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# Problem Solving Metaphors: Listening for Student Experiences CMC-South, Palm Springs, 2013 - PowerPoint PPT Presentation

Problem Solving Metaphors: Listening for Student Experiences CMC-South, Palm Springs, 2013. Sean Yee [email protected] California State University, Fullerton Ashley Thune- Aguayo [email protected] California State University, Fullerton. Game Plan.

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### Problem Solving Metaphors: Listening for Student ExperiencesCMC-South, Palm Springs, 2013

Sean Yee

[email protected]

California State University, Fullerton

Ashley Thune-Aguayo

[email protected]

California State University, Fullerton

• (20 min) Theoretical Background & Results

• (20 min) How this has helped teachers

• (20 min) Watch Student and Teacher Video

• (15 min) Design of Professional Development

• (15 min) What’s Next? Questions?

Each Literal Metaphor has a Conceptual Metaphor.

A Conceptual Metaphor is a mapping, attaching two different ideas together.

Metaphora- Greek - A Transfer

Literal Metaphor:

“Once I read it I kind of understood what it was saying”

Conceptual Metaphor:

WRITTEN PROBLEMS ARE SPOKEN PROBLEMS

TARGET DOMAIN IS () SOURCE DOMAIN

Literal Metaphor

“To solve it for me, it meant that I had to find it somehow.”

Conceptual Metaphor

PROBLEM SOLVING IS SEARCHING

ABSTRACT IDEA IS CONCRETE EXPERIENCE

(Structural Metaphor)

Literal Metaphor

“So I don’t think this would be a route that Iwould immediately jump to.”

“I think I know where to go”

“I’m lost”

Conceptual Metaphor

PROBLEM SOLVING IS A JOURNEY

Metaphors Describe Shared Experiences.

• “So I don’t think this would be a route that I would immediately jump to.”

• “I think I know where to go”

• “I’m lost”

• 2011 I began applying this to problem solving (Pilot study with 9 high students)

• 2012 22 Student Video Interviews

• 2013 23 Teacher Video Interviews

• JOURNEY

• SEARCHING

• DISCOVERY

• BUILDING

• PARTITIONING

• PROCESS

• VISUALIZATION

• I became a better teacher from CMT analysis.

• I began to use CMT in real time.

• I listened to students, not for answers.

• Brent Davis (1991)

Example: CLOSURE

Teaching Math for Elementary Teachers

INTEGERS

CoPI Ashley Thune-Aguayo

Functions *(paraphrased)

STUDENT: hit on-targetwith the first shot, and would hit the corewith the second shot.

ASHLEY: If I shoot an arrow, and it hits a target, could I then shoot a second arrow, and hit the same target?

STUDENT: Well, yes.

ASHLEY: Could I hit two completely separate targets with a single arrow?

STUDENT No.

ONE ARROW (one input) TWO TARGETS (two outputs) NOT POSSIBLE.

CoPI Ashley Thune-Aguayo

X-Y Plane

Ordered Pairs (3,7)

Misconception:

North/South THEN East/West

East/WestTHEN North/South

• Geometry Problems on first page of handout.

• Student Transcript, try to identify, a common metaphor with the Bolded words.

• Teacher Transcript, try to identify, a common metaphor with the Boldedwords.

• Were you overwhelmed?

• What Conceptual Metaphors did people identify?

• Can you see this being helpful for teachers?

• 2013 Intramural Grant creating Teacher Professional Development.

• 2014 Pilot Professional Development with 4-8 teachers in local high schools on improving listening through CMT analysis.

• 2015 Aim for NSF Discovery K-12 Grant with 30 teachers from multiple high schools.

• 1. Learn CMT with video, transcripts, and rewinding.

• 2. Learn CMT with video.

• 3. Learn CMT with each other in real time.

• 4. Learn CMT in conversations with classroom.

• 5. Generate Lesson Plans with CMT

• Pre-Test

• Teacher Listening Style Profile

• Student Perceptions of Teacher Listening

• Time Teacher Spends in Class Listening

• Summer Two-Week Professional Development

• Teacher-Generated Lesson Plans

• Post-Test

• Teacher Listening Style Profile

• Student Perceptions of Teacher Listening

• Time Teacher Spends in Class Listening

• SPRING 2013-PRELIMINARY DATA COLLECTION

• -Collect initial data by recording teachers in classroom (time spent listening, type of listening).

• -Teacher’s students complete initial survey about teacher listening (Student Perception Survey, SPS).

• -Teachers complete both initial surveys about listening (Listening Styles Profile, LSP; Teacher Listening Survey, TLS)

• SUMMER 2014-PROFESSIONAL DEVELOPMENT: TEN, 2-HOUR SESSIONS OVER TWO WEEKS.

• FALL 2014-FINAL DATA COLLECTION

• -Collect data by recording teachers in classroom (time spent listening, type of listening).

• -Teacher’s students complete surveys about teacher listening (Student Perception Survey, SPS).

• -Teachers complete both surveys about listening (Listening Styles Profile, LSP; Teacher Listening Survey, TLS).

• -Data is analyzed by PI and Co-PI to look for changes in teacher listening behavior and pedagogical practices.

Sean Yee

[email protected]

Ashley Thune-Aguayo

[email protected]

Thank you!

• 1980’s Lakoff-”Metaphors We Live By” Cog Sci

• 1990’s Sfard, English, Moschkovich DISCOURSE Davis (1991) Listening Theory

• 2000’s Linguists (Kovecses) develop metaphorical systems as descriptive, not prescriptive. CMT Analysis used on mathematics (invented vs discovered)

• 2007 Marcel Danesi uses CMT analysis to deconstruct the complexity in LEARNING mathematical concepts.

• Imagine you had a piece of string. How would you shape this string to make a triangle bounded by the string with the greatest area?