Leading Rehearsals of Teaching to Support Novice Teacher Learning of Ambi;ous Pedagogies
Elham Kazemi University of Washington
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Team Work Magdalene Lampert Megan Franke Hala Ghousseini Heather Beasley Angela Turrou Adrian Cunard Allison Hintz Megan Kelley-‐Petersen Helen Thouless Lynsey Gibbons Bryan Street Teresa Lind
Laura Mah Anita Lenges Becca Lewis Liz Hartmann Leslie Nielsen Emily Shahan Elizabeth Dutro Morva McDonald Core PracLces ConsorLum Ryan Reilly Jessica Calabrese Staff at Lakeridge Elementary School
Learning
• How do you make school a worthwhile place to be? For teacher and student learning?
• What kinds of learning situaLons get you inside pracLce, with others, to pay careful aRenLon to content and to students as learners and as people?
• How can you design and carry out powerful ways to learn together as adults – teacher educators and teachers?
Overview of the Elementary Math Methods Course
Math insLtute
Quarter 1
University
Elementary School
10 weekly sessions, 4 hours 2 days 6 hrs./day
Learn and teach instrucLonal acLviLes to same group of students Exam
A closer look…
MATH METHODS AT PARTNER ELEMENTARY SCHOOL
WHAT What to teach?
What are the most important pracLces for a
novice to learn?
HOW How to teach it?
What are the learning
opportuniLes to learn the pracLce? What are the
approximaLons of pracLce?
WHERE Where and with whom to
teach it? What are the contexts for
learning? With whom are we learning?
Designing Teacher EducaLon for PracLce
• It is a professional pracLce, generaLve for a broad range of parLcipants • It conveys a set of principles • It is embedded within a learning system
How does what you just saw sit within a framework for learning within a
program or within a school?
ProgrammaLc Framework for
As AmbiLous Teachers We Have a Set of Principles that guide our decisions:
TreaLng children as sensemakers
Knowing students
Engaging all students in rigorous content
Challenging Inequity
These principles reflect our most founda4onal beliefs about teaching and learning. They act as the vision against which we measure our prac4ce in classrooms with students.
What to Teach
From Vision to PracLce AmbiLous Teachers:
Orient students to one another
Elicit & respond to student ideas
Create & maintain a learning environment
PosiLon students as competent
Assess student understanding
Teach towards instrucLonal goals
Core prac4ces are the central elements of ambi4ous teaching . They are the prac4ces teachers enact that improve students’ opportuni4es to learn
What to Teach
• PEDAGOGIES • CollaboraLve Planning • Microteaching • Rehearsal
• PEDAGOGIES • Co-‐Teaching • Live Coaching • ObservaLon and Immediate debrief
• PEDAGOGIES • Live Modeling • Examining Video Models • Examining WriRen Cases
• PEDAGOGIES • Self/Peer Video Analysis • Transcript Analysis • ReflecLon WriLng • Video PLCs
Analyzing Enactment and Moving Forward
Introducing and Learning About the AcLvity
Preparing for and Rehearsing the AcLvity
EnacLng the AcLvity with Students
The Learning Cycle
• Core PracLce • Core PracLce • Core PracLce
How to Teach It
PracLcal Tools: InstrucLonal AcLviLes
Reading Conference
EliciLng IniLal Hypotheses
Modeling Claim Making
Launching a Task
InteracLve Read Aloud
Choral CounLng
Others…………
Instruc4onal Ac4vi4es are bounded episodes of prac4ce that have beginnings, middles, and ends. They offer novices opportuni4es to learn to teach within its complexity.
What to Teach
How to Teach It
Rehearsals
• What are they? • What gets worked on? • How does pracLce, content, and social relaLons get worked on?
• 12 to 15 min in length • Average of 14 TE/NT exchanges (mean: 27 seconds)
what shapes the conduct of rehearsal
• CreaLng a culture for making pracLce public • Dependent on some common understanding of an instrucLonal acLvity that gets refined over Lme
• Teachers’ experience with the acLvity maRers and shapes the conduct of rehearsals
• Shaped by how closely they are Led to enactments with children
AcLvity Structure
• Show a photograph and discuss its contextual features
• Pose a mathemaLcal quesLon related to the picture • Monitor for students reasoning and they talk with one another
• Select and share several different strategies • Compare and connect those strategies
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What is this a picture of? What do you noLce about it?
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HOW TALL IS MS NGUYEN?
WHAT’S TOO LOW?
WHAT’S TOO HIGH?
WHAT’S YOUR REASONING
28 EsLmaLon180.com
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Make a plan
• What mathemaLcs might you want to work on? Why?
• What social goals might you want to work on? • What do you anLcipate students will say? How might you respond? (make a T-‐chart)
• How might you sum up the conversaLon – do you want to take the conversaLon to a parLcular place?
WEBSITE TO DOWNLOAD MATERIALS
tehe.uncg.edu/matheducaLon
Go to “Yopp Speakers” tab
To purchase book at a discount unLl the end of April
www.stenhouse.com
STENAPR15 20% discount
Cycles of invesLgaLng, planning, trying, and learning
1. Choose a common inst’l acLvity. Plan
together, creaLng “our lesson”
2. Try it out in a classroom; use teacher Lme out
to crar the lesson together
3. Revise & try out a second Lme (if Lme allows)
4. Make commitments re what to try in own classroom