An official website of the United States government
As science education evolves to three-dimensional (3D) science, rural science teachers often lack the same professional development and training as their urban counterparts due to isolation and other factors. One method that can help teachers improve their teaching skills is lesson study, which allows educators to co-create and evaluate lessons as a group. By using technology- mediated lesson study, rural science teachers can connect with geographically distant others and collaborate to build new collegiate connections and gain knowledge and skill with 3D science principles. Preliminary interview and observation data suggest rural teachers are making meaningful connections and iteratively improving their ability to plan and teach 3D science lessons.
more »
« less
Technology-mediated lesson study: a step-by-step guide
Purpose The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS). Design/methodology/approach TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations. Findings This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships. Originality/value The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.
more »
« less
- Award ID(s):
- 2101383
- PAR ID:
- 10485031
- Publisher / Repository:
- Emerald Publishing
- Date Published:
- Journal Name:
- International Journal for Lesson & Learning Studies
- Volume:
- 13
- Issue:
- 5
- ISSN:
- 2046-8253
- Page Range / eLocation ID:
- 1 to 14
- Subject(s) / Keyword(s):
- science teacher professional development lesson study technology-mediated lesson study
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
This paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework as a lens for transforming professional development into a practice that engages teachers as professionals. This discussion explores teachers’ roles in both their classrooms and the profession. The inclusion of PrimeD evaluation and research in the development and practice of mathematics teachers addresses Shulman’s professionalism commonplaces. PrimeD was tested as a lens for professionalism in mathematics teacher education programs at four universities. In the study, teachers collaborated as professionals on developing and testing novel ways to approach mathematics lessons. In general, teachers’ efforts to conduct structured experimentation in their lessons were disconnected from traditional views of the role of a teacher. As a result, teachers who did develop and test lesson trials in this PD program did not frequently continue experimentation. Typically, teachers wanted to collaborate on testing classroom activities but did not have resources to do so (e.g., time, collaborative planning). Systemic changes are needed to promote sustainable change, allowing teachers to collaborate and share the results of classroom research.more » « less
-
Olanoff, D.; Johnson, K.; & Spitzer, S. (Ed.)How does the design of lessons impact the types of questions teachers and students ask during enacted high school mathematics lessons? In this study, we present data that suggests that lessons designed with the mathematical story framework to elicit a specific aesthetic response (“MCLEs”) having a positive influence on the types of teacher and student questions they ask during the lesson. Our findings suggest that when teachers plan and enact lessons with the mathematical story framework, teachers and students are more likely to ask questions that explore mathematical relationships and focus on meaning making. In addition, teachers are less likely to ask short recall or procedural questions in MCLEs. These findings point to the role of lesson design in the quality of questions asked by teachers and students.more » « less
-
This study focuses on a lesson study adaptation for bridging prospective teachers’ experiencesin a methods course and their field experiences in a teacher education program in Puerto Rico. We ask, what opportunities for teacher learning emerge during discussions in lesson study? Two lesson study teams of secondary mathematics prospective teachers, each led by an experienced mentor, planned technology-based lessons. Using the theoretical framework for lesson study by Lewis and colleagues, we analyzed video recordings of the teams’ discussions. The results show learning opportunities in the three dimensions of the framework: teachers’ knowledge and beliefs, the creation of a professional community, and the development of teaching–learning artifacts. The mentors leveraged prospective teachers’ knowledge, built on topics discussed in the methods course, and created a professional learning community. Three resources introduced in the methods course supported the creation of a hybrid space connecting academic and practitioner knowledge: shared language about teaching moves for using technology in math instruction, the mathematical proficiency framework, and a lesson plan template. The mentors drew upon their subject matter and pedagogical knowledge during their facilitation of lesson study. The intervention exemplifies a lesson study adaptation that is feasible in the context of a teacher education program.more » « less
-
Brown, Ryan; Antink-Meyer, Allison (Ed.)Current education reforms call for engaging students in learning science, technology, engineering, and mathematics (STEM) in an integrative way. This critical case study of one fourth grade teacher investigated the use of educational robots (ER) not only for teaching coding, but as an instructional support in teaching mathematical concepts. To support teachers in teaching coding in an integrative and logical manner, our team developed the Collective Argumentation Learning and Coding (CALC) approach. The CALC approach consists of three elements: choice of task, coding content, and teacher support for argumentation. After a cohort of elementary teachers completed a professional development course, we followed them into their classrooms to support and document implementation of the CALC approach. Data for this case consisted of video recordings of two lessons, a Pre-interview, and Post-interview after each lesson. Research questions included: How does an elementary teacher use the CALC approach (integrative STEM approach) to teach mathematics concepts with ER? What are the teacher’s perspectives towards teaching mathematics with ER using an integrative STEM approach? Results from this critical case provide evidence that teachers can successfully integrate ER into the mathematics curriculum without losing coherence of mathematics topics and while remaining sensitive to students’ needs.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1108/IJLLS-07-2023-0094
