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Reflection on Practice

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					Reflection on Practice
      PCMI 2008


      Nicole Bannister
  University of Washington
 nbannis@u.washington.edu
                             1
          Day 1: Mon 7/7/08

Essential Questions:
• What does it mean to teach?
• How do you know?

Agenda At-A-Glance
• Math & Teaching Inventory
• Discussion of “Secret Garden of Teacher
  Education” using Final Word Protocol
• Summary & short HW assignment
                                            2
           Day 2: Tue 7/8/08

Essential Questions:
• What does it mean to teach?
• How do you know?
• What does it mean to productively observe and
  discuss teaching?
Agenda At-A-Glance
• Continue “What does it mean to teach? How do you
  know” discussion
• Discussion and reflection activity related to the
  “Descriptive Observation” HW assignment
• Summary                                             3
           Day 3: Wed 7/9/08

Essential Questions:
• What does it mean to productively observe and
  discuss teaching?

Agenda At-A-Glance
• Wrap-up from yesterday
• Mini “video club”: do math, watch video, discussion
• Summary & Connection to EQs


                                                        4
    Synthesizing Your Thoughts

• What you recorded: feelings, physical actions and
  descriptions, occupation, social position, location,
  environment, conversation quotes,diagram of physical
  space
• Observing without a focus is hard! :D
• When drawing conclusions: use “seems to be…” or
  ask a question. What you choose to report in “the
  story” necessarily frames what your audience learns.
  Simply avoid inferences and conclusions as much as
  possible.
• Sorting out the “contradictory” statements: what about
  balance? Do we have to agree?                          5
       The Border Problem

• What are the mathematical goals of this
  lesson?

• In what ways did the teacher foster
  student engagement in the mathematical
  goals? Record evidence from the video.


                                            6
              Exit Ticket

• RE: Border Problem Discussion
This is where we are right now…


• RE: Reflection on Practice session
We want to keep thinking and talking
  about…

                                       7
          Day 4: Thu 7/10/08

Essential Questions:
• What does it mean to productively observe and
  discuss teaching? And why would we want to?

Agenda At-A-Glance
• Continue “Border Problem” video discussion
• Mini “video club”
• Wrap-up
• HW: Read “The Inherent Interdependence of
  Teachers”
                                                  8
   To Timbuktu by Equation

• What are the mathematical goals of this
  lesson?

• In what ways did the teacher foster
  student engagement in the mathematical
  goals? Record evidence from the video.


                                            9
           Day 5: Fri 7/11/08*

Essential Questions:
• What does it mean to productively observe and
  discuss teaching?
• What are the benefits of observing and
  discussing what goes on inside our classrooms?

Agenda At-A-Glance
• Finish “To Timbuktu by Equation” video & debriefing
• Discuss article -- connect to EQs
• Summary discussions & Connection to EQs
                                                                  10
                                          * Free slurpie day at 7-11!
      To Timbuktu by Equation

Picking up where we left off…
• Scene 1: Students decided that Cousin Faisel‟s profit
  equation was: (0.5C+0.25M+0.1W+0.05K)/NP
• Scene 2: Ayub successfully explained the group‟s
  response for #1. However, the group was stumped
  when I asked them what each brother‟s profit would
  be IF their group‟s caravan would need 4 camels for
  a 3-day journey. I left the group and told them to call
  me back when they were ready…

                                                        11
           What you had to say…

Comments related to our observation lens:
• “At the end she gave another related problem which gives
  everyone a chance to re-engage even if they had not come up with
  a unique method…”
• “The teacher gave students ownership of their methods…”
• “The teacher created an environment where students weren‟t
  afraid to be wrong…”
• “Allowed everyone a chance to think and then everyone had hand
  up, then called on someone, not just first one…”
• “That‟s something else she did in the video too: „Does anyone else
  have a different way?‟ Then she asked how many wanted to say
  that last way and a bunch of hands went down.”
• “Teacher addressed speed of faster learners („hands down‟)
  openly and directly                                              12
      What you had to say…

“Really?” Maybe leave it…
• “Her beginning question was too leading…”
• Well, in my classroom I do it this way… (followed
  by long tangential personal story)




                                                      13
           Weekly Synthesis

1.   What does it mean to teach? How do you
     know?

2.   What does it mean to productively observe
     and discuss teaching?

3.   What are the benefits of observing and
     discussing what goes on inside our
     classrooms?
                                                 14

				
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