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Seeing is Believing Using Video Re0lection Techniques to Strengthen Instruction
Presented by: Norma Boakes Associate Professor, Stockton University
2016 NCTM Annual Conference
I will dem
onstrating
the
use of one
of my favo
rite
video tools
. If you don
’t
wish to be
on camera
,
just turn y
our head o
r
look down p
lease.
Thanks!
http://tinyurl.com/boakes-‐NCTM2016
Go to www.PollEv.com/drboakes or text the phrase “DRBOAKES” to 37607 and tell me what you hope to get from this session!
Share your thoughts
Goals for Today’s Session § Learn two frameworks that can be used to inform instructional practice § Problem Solving Cycle (Borko et. al, 2015) § Productive Practices for Mathematical Reasoning (Heng, 2015)
§ Relate frameworks to high leverage effective teaching practices in mathematics
§ Experience how frameworks combined with video re0lection can have a powerful effect on how teachers’ consider instruction
§ Preparing for video use in a school setting
Background § Stockton received state level Math Science Partnership grant targeting common core math and instructional practice of elementary & MS teachers
§ Used 2 frameworks as foundations for our work § Problem Solving Cycle (PSC)-‐ overall steps taken w/teachers § Productive Practices/Noticing-‐ provides deeper dive into steps of PSC & links to high leverage effective teaching practices
§ 4 PD sessions over course of year with instructional coaching between sessions (f2f & virtual via EdThena)
§ Video blended into PD for training then shifted to video of teacher practices in their classrooms
§ We are going to begin by watching a 2nd grade teacher instructing a small group of students.
§ Write down what you notice. We will refer back to your notes later!
Share your thoughts
Mathematical Knowledge for Teaching or MKT is “the professional knowledge that mathematics teachers need to effectively carry out the mathematical work of teaching” (Borko et al, 2015)
The focus of our grant was on the development of MKT.
Knowing Solve the following problem… Julie has 38 boxes of oranges in her delivery truck. Each box holds 12 oranges. How many oranges does Julie have in her truck?
Knowing for teaching You will be shown an example of student work for the same problem as before. Be ready to consider…. § How was the answer produced? § What might lead a student to make this error? § What methods could you use to teach this concept beyond the algorithm to help students see the error in their ways?
Sample work from: http://mathmistakes.org/multiplication-‐strategies-‐my-‐students-‐are-‐starting-‐with/
The Mathematical Knowledge of Teaching (MKT)
Mathematical Knowledge for Teaching
Mathematical Content
Knowledge
Common Knowledge of Mathematics
Specialized knowledge of
Math
Pedagogical Content
Knowledge
Knowledge of Content & Teaching
Knowledge of Content & Students
(Ball, Thames, & Phelps, 2008)
Mathematical Content Knowledge
Common knowledge Basic understanding of math
skills, procedures, and concepts acquired by a well-‐educated adult. You can…. -‐calculate an answer correctly -‐use terms and notations accurately -‐recognize a wrong answer….
Specialized knowledge Deeper, more nuanced understanding of mathematics. You can…. -‐Respond to “why” questions -‐Modify tasks to make it easier or harder -‐Evaluate plausibility of a student’s claim….
Pedagogical Content Knowledge
Knowledge of Content & Teaching
Knowing about the content of mathematics and methods of teaching it in a way that is accessible to learners. You can…. -‐ Sequence mathematical content -‐ Select appropriate ways to illustrate representations of content
Knowledge of Content & Students
Knowing about students and how they make sense of, learn, and understand mathematics. You can…. -‐ Anticipate what students are thinking
-‐ Predict what students will 0ind interesting & motivating
-‐ Anticipate what a student will 0ind dif0icult
Problem Solving Cycle Framework
Is a professional development cycle focusing on problem solving that supports the development of MKT by § Providing opportunities for you to develop math and pedagogical knowledge through the lens of problem solving in your classroom
§ Offering relevance by looking at what happens in your own classroom during the cycle
§ Building awareness of instructional moves and practices of others through conversation, collaboration, and focused workshops
(Borko et. al, 2015)
The Problem Solving Cycle
Solve Problem and Develop Lesson Plan
Teach and Video-‐record Problem
Video Analysis of Student
Thinking (& Instruction)
Video Analysis of Instruction (& Student Thinking)
+ student artifacts
“Problems” of the Problem Solving Cycle § Address multiple mathematical concepts and skills § Are accessible to learners with different levels of knowledge
§ Have multiple entry and exit points § Have an imaginable context § Provide a foundation for productive mathematical communication
§ Are both challenging for teachers and appropriate for students
Solve Problem & Develop Lesson
Teach & Video
Analyze Student Thinking
Analyze Instruction
Which is a true “problem”?
