Kazemi am talk_powerpoint

Kazemi am talk_powerpoint

• 1.
  Leading  Rehearsals  of  Teaching  to  Support  Novice  Teacher   Learning  of  Ambi;ous  Pedagogies   Elham  Kazemi   University  of  Washington   1  
• 2.
  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    
• 3.
  Learning  
• 4.
  •  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?    
• 5.
  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…  
• 6.
  MATH  METHODS  AT    PARTNER  ELEMENTARY  SCHOOL  
• 14.
  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  
• 15.
  •  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?    
• 16.
  ProgrammaLc  Framework  for  
• 17.
  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  
• 18.
  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  
• 19.
  • 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  
• 20.
  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  
• 21.
  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)  
• 24.
  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  
• 25.
  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  
• 26.
  26   What  is  this  a   picture  of?       What  do  you   noLce  about  it?  
• 27.
  27   HOW  TALL  IS   MS  NGUYEN?   WHAT’S  TOO   LOW?     WHAT’S  TOO   HIGH?     WHAT’S  YOUR   REASONING  
• 28.
  28   EsLmaLon180.com  
• 34.
  32  
• 35.
  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?    
• 37.
  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  
• 38.
  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