Teacher!Education!and!Knowledge:!Poster!Presentations!
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FOCUSING TEACHER SELF-CAPTURE VIDEO TASKS USING SPECIFIC PROMPTS TO SUPPORT TEACHERS’ ENGAGEMENT WITH STUDENT THINKING Elizabeth B. Dyer Northwestern University
[email protected] Keywords: Teacher Education-Inservice; High School Education Video-based professional development (PD) is an ever more popular way to support teachers’ adoption of reform-oriented practices, particularly in engaging with student mathematical thinking (Borko, Koellner, Jacobs, & Seago, 2011; Tripp & Rich, 2012). Much of the video-based PD studied uses researcher-captured video, but relatively little work has examined teacher-captured video (Dyer, 2013; van Es, Stockero, Sherin, van Zoest, & Dyer, in press). This poster examines two types of selfcaptured video tasks designed to engage teachers in identifying student mathematical reasoning: noticing tasks and experimental tasks. The noticing tasks were used to prompt teachers to notice and reflect on particular events in the classroom in the midst of teaching. The video equipment used by teachers allowed them save video of an event after it happened. Some of the prompts given to teachers included capturing moments when students shared thinking that the teacher could not make sense of in the moment, and moments when students made productive connections that the teacher did not anticipate. While the noticing tasks focused on spontaneous moments during teaching, the experimental tasks are based teachers experimenting with an aspect of their practice. Each experimental task asked teachers to plan and try something new in their teaching and capture it on video. Some examples of experimental tasks asked teachers to develop questions to uncover the details of student thinking and modifying a task to incorporate students’ real-world experiences. Data from 11 secondary mathematics teachers participating in PD designed around these two types of tasks were examined using an open coding focusing on teachers’ reactions to the two types of tasks. The findings suggest that the teachers preferred the experimental tasks over the noticing tasks. However, across the debriefing discussions in the group sessions it was clear that the noticing tasks provided teachers with a new frame to guide their noticing in the classroom related to the specific prompts of the task. Additionally, teachers commented that these tasks were particularly useful to examining moments that were too complex to unpack while teaching. Finally, from a teacher educator’s standpoint, both tasks often provided a unique window into teachers’ thinking about the specific prompts (e.g. what moments teachers believed showcased student reasoning), as well as what those moments looked like in different teachers’ classrooms. These findings suggest that while noticing tasks may be productive tasks for teacher learning, they may require more effort and be more stressful for teachers than the experimental tasks. References Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM, 43(1), 175–187. http://doi.org/10.1007/s11858-010-0302-5 Dyer, E. B. (2013). Teacher Noticing to Support Collaboration among Teachers. Presented at the American Educational Research Association Annual Meeting, San Francisco, CA. Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739. http://doi.org/10.1016/j.tate.2012.01.011 Van Es, E. A., Stockero, S. L., Sherin, M. G., van Zoest, L. R., & Dyer, E. B. (in press). Teacher-Captured Video: Tools, Opportunities and Challenges. Mathematics Teacher Educator.
Bartell,!T.!G.,!Bieda,!K.!N.,!Putnam,!R.!T.,!Bradfield,!K.,!&!Dominguez,!H.!(Eds.).!(2015).!Proceedings+of+the+37th+ annual+meeting+of+the+North+American+Chapter+of+the+International+Group+for+the+Psychology+of+Mathematics+ Education.!East!Lansing,!MI:!Michigan!State!University.!
