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