Mathematics Education

1. Leading
Rehearsals
of
Teaching
to
Support
Novice
Teacher
Learning
of
Ambi;ous
Pedagogies
Elham
Kazemi
University
of
Washington
1

2. Team
Work
Magdalene
Lampert
Megan
Franke
Hala
Ghousseini
Heather
Beasley
Angela
Turrou
Adrian
Cunard
Allison
Hintz
Megan
Kelley-­‐Petersen
Helen
Thouless
Lynsey
Gibbons
Bryan
Street
Teresa
Lind
Laura
Mah
Anita
Lenges
Becca
Lewis
Liz
Hartmann
Leslie
Nielsen
Emily
Shahan
Elizabeth
Dutro
Morva
McDonald
Core
PracLces
ConsorLum
Ryan
Reilly
Jessica
Calabrese
Staff
at
Lakeridge
Elementary
School

3. Learning

4. • How
do
you
make
school
a
worthwhile
place
to
be?
For
teacher
and
student
learning?
• What
kinds
of
learning
situaLons
get
you
inside
pracLce,
with
others,
to
pay
careful
aRenLon
to
content
and
to
students
as
learners
and
as
people?
• How
can
you
design
and
carry
out
powerful
ways
to
learn
together
as
adults
–
teacher
educators
and
teachers?

5. Overview
of
the
Elementary
Math
Methods
Course
Math
insLtute
Quarter
1
University
Elementary
School
10
weekly
sessions,
4
hours
2
days
6
hrs./day
Learn
and
teach
instrucLonal
acLviLes
to
same
group
of
students
Exam
A
closer
look…

6. MATH
METHODS
AT
PARTNER
ELEMENTARY
SCHOOL

14. WHAT
What
to
teach?
What
are
the
most
important
pracLces
for
a
novice
to
learn?
HOW
How
to
teach
it?
What
are
the
learning
opportuniLes
to
learn
the
pracLce?
What
are
the
approximaLons
of
pracLce?
WHERE
Where
and
with
whom
to
teach
it?
What
are
the
contexts
for
learning?
With
whom
are
we
learning?
Designing
Teacher
EducaLon
for
PracLce

15. • It
is
a
professional
pracLce,
generaLve
for
a
broad
range
of
parLcipants
• It
conveys
a
set
of
principles
• It
is
embedded
within
a
learning
system
How
does
what
you
just
saw
sit
within
a
framework
for
learning
within
a
program
or
within
a
school?

16. ProgrammaLc
Framework
for

17. As
AmbiLous
Teachers
We
Have
a
Set
of
Principles
that
guide
our
decisions:
TreaLng
children
as
sensemakers
Knowing
students
Engaging
all
students
in
rigorous
content
Challenging
Inequity
These
principles
reflect
our
most
founda4onal
beliefs
about
teaching
and
learning.
They
act
as
the
vision
against
which
we
measure
our
prac4ce
in
classrooms
with
students.
What
to
Teach

18. From
Vision
to
PracLce
AmbiLous
Teachers:
Orient
students
to
one
another
Elicit
&
respond
to
student
ideas
Create
&
maintain
a
learning
environment
PosiLon
students
as
competent
Assess
student
understanding
Teach
towards
instrucLonal
goals
Core
prac4ces
are
the
central
elements
of
ambi4ous
teaching
.
They
are
the
prac4ces
teachers
enact
that
improve
students’
opportuni4es
to
learn
What
to
Teach

19. • PEDAGOGIES
• CollaboraLve
Planning
• Microteaching
• Rehearsal
• PEDAGOGIES
• Co-­‐Teaching
• Live
Coaching
• ObservaLon
and
Immediate
debrief
• PEDAGOGIES
• Live
Modeling
• Examining
Video
Models
• Examining
WriRen
Cases
• PEDAGOGIES
• Self/Peer
Video
Analysis
• Transcript
Analysis
• ReflecLon
WriLng
• Video
PLCs
Analyzing
Enactment
and
Moving
Forward
Introducing
and
Learning
About
the
AcLvity
Preparing
for
and
Rehearsing
the
AcLvity
EnacLng
the
AcLvity
with
Students
The Learning Cycle
• Core
PracLce
• Core
PracLce
• Core
PracLce
How
to
Teach
It

20. PracLcal
Tools:
InstrucLonal
AcLviLes
Reading
Conference
EliciLng
IniLal
Hypotheses
Modeling
Claim
Making
Launching
a
Task
InteracLve
Read
Aloud
Choral
CounLng
Others…………
Instruc4onal
Ac4vi4es
are
bounded
episodes
of
prac4ce
that
have
beginnings,
middles,
and
ends.
They
offer
novices
opportuni4es
to
learn
to
teach
within
its
complexity.
What
to
Teach
How
to
Teach
It

21. Rehearsals
• What
are
they?
• What
gets
worked
on?
• How
does
pracLce,
content,
and
social
relaLons
get
worked
on?
• 12
to
15
min
in
length
• Average
of
14
TE/NT
exchanges
(mean:
27
seconds)

24. what
shapes
the
conduct
of
rehearsal
• CreaLng
a
culture
for
making
pracLce
public
• Dependent
on
some
common
understanding
of
an
instrucLonal
acLvity
that
gets
refined
over
Lme
•
Teachers’
experience
with
the
acLvity
maRers
and
shapes
the
conduct
of
rehearsals
• Shaped
by
how
closely
they
are
Led
to
enactments
with
children

25. AcLvity
Structure
• Show
a
photograph
and
discuss
its
contextual
features
• Pose
a
mathemaLcal
quesLon
related
to
the
picture
• Monitor
for
students
reasoning
and
they
talk
with
one
another
• Select
and
share
several
different
strategies
• Compare
and
connect
those
strategies

26. 26
What
is
this
a
picture
of?
What
do
you
noLce
about
it?

27. 27
HOW
TALL
IS
MS
NGUYEN?
WHAT’S
TOO
LOW?
WHAT’S
TOO
HIGH?
WHAT’S
YOUR
REASONING

28. 28
EsLmaLon180.com

34. 32

35. Make
a
plan
• What
mathemaLcs
might
you
want
to
work
on?
Why?
• What
social
goals
might
you
want
to
work
on?
• What
do
you
anLcipate
students
will
say?
How
might
you
respond?
(make
a
T-­‐chart)
• How
might
you
sum
up
the
conversaLon
–
do
you
want
to
take
the
conversaLon
to
a
parLcular
place?

37. WEBSITE
TO
DOWNLOAD
MATERIALS
tehe.uncg.edu/matheducaLon
Go
to
“Yopp
Speakers”
tab
To
purchase
book
at
a
discount
unLl
the
end
of
April
www.stenhouse.com
STENAPR15
20%
discount

38. Cycles
of
invesLgaLng,
planning,
trying,
and
learning
1.
Choose
a
common
inst’l
acLvity.
Plan
together,
creaLng
“our
lesson”
2.
Try
it
out
in
a
classroom;
use
teacher
Lme
out
to
crar
the
lesson
together
3.
Revise
&
try
out
a
second
Lme
(if
Lme
allows)
4.
Make
commitments
re
what
to
try
in
own
classroom