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Seeing is Believing
Using Video Reflection Techniques to Strengthen InstructionBy:
Norma BoakesAssociate Professor
Stockton University2016 NCTM Annual Conference
I will demonstrating the use of one of my favorite video tools. If you don’t wish to be on camera, just turn your head or look down please. Thanks!
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 reflection 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
0 We are going to begin by watching a 2nd grade teacher instructing a small group of students.
0 Write down what you notice. We will refer back to your notes later!
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.
KnowingSolve 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 teachingYou 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
find interesting & motivating- Anticipate what a student
will find difficult
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 specific 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 fluency 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 videoUse 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 discuss
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 fluency 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?
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 students5 practices….
1. Anticipating likely responses2. Monitoring students actual responses3. Selecting particular students to present4. Sequencing the student responses that will be
shared5. Connection different students responses and to
key mathematical ideas
The Case of Mr. Harris and the Band Concert Task
MR. HARRIS
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 NoticingHeng, 2015
Productive Classroom Practice
Design tasks that reveal student thinking
Listening to and responding to student thinking
Reflecting about student thinking
Solve Problem
& Develop Lesson
Teach & Video
Analyze Student
Thinking
Analyze Instruction
Problem Solving Cycle
Heng’s Teacher Notic
ing concept….
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 understandingUse the chart to track your thoughts….
Who Viewing Analyzing Refining
Teacher “Noticing” Let’s watch the video from the very beginning again.
For this one, focus on “noticing”. Specifically notice student responses. Listen carefully to the math talk going on.
You are watching a 2nd grade teacher instructing a small group of students.
Jot down observations on the Analysis chart you are given.
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
website0 Spent time on finding or developing quality problems/tasks to
use0 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 book0 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….
2 year PSC project 13 teachers & 5 teacher leaders videorecorded
One in beginning One at end Two times- “typical” lesson & PSC specific
Used the Mathematical Quality Instrument (MQI) observation scale (Learning Mathematics for Teaching Project, 2011)
(Borko et al., 2015)
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 first, 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 reflection.
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 PDNORMS FOR WATCHING VIDEO
Video clips are examples, not exemplars. To spur discussion, not criticism
Video clips are for investigation of teaching and learning, not evaluation of the teacher.To spur inquiry, not judgment
Video clips are snapshots of learning, not an entire lesson.To focus attention on a particular moment, not what came
before or afterVideo clips are for an examination of a particular interaction.
To provide evidence for claims by citing specific 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!
