Our Current Best Thinking About… Professional Learning. Cathy Bruce firstname.lastname@example.org www.tmerc.ca Shelley Yearley email@example.com. 1. Let ’ s look again…. 6 green:4 yellow. How can you name this?. Part-Part (set). 6 green:10 shapes. Part-Whole (set).
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Our Current Best Thinking About… Professional Learning
Cathy Bruce firstname.lastname@example.org
6 green:4 yellow
How can you name this?
6 green:10 shapes
One fifth of the total area is green
Think about… a professional learning experience that has been particularly important in supporting improved practice for you.
Make a quick note about what it was and why it was so powerful.
Keep this in mind through the session
Most reforms stop short at the classroom door; all available evidence suggests that classroom practice has changed little in the past 100 years.
Lewis, Perry & Hurd, 2004
A Deeper Look at Lesson Study
1. Teachers need fixing up
2. Learning out of context will be translated to classroom with ease
3. Others know best what teachers need
The following five characteristics should be considered by anyone charged with, or seeking to provide professional learning experiences for Ontario’s teachers
ii) Attention to Adult Learning Styles
Recommendations to the Partnership Table on Teacher Professional Learning (2007)
Across multiple studies, there is clear evidence that sustained, iterative, teacher-directed and collaborative models of professional learning support significant gains in teacher efficacy.
Dr. Cathy Bruce,
Science & Technology Education Group (2012)
Bruce, Esmonde, Ross, Gookey, Beatty (2010)
Explanatory Diagram: The W Effect
C L A S S R O O M
Consider the key characteristics of professional learning:
- Classroom embedded
- Goal alignment
- Content rich
What has Math CAMPPP done to try to overcome some of the challenges of a week-long PD experience in summer months?
Rate on a scale of 1 to 5
(1 not really
Mark Hoover Thames and Deborah Lowenberg Ball
PCK – knowing the most useful ways of representing and formulating the subject in order to make it comprehensible to others
CCK – knowing if an answer is correct, knowledge of definitions and procedures
Horizon Knowledge – ‘mathematical peripheral vision’
SCK – knowing more math than CCK but distinct from PCK
Think about aspects of Math Knowledge for Teaching in this example of Collaborative Action Research
Should we consider adding:
(Capacity building series, 2010)
The Broad Context of Education
(origins as old as humankind)
(origins in social activism
Teacher and classroom
(since University of Chicago Laboratory School, around 1900)
(past 20 yrs)
Giant bird’s nest on drugs
Often involves co-planning, co-teaching, debriefing, with sustained focus on ‘difficult’ mathematics with the intention of enhancing practice and understandings
Examples of high quality teacher inquiry that are also research