based on their individual needs) during the other 40 percent of the class time. Also, cooperative groups worked on real-world scenarios that they followed with presentations to their classmates, and students used language and fine arts skills to develop visual pictures of their problem solutions.
Following the Iowa Professional Development Model
With a clear goal and course content selected, the next step was to design professional development. For this,guidance came from the Iowa Professional Development Model, a research-based professional development framework. The model focuses on improving the quality and capacity of teacher instruction by paying attention to the components of theory, practice, demonstration, and feedback; thus, improving student achievement. The program leader from AEA 9 and a district teacher leader participated in Carnegie Learning’s Certified Implementation Specialist Program to deliver Cognitive Tutor Algebra I training to the math teachers responsible for implementing the program.
After working together to plan training sessions, the program leader and the teacher leader provided training to 38 seventh- through eleventh-grade mathematics teachers in the summer of 2003. Each participating district sent two or more teachers: one who would be actively teaching the course, and the others to support the implementer and foster collaboration within the district. During the four days of classroom and computer lab work that made up the training, participants experienced the Cognitive Tutor Algebra I textbook and software from both the student and teacher sides. The final day of training involved planning for the implementation of the Cognitive Tutor Algebra I program in their districts, according to their building schedule and the school calendar.
Iowa Communications Network. In the fall of 2003, the agency provided support to the teachers by facilitating seven one-hour sessions on the Iowa Communications Network (www.icn.state.ia.us).These monthly professional development meetings included collegial sharing by Cognitive Tutor teachers, as well as presentations from Carnegie Learning, the Mississippi Bend AEA Media Department, the Iowa Department of Education (
