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Abstract The complexity of mathematics teaching is especially evident in lessons where teachers build on students’ genuine ideas, such as problem-based lessons. To enhance teachers’ capacity for rich discussions in problem-based instruction, we have developed a unique approximation of practice: digital asynchronous simulations where teachers make subject-specific decisions for a virtual teacher avatar. The simulations are based on materials and principles from a practice-based professional development (PD) program, implemented with small groups of teachers. The self-paced simulation model offers flexibility and scalability, allowing more teachers to participate on their own schedules, but it lacks key affordances of collaborative PD. To examine how to leverage the affordances of collaborative, practice-based PD, this paper uses a design-based research approach to explicate the mechanisms in which digital simulations can support mathematics teachers’ learning about problem-based lessons. We focus on two cycles of design, implementation, analysis, and revisions of the simulation model, drawing on data from focus groups with mathematics teacher educators, prospective teachers’ performance, and teachers’ reflective assignments. The analysis illustrates how two design principles –Authenticity to the teacher’s work, andNuanced feedback– were transformed to better reflect aspects of practice-based teacher learning. We argue that self-paced, asynchronous simulations with indirect feedback can effectively emulate aspects of collaborative, practice-based PD in supporting teachers’ growth. The paper also contributes to the literature on mathematics teachers’ noticing and decision-making, examining how the two interact in simulated environments. We suggest implications for designing practice-based asynchronous digital simulations, drawing on emerging technologies.
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Interactive tools for distributed community building and collaboration in maker education
In this paper we share the seemingly ordinary community-building digital technologies that helped facilitate nine days of virtual professional development (PD) on the Electronic Textiles (hereafter e-textiles) unit for Exploring Computer Science (ECS). The e-textiles unit challenges teachers to learn new content about computing by designing functional circuitry in hands-on, personalized crafts, in ways that stimulate inclusive pedagogy and asset-based perspectives of students. Finding the right combination of supportive technologies spanned two years, including planning and two rounds of implementation (2020-2022), with careful reflection for re-design. We decided on a few seemingly basic digital technologies that supported the following design goals: 1) transparency of in-progress crafts, 2) community-building, and 3) connection to teachers’ everyday classroom practice. Below we share three technology choices that orient our revised PD model with explanations for those choices rooted in theory and practice.
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- Award ID(s):
- 2031168
- PAR ID:
- 10437383
- Date Published:
- Journal Name:
- Proceedings of the 17th International Conference of the Learning Sciences
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Objective Over the past decade, we developed and studied a face-to-face video-based analysis-of-practice 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 poster, 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 practices in the context in which they will be teaching. In addition, there are scaffolded opportunities for teachers to learn from model videos by experienced teachers, try model units, and ultimately develop their own unit, with guidance. The PD model also 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 Roth et al., 2018. 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). Data We iteratively designed, tested, and revised 17 modules across three pilot versions. Three small groups of teachers engaged in both synchronous and asynchronous components of the larger online course. They 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. 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. 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. AERA members will gain insight into the construction of an online PD for elementary science teachers/ Full digital poster available at: https://aera21-aera.ipostersessions.com/default.aspx?s=64-5F-86-2E-15-F8-C3-C0-45-C6-A0-B7-1D-90-BE-46more » « less
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Online professional development (PD) can reach teachers from widespread areas. Here, we describe PD activities that are part of a project focused on integrated science, technology, engineering, and mathematics (iSTEM) teaching self-efficacy and effectiveness among early-career elementary teachers. Toward our objective of building a community of elementary teachers focused on improving their iSTEM teaching, we are conducting online PD institutes over four summers. These PD institutes are designed using Desimone’s five critical features of effective PD: content focus, active learning, coherence, duration, and collective participation. Our institutes engage teachers in an initial synchronous online session, which is followed by independent work time to put their learning into practice. It concludes with a final synchronous online session where teachers share their asynchronous work, receive feedback, and identify the next steps in enacting their learning in the classroom. Below we describe the first year’s PD activities.more » « less
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Online professional development (PD) can reach teachers from widespread areas. Here, we describe PD activities that are part of a project focused on integrated science, technology, engineering, and mathematics (iSTEM) teaching self-efficacy and effectiveness among early-career elementary teachers. Toward our objective of building a community of elementary teachers focused on improving their iSTEM teaching, we are conducting online PD institutes over four summers. These PD institutes are designed using Desimone’s five critical features of effective PD: content focus, active learning, coherence, duration, and collective participation. Our institutes engage teachers in an initial synchronous online session, which is followed by independent work time to put their learning into practice. It concludes with a final synchronous online session where teachers share their asynchronous work, receive feedback, and identify the next steps in enacting their learning in the classroom. Below we describe the first year’s PD activities.more » « less
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Online professional development (PD) can reach teachers from widespread areas. Here, we describe PD activities that are part of a project focused on integrated science, technology, engineering, and mathematics (iSTEM) teaching self-efficacy and effectiveness among early-career elementary teachers. Toward our objective of building a community of elementary teachers focused on improving their iSTEM teaching, we are conducting online PD institutes over four summers. These PD institutes are designed using Desimone’s five critical features of effective PD: content focus, active learning, coherence, duration, and collective participation. Our institutes engage teachers in an initial synchronous online session, which is followed by independent work time to put their learning into practice. It concludes with a final synchronous online session where teachers share their asynchronous work, receive feedback, and identify the next steps in enacting their learning in the classroom. Below we describe the first year’s PD activities.more » « less
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