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1. ASYNCHRONOUS MATHEMATICS PD: DESIGN AND FACILITATION FORMAT EFFECTS ON TEACHER LEARNING

   Seago, N.; Knotts, A.; Neumayer DePiper, J. (January 2022, PME)

   In this paper, we share the design and effects on teacher learning of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials. The modules are designed to be used in three facilitation formats: project staff- facilitated, district leader-facilitated, or structured independent. The modules aim to impact teachers’ mathematical knowledge for teaching linear functions and effective mathematics teaching practices (MTPs; NCTM, 2014). Analysis of teacher learning, as related to evidence of the MTPs in teachers’ written reflections, found teachers demonstrated learning of key MTPs, and in particular, there were not significant differences by facilitation format. Results and implications are discussed. 

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2. Impact of the Design of an Asynchronous Video-Based Learning Environment on Teacher Noticing and Mathematical Knowledge

   Seago, N.; Knotts, A. (January 2021, Journal of higher education theory and practice)

   In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face vide-based materials. The “Video in the Middle” (VIM) modules are aligned with principles of authentic e-learning and can be combined in a variety of ways to form professional development pathways that meet the unique needs of a wide range of professional learning settings and contexts. VIM modules aim to support teacher noticing of student thinking and increase their mathematical knowledge for teaching. The VIM materials are designed to be used in any of three flexible asynchronous formats: independent, locally facilitated, or developer facilitated. Preliminary research results indicate that teachers appreciated the variety of formats, found the modules useful and engaging, and learned to appreciate and use visual methods for solving problems, including using color to distinguish and highlight the relationship between numeric, algebraic, and geometric models. 

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3. Teacher Learning Online: Detecting Patterns of Engagement

   https://doi.org/10.22318/icls2024.106829  

   Bosch, Nigel; Reyes, Tiffany; Perry, Michelle (June 2024, Proceedings of the 18th International Conference of the Learning Sciences (ICLS) 2024)

   Lindgren, R; Asino, T; Kyza, E A; Looi, C-K; Keifert, D T; Suárez, E (Ed.)

   Learning online is now ubiquitous. However, teachers’ self-directed and guided learning online deserves further exploration because most research on successful teacher professional learning has been conducted on in-person programs. The present study examined teacher behaviors in an online platform designed to support teachers’ professional learning in elementary mathematics. In particular, this study explored whether teacher behaviors on an online professional learning platform clustered in ways that suggest distinct use cases and whether those behaviors were associated with particular teacher characteristics. Results revealed a cluster of teachers who predominately focus their behaviors on the guided learning modules on the website, which was associated with teacher characteristics, including being less likely to enjoy teaching mathematics and being newer to teaching the curriculum supported on the website. Implications for future research and for supporting teacher learning are discussed. 

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4. Facilitating collaborative inquiry into practice around artifacts of mathematics teaching

   https://doi.org/10.1007/s10857-024-09649-z  

   Ebby, Caroline_B; Hess, Brittany; Pecora, Lizzy; Valerio, Jennifer (August 2024, Journal of Mathematics Teacher Education)

   Abstract Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities. Drawing on a situative perspective, we trace the development of six novice teacher leaders as they were mentored to lead online collaborative lesson design groups focused on analyzing artifacts of K-8 mathematics instruction in a large urban district in the US. Our framework articulates how leaders facilitated the discussions in ways that both built on teacher knowledge, experiences, and contributions while also focusing on professional learning goals. Our analysis also shows how rich learning opportunities were co-constructed and sustained by the mentors, teacher leaders, and participants in each group over time. Through narrative descriptions of one group, we show how the teacher participants began to take on some of the facilitation practices themselves as they apprenticed into the practices of the community. This approach to professional learning positions teachers’ experience and knowledge as important assets while supporting them to try out and reflect on new classroom practices. 

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5. Translating and Scaling a Face-to-Face, Video-Based Elementary Science PD Program to an Online Environment

   Kowalski, S.; Belcastro, A.; Hvidsten, C.; Constantine, A.; Faruqi, F.; Askinas, K.; De Vaul, R.; Roehrig, G. (April 2021, Annual Meeting of the NARST International Conference)

   Objective Over the past decade, we developed and studied a face-to-face video-based analysis-of-practice professional development (PD) model. In a cluster randomized trial, we found that the face-to-face model enhanced elementary science teacher knowledge and practice and resulted in important improvements to student science achievement (student treatment effect, d = 0.52; Taylor et al, 2017; Roth et al, 2018). The face-to-face PD model is expensive and difficult to scale. In this paper, we present the results of a two-year design-based research study to translate the face-to-face PD into a facilitated online PD experience. The purpose is to create an effective, flexible, and cost-efficient PD model that will reach a broader audience of teachers. Perspective/Theoretical Framework The face-to-face PD model is grounded in situated cognition and cognitive apprenticeship frameworks. Teachers engage in learning science content and effective science teaching practices in the context in which they will be teaching. There are scaffolded opportunities for teachers to learn from analysis of model videos by experienced teachers, to try teaching model units, to analyze video of their own teaching efforts, and ultimately to develop their own unit, with guidance. The PD model attends to the key features of effective PD as described by Desimone (2009) and others. We adhered closely to the design principles of the face-to-face model as described by Authors, 2019. Methods We followed a design-based research approach (DBR; Cobb et al., 2003; Shavelson et al., 2003) to examine the online program components and how they promoted or interfered with the development of teachers’ knowledge and reflective practice. Of central interest was the examination of mechanisms for facilitating teacher learning (Confrey, 2006). To accomplish this goal, design researchers engaged in iterative cycles of problem analysis, design, implementation, examination, and redesign (Wang & Hannafin, 2005) in phase one of the project before studying its effect. Data Three small pilot groups of teachers engaged in both synchronous and asynchronous components of the larger online course which began implementation with a 10-week summer course that leads into study groups of participants meeting through one academic year. We iteratively designed, tested, and revised 17 modules across three pilot versions. On average, pilot groups completed one module every two weeks. Pilot 1 began the work in May 2019; Pilot 2 began in August 2019, and Pilot 3 began in October 2019. Pilot teachers responded to surveys and took part in interviews related to the PD. The PD facilitators took extensive notes after each iteration. The development team met weekly to discuss revisions. We revised all modules between each pilot group and used what we learned to inform our development of later modules within each pilot. For example, we applied what we learned from testing Module 3 with Pilot 1 to the development of Module 3 for Pilots 2, and also applied what we learned from Module 3 with Pilot 1 to the development of Module 7 for Pilot 1. Results We found that community building required the same incremental trust-building activities that occur in face-to-face PD. Teachers began with low-risk activities and gradually engaged in activities that required greater vulnerability (sharing a video of themselves teaching a model unit for analysis and critique by the group). We also identified how to contextualize technical tools with instructional prompts to allow teachers to productively interact with one another about science ideas asynchronously. As part of that effort, we crafted crux questions to surface teachers’ confusions or challenges related to content or pedagogy. We called them crux questions because they revealed teachers’ uncertainty and deepened learning during the discussion. Facilitators leveraged asynchronous responses to crux questions in the synchronous sessions to push teacher thinking further than would have otherwise been possible in a 2-hour synchronous video-conference. Significance Supporting teachers with effective, flexible, and cost-efficient PD is difficult under the best of circumstances. In the era of covid-19, online PD has taken on new urgency. NARST members will gain insight into the translation of an effective face-to-face PD model to an online environment. 

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