LessonStudyinTeacherPreparation:DrivingInquiryandTeacherNoticing
AislingLeavyMairéadHouriganTadhgO’Ceallaigh
MaryImmaculateCollege-UniversityofLimerick
WALS,BeijingNormalUniversity
November25,2018
MARY IMMACULATE COLLEGE ~ UNIVERSITY OF LIMERICK ~
COLAISTE MHUIRE GAN SMAL ~ OLLSCOIL LUIMNIGH ~
LessonStudyinInitialTeacherEducation
• Constrainedtime• Nosinglewidely-usedapproach• AdaptedLessonStudy:
– MicroteachingLessonStudy(Cajkleretal.,2013;Fernandez,2005)– Lessonplanstudy(Cavey&Berenson,2005)– Shortenedlessonstudycycle(McMahonandHines,2008)
• Traditional(formal)LessonStudyapproach:– Majorityofstudiescompletelessonstudywithinschoolplacement(CajklerandWood,2018;ChasselsandMelville,2009)
• Ouruniquecontext:Formallessonwithinanelectiveoutsideschoolplacement
Lesson Study Research: 2008-2018
Year Participants Theme MathematicsFocus
2008 26students5groups
Foundationalideasinstatistics (i)Themode(ii)Graphicalrepresentations(iii)Thearithmeticmean(iv)Themedian(v)Distribution
2009 26students5groups
InformalInference InformalInference
2010 21students4groups
DevelopingideasinData (i)Dataistheearlyyears(ii)Themean(iv)Datacomparisonandsampling(v)DistributionandInference
2011 22students4groups
FoundationalideasinAlgebra (i)Algebraistheearlyyears(ii)Functions(iii)Equality(iv)Variables
2012 23students5groups
FoundationalideasinGeometry
(i)Geometryintheearlyyears(ii)Polygons(iii)Symmetry(iv)Quadrilaterals(v)3dshapes:PyramidsandPrisms
2013 25students5groups
AlgebraandProbability (i)Growingpatterns,(ii)Describinglikelihoods(iii)Comparingandexplaininglikelihoods(iv)Orderinglikelihoods,(v)Sampling
2014 7students2groups
CLIL:TeachingthroughIrish (i)Symmetry(ii)Polygons(iii)Netsand3Dshapes(iv)3dshapes:PyramidsandPrisms
2015 20students5groups
Earlynumberconcepts (i)Counting,Subitising,Cardinality,(ii)Creatingsets(iii)Comparingandordering(iv)Matchingnumeraltoset(v)part-part-wholerelationships,partitioning
2016 25students5groups
Datamodellingininfantclassroom
(i) Datainscription,(ii)Selectionofattributes,(iii)Datarepresentation,(ii) (iv)informalinference
2017 25students5groups
MeasuresintheEarlyYears (i)LengthI,(ii)LengthII,(iii)Time,(iv)weight,(v)capacity
2018 26students5groups
STEMEducation (i)Problem,Plan,Data,(ii)ComparingDistributions,(iii)Relationshipsbetweenvariables,(iv)Relationshipbetweenarea,perimeterandvolume,(v)Areaofirregularshapes
TheoreticalperspectivesInquiry-basedlearning:Learninginandfrompractice(Ball&Cohen,1999;Hiebert,Gallimore&Stigler,2009;vanEs&Sherin,2002)
Theclassroomisaplacewhereknowledgeistransmittedthroughvariousprocesses,inparticularthroughsituationsthatcontextualizeknowledgeandthroughinteractionsaboutthisknowledgeamongstpeople(teacherandstudents)whoactwithinandonthesesituations.Thussituatedatanintermediatepositionbetweentheglobaleducationalsystemandthemicrolevelofindividuallearningprocesses,theclassroomteachingsituationconstitutesapertinentunitofanalysisfordidacticresearchinmathematics,thatis,researchintotheternarydidacticrelationshipwhichbindsteachers,studentsandmathematicalknowledge. Laborde&PerrinGlorian(2005)
Year #Participants Theme MathematicsFocus
2016 25students5groups
Datamodellingininfantclassroom
(i) Datainscription,(ii)Selectionofattributes,(iii)Datarepresentation,
(ii) (iv)informalinference
EducationalStudiesinMathematics
Year #Participants Theme MathematicsFocus
2014 7students2groups
CLIL:TeachingthroughIrish
(i)Symmetry(ii)Polygons(iii)Netsand3Dshapes(iv)3dshapes:PyramidsandPrisms
JournalofImmersionandContentBasedLanguageEducation:SpecialIssue
MARY IMMACULATE COLLEGE ~ UNIVERSITY OF LIMERICK ~
COLAISTE MHUIRE GAN SMAL ~ OLLSCOIL LUIMNIGH ~
TheoreticalperspectivesTeacherknowledgeperspectives
§ Multipleknowledgedomainssupporttheteachingofmathematics(Shulman1986,Balletal.,2008),includingØ Subjectmatterknowledge,pedagogicalunderstandings,curricular
knowledge,horizonknowledge…….§ Examiningknowledgeinpractice(Cochran-SmithandLytle,1999)
SubjectMatterKnowledge PedagogicalContentKnowledgeCommonContent
Knowledge(CCK)
SpecializedContent
Knowledge(SCK)
HorizonContent
Knowledge(HCK)
KnowledgeofContent
andStudents(KCS)
KnowledgeofContentandTeaching(KCT)
KnowledgeofContentandCurriculum
(KCC)
Year #Participants Theme MathematicsFocus
2015 20students5groups
Earlynumberconcepts
(i)Counting,Subitising,Cardinality,(ii)Creatingsets(iii)Comparingandordering(iv)Matchingnumeraltoset(v)part-part-wholerelationships,partitioning
EarlyChildhoodEducationJournalTeachingandTeacherEducation
MARY IMMACULATE COLLEGE ~ UNIVERSITY OF LIMERICK ~
COLAISTE MHUIRE GAN SMAL ~ OLLSCOIL LUIMNIGH ~
Theoreticalperspectives
‘Noticing’inTeacherEducation:§ Challengesofidentifyingnoteworthyincidences(Erickson,2010)
§ Tendencytofocusonsuperficialaspectsofteaching§ Particularlydifficultforstudentteachers
§ LessonStudyhaspotentialtoprovideaframeworktosupportnoticing(Murata2011;LambandYukKo2016;CajklerandWood2018)§ Observationofvideopromotesthisdevelopment(VanEsandSherin,2002)
§ VanEsandSherin(2002,p.573)identifythreeaspectsofnoticing:ü identifyingwhatisimportantornoteworthyaboutaclassroomsituation;ü makingconnectionsbetweenthespecificsofclassroominteractionsandthe
broaderprinciplesofteachingandlearningtheyrepresent;andü usingwhatoneknowsaboutthecontexttoreasonaboutclassroomevents
Viewthispieceofclassroomvideo…...[Transcriptisavailable]
BUYINGAPUPPET
THEJUNIORINFANTTEACHERWANTTOBUYAPUPPETFORHERCLASS.
CANWEHELPHERIDENTIFYTHEPUPPET
THATAPPEARSMOSTOFTENINTHESTORY?
Reasoning about the data presented on graphs ….
ViewVideoexerpt#1ViewVideoexerpt#2
Muchofwhatthey
(teachers)havetolearnmustbelearnedinandfrompracticeratherthaninpreparingtopractice Ball&Cohen(1999,p.10)
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