Park City Mathematics Institute
Learning from Teaching Cases
Project Abstract

Drafts of Project Files (password required)

ABC Student Handbook of Mathematical Smartness
Traci DeMarco, Katie Gibson*, Lisa Cover, Sergio Anadrade, Anna Savoie, Kelley Butler, Nicole Bannister*
This guide was created as a reference for students to be introduced at the beginning of the school year to help them identify how they are "smart" in math. For each letter, a "smartness" is listed with definitions, advice, examples, how to improve these skills, and finally why these abilities are essential in math classrooms. This can be adapted as the teacher sees fit as a brochure, or word wall, etc. and referenced daily. The hope is to share this document with teachers in other disciplines and adapted as needed.
 
Status Brochure
Remy Poon*, Karen D'Emiljo, Raul Hinojosa, Sandra Alvarado, Anna Savoie, Kelley Butler, Nicole Bannister*
Status in the classroom is a "perception of academic capability and social desirability" (Teacher's Development Group 2005). Status issues "can impair the learning of low status students" (Cohen, 1994, p.36). This project is a brochure to help teachers recognize status issues in the classroom and use interventions to ameliorate problems associated with status.
References:
Cohen, E. G. (1994). Designing groupwork: strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press. TDG. (2005). Designing Groupwork in Mathematics, Teacher's Development Group: http://www.teachersdg.org
 
Learning from Teaching Cases Observation Tool
Stacey Seeger*, Melanie Smith, Anna Savoie, Kelley Butler, Nicole Bannister*
Many professional learning opportunities for teachers involve observation of cases of teaching, such as classroom observations and video cases. Respectful, productive observation of teaching and related discussions poses unique challenges and risks for teachers and observers. This project addresses these challenges with an observation tool (as opposed to an evaluation tool) that promotes focused, productive observation and corresponding discussion of cases of teaching.
 
Teachers' Guide to Using Video to Improve Practice
Ian Sample*, Shoba Farrell, Anna Savoie, Kelley Butler, Nicole Bannister*
Many professional learning opportunities for teachers involve video in some way. What is more, such video often features video cases filmed in participating teachers' classrooms. As such, in addition to the rich learning opportunities provided by this medium, the use of video presents new technical challenges. What is involved in the video editing process? How and what clips do you select from a video of an entire class period to focus and generate discussion? These complex challenges are addressed with the "how-to" guides created within this project.
 

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© 2001 - 2013 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the School of Mathematics
at the Institute for Advanced Study, Einstein Drive, Princeton, NJ 08540

Send questions or comments to: Suzanne Alejandre and Jim King

With program support provided by Math for America

This material is based upon work supported by the National Science Foundation under Grant No. 0314808.
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.