Learning from Teaching Cases Summary
Monday - Friday, July 3 - 7, 2006
Monday July 3, 2006
Summary: (by Amy TerEick)
We started out the day with our working group photo. Then after settling inside, we met Ginny from Seattle and introduced ourselves, as well as discussed what we've been learning thus far.
It was brought up that there are many great books to use as resources. In particular, the book on group work is a great resource because it is specific on what to do and why.
Every Wednesday, Carol has a breakfast club where we can share about our working group. Anastasia is our group's representative. Let her know if there's anything she should report back to the program.
We also discussed the possibility of taking part in the lesson study on Friday. This would be a good experience for us to practice talking about tasks with our colleagues. Everyone agreed it would be a good idea and so we will find out later whether or not we can go.
Deborah Ball gets here Wednesday. When we will see her is still being determined. However, we will watch her video before we observe her.
Videos we will be watching: The assessment video from Carlos Cabana, as well as Ginny and Kelley's video.
Our last check-in item had to do with the product we need to produce as a working group. We brainstormed a variety of ideas such as a bank of information, skit/play, summary of teacher moves, video in which we model a discussion about teaching, etc. Our goal for the product is to promote professional development to be used by others. We will present our product on Thursday, July 13. We should think about what our product could be and try to decide by Wednesday.
Kelley arrived and introduced herself. She and Ginny specifically shared how complex instruction has changed their teaching. In addition, they shared how it isn't magic, rather every person in the group learned something. Working together was a significant aspect, they all had a lifelong learning attitude, and they were all willing to take risks. They will be showing their video on Wednesday and talk about what it means to have a group worthy task.
Finally, we broke into pairs and investigated three questions: How can we use questioning to effectively scaffold (support) learning? What are some other teacher moves? How does status play into all of this?
Nicole performed one example of an assessment move called a participation quiz. As we were working, she wrote down things that she heard in our discussions that she valued. A participation quiz is a way to do a formative assessment and a way to take stock in the discussion as it is going on.
We shared posters of our discussions. The following is a list of common themes in each discussion:
Question types: managing, clarifying, orienting, etc.
As we shared our posters, Nicole performed another teacher move that sincerely and intellectually recognized the abilities of each group and assigned competence.
Wednesday July 5, 2006
Thursday: Group is attending Deborah Ball's lesson from 8:30 to 11:15a.m. Detailed discussion took place on the rules and expectations of the people attending this type of lesson.
Due to this activity, the working group is expected to have a brief lunch and make up for the work missed in the morning session. The plan is to sit together during lunch and invite Bowen and Ben to direct us on the problem set.
Friday: Take a brief lunch and participate in the Lesson Study Presentation at 12:30 p.m.
The Lesson Study Group prepared a lesson that they will impart to a middle school class on Monday but they will practice this lesson with us first. After this presentation we are back in session to debrief.
Monday & Tuesday: We must work on our group product.
Second Hour: Video Analysis
Watched videotape of Ginny Burton's Interactive Mathematics Program I class. The purpose of this activity is to identify how students learn and what the evidence is. Since Ginny is visiting the group, her input before and after the video was appreciated.
After having a rich discussion on what we all observed, the group agreed that is very important to value students discussion as opposed to identifying the group or the student with the correct solution to the problem given.
Last part of session: Contemplate several ideas for our group product and we will continue with this next week because ran out of time.
Thursday July 6, 2006
Summary: (by Connie)
We worked together during lunch on our morning problems while discussing DB's lesson. Special thanks go to Bowen and Ben, the problem set writer's and facilitators during their lunch. There were differing views which led to rich discussion.
After lunch we participated in the debriefing of the lesson with DB where many insightful comments were made. DB facilitated the discussion with many contributions from teachers here specifically for the lab study.
Friday July 7, 2006
Summary: (by Connie)
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With program support provided by Math for America
This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.