PD Design of DVC (Dialogic Video Cycle)
- 2 groups – intervention group & control group
- Cycle of 3 events and then repeated
- Did not see so much about the “Prediction”
Video Clubs (Van Es)
PD
- noticing student thinking
- confusion evidence to evidence it and engage in the videos
- discourses of noticing – noticing framework
- 1 year – 7 interventions – self selected
- focused on student thinking rather than content
- looked at comments while watching the videos
- self-reports focused on how much they elicit student thinking
- more developmental vs normative video use
- looked at peer videos
Research Methods
- research question was very open
- who video-clubs would influence:
- teacher’s thinking about student’s learning
- looking at teacher as learner
- video taped PD itself – transcripts
- fine-grained analysis
- actor – object of focus
- topic – what were they talked about
- stance – what type of discourse they engaged in
- video based or non video based evidence
- Results
- teacher’s views shifted
- actor – more about student than the teacher
- topic – from classroom management to mathematical thinking
- stance – from evaluation to evidence based discussion
- classroom instruction were also video taped
- coded for student and whole group discussions
- changes in instruction
- made space for student thinking
- publicly demonstrated student learning
- probed students for more evidence
- learning about teaching
- teacher exit interviews
- chances in thinking and practice
- look at student thinking
- attending to student thinking
- own school curriculum
- chances in thinking and practice
- teacher’s views shifted
- fine-grained analysis
Reading for Week 6 – Roth & NARST