Preparing the lesson….. § Explore & identify “true” problem § Work collaboratively on the problems
§ Get solution § Consider potential strategies to solve
§ Develop a unique lesson plan for the classroom § Set learning goal § Select problem § Predict solution strategies § Structure procedure of lesson to get at student thinking* § Key questions § Organizing students
Solve Problem & Develop Lesson
Teach & Video
Analyze Student Thinking
Analyze Instruction
Getting a sense of the PSC § Prior to teaching lessons, we spent some time looking at exemplars of practice from NCTM’s Principles & Actions toolkit (http://www.nctm.org/PtA/)
§ We discussed & focused in on speci0ic effective mathematics teaching practices
From: NCTM’s Principles to Actions toolkit (see references)
Effective Mathematics Teaching Practices 1. Establish mathematics goals to focus learning. 2. Implement tasks that promote reasoning and problem
solving.
3. Use and connect mathematical representations. 4. Facilitate meaningful mathematical discourse.
5. Pose purposeful questions. 6. Build procedural 0luency from conceptual
understanding.
7. Support productive struggle in learning mathematics. 8. Elicit and use evidence of student thinking.
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
Take a moment to review the task below. Consider how students might approach the problem and what they might struggle with.
Watch video Use the back of your half task sheet to jot down what you see. Make two columns. One for teacher actions and one for student actions. Be ready to share thoughts…
1. Establish mathematics goals to focus learning.
2. Implement tasks that promote reasoning and problem solving.
3. Use and connect mathematical representations.
4. Facilitate meaningful mathematical discourse.
5. Pose purposeful questions.
6. Build procedural 0luency from conceptual understanding.
7. Support productive struggle in learning mathematics.
8. Elicit and use evidence of student thinking.
What were the teacher actions? Student actions? What effective practices were integrated?
Share your thoughts
5 Steps for Orchestrating Productive Mathematics
Discussions We found using this book helped teachers to organize their lessons and focus on what to do with students 5 practices…. 1. Anticipating likely responses 2. Monitoring students actual responses 3. Selecting particular students to present 4. Sequencing the student responses that will be
shared 5. Connection different students responses and to
key mathematical ideas
The Case of Mr. Harris and the Band Concert Task
How does each representation match the story situation and the structure of multiplication?
Jasmine Kenneth
Teresa
Consider Lines 52-57. Why did Mr. Harris select and sequence the work of these three students and how did that support student learning?
Learning from teaching to improve teaching requires teachers to develop the eyes to see, the ears to hear and the
mind to think.
Mathematics Teacher Noticing Heng, 2015
Productive Classroom Practice
§ Design tasks that reveal student thinking
§ Listening to and responding to student thinking
§ Re0lecting about student thinking
Solve Problem
& Develop Lesson
Teach & Video
Analyze Student Thinking
Analyze Instruction
Problem Solving Cycle
Heng, 2015
Attending to Student Thinking
• Attending to students thinking means noticing students’ thinking.
• Attending to student thinking helps the teacher determine the extent to which students are reaching the learning goals.
• When you attend to student thinking what you notice should be used to make instructional decisions during the lesson and to prepare for subsequent lessons.
Let’s try “noticing” We are going to watch the half problem again. This time focus on: -‐what students say and how they describe the math -‐where there is confusion or points of understanding Use the chart to track your thoughts….
Who Viewing Analyzing ReLining
Share a comment from your “analyzing” section focusing on what you hear and see a student do….
Share your thoughts
Who Viewing Analyzing ReLining
Teacher “Noticing” § Let’s watch the video from the very beginning again. For this one, focus on “noticing”. Speci0ically notice student responses. Listen carefully to the math talk going on.
§ You are watching a 2nd grade teacher instructing a small group of students.
