The Influence of Video Clubs on Teachers’ Thinking and Practice

Elizabeth A. van Es Miriam Gamoran Sherin

Northwestern University

April 13, 2005The research reported in this paper was supported by the National Science Foundation under Grant REC-0133900.

Using Video to Help Teachers “ Learn to Notice”

Learning to Notice Framework (van Es & Sherin, 2002)

Identify noteworthy events

Use contextual cues to reason about these events

Connect specific events to general principles of

teaching and learning

How do mathematics teachers “learn to notice” in the context of mathematics education reform?

Research Questions

Teacher noticing in video club context

Research Questions

Teacher noticing in video club context Teachers’ ideas about influence of video

club

Research Questions

Teacher noticing in video club context Teachers’ ideas about influence of video club Influence of participation on instruction

Video Club

Research Design7 elementary teachers

10 video club meetings

Facilitated by researcher

Exit interviews

Classroom observations

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Video Club DesignFocus on students’ thinking

Interpret students’ ideas

Use evidence to support claims

Video Club Discussions

10 meetings videotaped and transcribed Transcripts segmented into “idea units” Dimensions of analysis:

Agent- Student, Teacher, Other

Topic- Math thinking, Pedagogy, Climate, Management

Stance- Describe, Evaluate, Interpret

Specificity- General, Specific

Focus on Video- Video-based or non video-based

Compare teacher comments in meetings 2 & 10

Exit Interviews

Individual exit interview for each teacher Teachers asked to comment on:

Most and least valuable aspects of video club Whether video club influenced knowledge of: students,

math, curriculum, and math teacher Whether and how video club influenced instruction

Interviews videotaped and transcribed Two researchers summarized individual interviews Identified common themes across interviews

Classroom Observations

Teachers observed 1-3 times early & late in year

Analysis focused on whole-class discussions

Analytic memos created concerning:

How student ideas solicited by teacher

Nature of teacher questions

Teacher response to: student ideas and strategies, unsolicited student ideas, and student confusions

Common themes identified across teachers

Change in Teachers’ Analyses

in Video Club Context

Late Meeting

Early Meeting

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Change in Teachers’ Analyses

in Video Club ContextVideo Club Meeting #2 Video Club Meeting #10

IdeaUnits

Percent IdeaUnits

Percent

Agent StudentTeacherOther

363015

44%37%19%

StudentTeacherOther

5314

9

70%18%12%

Topic Math ThinkingPedagogyClimateManagement

4130

73

51%37%8%4%

Math ThinkingPedagogyClimateManagement

5715

40

75%20%5%0%

Stance DescribeEvaluateInterpret

263421

32%42%26%

DescribeEvaluateInterpret

171247

22%16%62%

Specificity GeneralSpecific

3150

38%62%

GeneralSpecific

1363

17%83%

Video Focus Video-basedNon video-based

2655

32%68%

Video-basedNon video-based

5224

68%32%

Total 81 100% 76 100%

Teachers’ Perceptions: Influence of Participating in Video

Club

Students’ mathematical thinking Increased attention to students’ ideas

“The [meetings] allowed me to kind of think about math and look at why [the students] are understanding or why they’re not.” (Yvette)

Used students’ ideas to inform instruction

“I think it helped me be more patient and understand that if they’re given a chance, they really do work through a lot of things…I’ll hold back before I give them an answer.” (Linda)

Increased “space” for student thinking Multiple students invited to share solutions

Attention given to unsolicited questions and comments

Teacher questions probe student thinking Questions used to draw out student thinking

Questions focus on ideas rather than answers

Teachers take on stance of learner Teachers attend to own learning during instruction

Classroom Observations: Influence on Instruction

Conclusion & Next Steps

Teachers changed in their analyses of classroom interactions in the video club context

Teachers perceived that they attended more to students’ thinking in their instruction

Classroom observations revealed increased focus on student thinking during instruction

Future research: How did the design of the video club support teachers in learning to notice students’ mathematical thinking?

Influence on Instruction

Teacher: We have to first find 6/10. How do I find 6/10? Natasha?

Natasha: Umm…Teacher: That’s okay… Jeff?John: Count to six.David: Okay, 1, 2, 3, 4, 5,

6.

Early in Year Observation:Which fraction is greatest?

End of Year Observation:Finding the base value

Teacher: We know the area is 375 and the height is 25…

Students: It’s 15. Kobe: It’s 15. 3 x 5 is

15. (Points to figure).These squares…

Teacher: Oh, interesting, you used the squares. How did you figure it?

Kobe: ‘Cause up they’re [25].

Teacher: Let’s look at this.