Learning from Teaching Cases Summary

Monday - Friday, July 13 - 17, 2009

Monday, July 13, 2009
Participants: Dianna; Sara; Katie; Dawn; Dave; Jenni; Kathy; Nicole; Mary Jo
Daily Summary:
The class broke into their respective groups to work on their final products for the entirety of the period. One group began the process of analyzing progressive revisions of a lesson as it became a "groupworthy task." The other group designed and revised tools for real-time observation of student interactions during tasks requiring multiple abilities.

Tuesday, July 14, 2009
Participants: Dianna; Sara; Katie; Dawn; Dave; Jenni; Kathy; Nicole; Mary Jo
Daily Summary:
We began by viewing a teaching case video, "Timbuktu by Equation". The group agreed to use the lens of teacher questioning. We were to look for evidence of questions that probe and questions that push. The post-video discussion brought out several of our own questions such as "What is really meant by a probing versus a pushing question?"

After the video and discussion, our two separate groups checked in with each other for clarification of our products and discussed a possible presentation strategy for Friday. The two groups then split up and resumed working on our products.

Thursday, July 16, 2009
Participants: Dianna; Sara; Katie; Dawn; Dave; Jenni; Kathy; Nicole; Mary Jo Daily Summary:
We worked on our projects for most of the day today. We decided what we wanted to present to the group tomorrow. We used the last bit of our time to wrap up the big ideas for our group.

Friday, July 17, 2009
Participants: Dianna; Sara; Katie; Dawn; Dave; Jenni; Kathy; Nicole; Mary Jo
Daily Summary:
We participated in the working group presentations.

Back to Journal Index

_____________________________________
PCMI@MathForum Home || IAS/PCMI Home
_____________________________________

© 2001 - 2014 Park City Mathematics Institute
IAS/Park City Mathematics Institute is an outreach program of the Institute for Advanced Study, 1 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 and Grant No. ESI-0554309. 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.