Learning from Teaching Cases Summary
Monday - Friday, July 14 - 18, 2008
Discussion of article:
Graphical Interpretation Lesson
Comments on Video:
Teacher Stragies Observed in Video:
Why/How Task was "Group Worthy":
Questions/Comments About Group Work & Analyzing Videos
Task Sorting Activity
Sort the activity cards in a way that each group agrees with justification and presents with a poster
Look at the posters and discuss about each otherÁs task order
4 categories suggested:
Tasks as they appear in books ------- Tasks as set up by teachers ------- tasks as how they are implemented by students Students Learning
Conversation Tracker ÁV shared by Kelly
Nicole visits our group
The class in the video was her first successful whole class discussion with this group of students.
Questions for Nicole ÁV
Why did you decide to make the transition from first scenario 1 to scenario 2? They had experience with graphing in 8th grade but like to know what needed further development, IMP ÁK Trail? What do they know about the x and y relationship? Needed a topic that is ambiguous and listen to relationship; transit as soon as hear the relationship from a lot of people then transit to scenario 2. Teacher move - when asked Ray to call on Jonathan to support him. Ray is high status but low status academically but rely on his popularity.
Do you see status a more an issue in a small class than a big class? See it
everywhere; pattern of behavior in group of 3 more than in group of 4; track class
has different kind of status;
Did you make connection or summarize? Not really but at the end they had talked about the relationship between x and y in class but did not talked about which one is the right or wrong answer. Convince yourself, convince someone else then convince someone who disagree with you.
Use of laser pointer ÁV control who is speaking with monitoring rather than with rules
Group work is the norms ÁV believe they can be better at their roles
If kids cannot sit together has to be behavior but not about academic
Work for Nicole that they change group once a month
Due to lot of truancy, group work helped a lot, depend on students to explain what is going on
Help teacher to interview all the students to see where they are
Watch last yearÁs video presentation ÁV focus on questioning and status and how to have video discussion (with positive questions rather than criticism, not judgmental). The goal is to talk about how to use video as a learning tool with colleagues that focus on student learning.
Our project product ÁV the goal is that we can take it back to our schools and it will make it public to everybody after a year with modification and improvement
In today's case study we discussed chapter 1 pages 1-4 and chapter 3 on group work. Chapter 1 dealt with group work and we discussed that when teachers have working groups and they let the students work by themselves within their group, in essence, the teacher is delegating authority. Delegating authority we all agreed that it is what happens because the teacher is putting the responsibility of learning to the students by letting them struggle with each other and letting them come up with discoveries on their own. Another thing discussed is that group work should be done with very little teacher involvement and also that group work is a learned skill, that not everybody and even adults have struggles and it deal with working with groups. Also, that the teachers main job is to be the mediator by asking questions that will get the mathematical goal across and to make sure that every one is involved and participating within their groups. When groups are assigned, there will be a lot of intimidation and usually the dominance of status will take over with subtle personalities that the group members show during the first minutes of interacting with each other. One final thing that was discussed was that it was best to assigned groups randomly to avoid chaos and to avoid hurting the feelings of those students who are not very social or those who donÁt have any friends in the classroom.
Today the Mid-school and High-school groups came together to decide on a combined project. This actually happened in the second section.
During the first session we watched a video on Status Problems and had a group discussion thereafter. We each gave our opinion on what we observed. Attention was drawn to the last example when an African- American student was completely excluded from group discussions.
The final product was:
Everyone was happy and satisfied with the results of our discussions. Monday we will get together and continue where we left off.
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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.