Now that you have watched the 2nd graders a second time, tell me something you “noticed” from the analyzing section of your table
Share your thoughts
Who Viewing Analyzing ReLining
Recap of steps to develop instructional skills using PSC
model…. 0 Learned & discussed research proven high leverage practices in math 0 Use Principles to Actions book & web-‐based resources at NCTM’s website
0 Spent time on 0inding or developing quality problems/tasks to use 0 Good places to get started… Inside Mathematics POW, Illustrative Math POW, & NCTM Problem of Month
0 Taught how to orchestrate productive mathematics discussion 0 Great framework in the 5 Practices NCTM book
0 Practiced productive noticing with focus on “attending” (ie. focusing on student conversation & thinking vs teacher action)
Why video?
0 Teaching is complex with many actions going on at same time.
0 You can view the same video many times to look at things from different perspectives.
0 You can examine students’ thinking and learning. 0 Makes conversations about teaching relevant because it is about your own classroom.
0 Allows you to share methods with colleagues.
Solve Problem
& Develop Lesson
Teach & Video
Analyze Student Thinking
Analyze Instructio
n
A look at the impact of PSC & why we chose it….
§ Research study-‐ Borke et al, 2015 § 2 year PSC project § 13 teachers & 5 teacher leaders videorecorded
§ One in beginning § One at end § Two times-‐ “typical” lesson & PSC speci0ic
§ Used the Mathematical Quality Instrument (MQI) observation scale (Learning Mathematics for Teaching Project, 2011)
Impact of a sustained PSC
What we’ve learned so far § Teachers are more apt to consider change when it focuses on the students
§ Video is hard at 0irst, but soon becomes a tool for conversation. The focus quickly shifts from judging their teaching to listening/attending to student thinking
§ Centering PD around real classroom practice in their classrooms & schools helps build authority & ownership over the work
§ It’s essential to offer foundational structures to help analyze instruction and focus on effective instructional practices
Challenges § Having access to the technology tools needed to capture and view video
§ Comfort watching yourself teaching § Timing the PDs so you can review video then provide time to implement § Virtual vs face-‐to-‐face
§ Teacher buy in and acclimating to a new way of approaching PD. It takes time!
Considerations as you get started § Determine school policy regarding video in classrooms § Do your homework on the value of video-‐based re0lection. There is a great deal of evidence on why it’s valuable. (See my references)
§ Establish “by in” with administration & teachers § Value as a PD tool § Only used in-‐house § Non-‐evaluative for “coaching” § Focus on student vs teacher
§ Have the right equipment and tools including recording & accessing video We used….
§ Recording…Microsoft Surface Pros, iPad/iPod w/Swivl § Sharing…. EdThena (*can be costly), Swivl Cloud Pro (cheaper)
I highly recommend El et. al article in Mathematics Teacher Educator!
Set ground rules for video use as PD NORMS FOR WATCHING VIDEO
ü Video clips are examples, not exemplars. ü To spur discussion, not criticism
ü Video clips are for investigation of teaching and learning, not evaluation of the teacher. ü To spur inquiry, not judgment
ü Video clips are snapshots of learning, not an entire lesson. ü To focus attention on a particular moment, not what came before or after
ü Video clips are for an examination of a particular interaction. ü To provide evidence for claims by citing speci0ic examples
(Borko et. al, 2015, p.45)
References § Borko, H., Jacobs, J., Koellner, K., Swackhamer, L. (2015). Mathematical professional development: Improving teaching using the problem-‐solving cycle and leadership preparation models. NY: Teachers College Press & NCTM.
§ Es, E., Stockero, S., Sherin, M., VanZoest, L., & Dyer, E. Making the most of teacher self-‐captured video. Mathematics Teacher Educator, 4(1), 6-‐19.
§ Heng, C. (2015). The FOCUS framework: Snapshots of mathematical teacher noticing. MME Staff & Graduate Student Colloquim presentation. Singapore: National Institute of Education.
§ National Council of Teachers of Mathematics (2014). Principles to Actions: Ensuring mathematical success for all. Reston, VA: NCTM. Additional info at: http://www.nctm.org/PtA/
§ Smith, M., Stein, M. (2011). Five practices for orchestrating productive mathematics discussions. Reston, VA: NCTM.
Check NCTM Bookstore for these books!
