Pedagogy

Characterizing the Formative Assessment Enactment of Experienced Science Teachers

Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Author/Presenter: 
Vesal Dini
Hannah Sevian
Klaudja Caushi
Raúl Orduña Picón
Year: 
2020
Short Description: 

In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction

Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with specific visual motor integration differences constructed a unit fraction concept.

Author/Presenter: 
Jessica H. Hunt
Juanita Silva
Rachel Lambert
Year: 
2019
Short Description: 

This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.

Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking

As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what could be seen about the skills of group of prospective teachers (N = 44).

Author/Presenter: 
Meghan Shaughnessy
Timothy A. Boerst
Susanna Owens Farmer
Lead Organization(s): 
Year: 
2019
Short Description: 

This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.

Simulations as a Tool for Practicing Questioning

In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.

Author/Presenter: 
Corey Webel
Kimberly Conner
Wenmin Zhao
Lead Organization(s): 
Year: 
2018
Short Description: 

Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

Think-Pair-Show-Share to Increase Classroom Discourse

Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think, pair, show, share to increase classroom discourse. Teaching Children Mathematics (Focus Issue-Invited contribution), 25(2), 80-84.

Author/Presenter: 
Jessica H. Hunt
Beth MacDonald
Rachel Lambert
Trisha Sugita
Juanita Silva
Year: 
2018
Short Description: 

The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Using a video club design to promote teacher attention to students' ideas in science

Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation. The current design extends prior research on video clubs as a form of professional development for supporting mathematics teachers. Results indicate that the current design supported science teachers in noticing and discussing students' thinking in sustained and meaningful ways.

Author/Presenter: 
Melissa J. Luna
Miriam Gamoran Sherin
Year: 
2017
Short Description: 

In this article, authors introduce the design of a science teaching video club and present a study of its implementation.

Resource(s): 

Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

STEM Categorization: 
Day: 
Fri

Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.

Session Types: 

Supports for Elementary Teachers Implementing the NGSS: Challenges and Opportunities across Science, Technology, and Engineering

STEM Categorization: 
Day: 
Fri

Consider methods and challenges associated with supporting upper elementary teachers’ implementation of NGSS-based classroom interventions in this structured poster session.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

In this structured poster session, a set of projects will present and discuss resources, models, and tools (RMTs) designed to support upper elementary teachers to implement an array of curricular and instructional interventions reflecting diverse disciplinary concepts and practices embodied in NGSS. The session aims to provide a forum for exploring diverse approaches to improving science in 3rd-5th-grade classrooms and engage in discussion about how these ideas can advance systemic efforts to support quality science instruction and student learning. 

Session Types: 

Infusing Engineering into Secondary-level Classes

STEM Categorization: 
Day: 
Fri

Participants learn about approaches to infusing or integrating engineering concepts into secondary-level science classrooms and engage in an analysis of two projects’ products and outcomes.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

The session will feature the experiences, outcomes, and materials from two engineering-oriented DR K-12 projects. The two projects, INFUSE and INSPIRES, use different approaches to teacher professional development with the goal of preparing science teachers to infuse or integrate engineering into their classrooms. They have both developed a unique set of materials designed to impact science and technology outcomes (working on a combination of curriculum development, professional development, and research).

Session Types: 

Preparing Teachers to Support Rich Disciplinary Discussions in Their Classrooms

STEM Categorization: 
Day: 
Thu

Learn about pre- or in-service teacher education activities designed to support teacher facilitation of student disciplinary discussions through enactments that illustrate teacher education activities.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

Often the most we know about our colleagues’ on-the-ground support of teachers is what we read in the methods sections of research articles, or what has been reified many times over in their published teacher learning materials. We rarely get to see, much less experience, one another’s approaches to supporting teachers. This session will open up the black-box of our work with teachers for discussion and scrutiny.

Session Types: 

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