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Rapid and Profound Change: two cases

Rapid and Profound Change: two cases. Peter Liljedahl. PME 2009 – short oral on the idea JMTE 13(5) – full article: 5 cases PME 2012 – 2 cases. History. action research (Jasper & Taube, 2004) lesson study (Stigler & Hiebert , 1999 )

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Rapid and Profound Change: two cases

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  1. Rapid and Profound Change: two cases Peter Liljedahl

  2. PME 2009 – short oral on the idea • JMTE 13(5) – full article: 5 cases • PME 2012 – 2 cases History

  3. action research (Jasper & Taube, 2004) • lesson study (Stigler & Hiebert, 1999) • communities of practice (McClain & Cobb, 2004; Wenger, 1998) • collegial discourse about teaching (Lord, 1994) Changes in Teachers’ Practice

  4. Conclusions show that with time and continued intervention, support, and collaboration teachers can make significant and robust changes to their practice. RAPID and PROFOUND 48 CASES Changes in Teachers’ Practice

  5. FACILITATOR & researcher • noticing (Mason, 2002) • DATA COLLECTION • interviews • school visits • observations • field notes • narratives (Clandinin, 1992) • DATA ANALYSIS • grounded theoryish(Charmaz, 2006) Methodology

  6. Five Mechanisms of Change • conceptual change (n = 8) • accommodating outliers (n=6) • reification (n=12) • leading belief change (n=6) • push-pull rhythm of change (n=16) Results

  7. Five Mechanisms of Change • conceptual change (n = 8) • accommodating outliers (n=6) • reification (n=12) • leading belief change (n=6) • push-pull rhythm of change (n=16) Results

  8. middle school teacher for 8 years • mathematics is a game with set rules and very clear outcomes • mathematics is a collection of skills and facts • he sees his job as assuring that each student learns these skills and facts • students' role is to learn the material • Mitchell is a traditional mathematics teacher Accommodating Outliers – the story of Mitchell

  9. less traditional in other subjects • welcomes professional development opportunities • "on the right track" • "there are some really fun activities that I now do with my kids" • "completely pointless" AVOIDING ACCOMMODATION Accommodating Outliers – the story of Mitchell

  10. district learning team to create numeracy tasks • 5 meetings • create definition of numeracy • create/revise tasks pilot test Accommodating Outliers – the story of Mitchell

  11. district learning team to create numeracy tasks • 5 meetings • create definition of numeracy • create/revise tasks pilot test change between 2nd and 3rd meeting ACCOMMODATION Accommodating Outliers – the story of Mitchell

  12. high-school teacher for 16 years • practice best be described as meticulous • builds her instruction around homework • makes herself available to her students before school, after school, and at lunch • pride in success with "challenging" students Push-Pull Rhythm of Change – the story of Karen

  13. district learning team to create numeracy tasks • 8 meetings • create definition of numeracy • create/revise tasks pilot test Push-Pull Rhythm of Change – the story of Karen

  14. district learning team to create numeracy tasks • 8+ meetings • create definition of numeracy • create/revise tasks pilot test 3rd meeting – revolt 4th meeting – excited about changes needed Push-Pull Rhythm of Change – the story of Karen

  15. Phase 1: exo-spection (x) • Phase 2: eXo-spection (X) • Phase 3: eNdo-spection (N) • Phase 4: endo-spection (n) XN - 3 teachers xXN - 10 teachers xXNn - 3 teachers Push-Pull Rhythm of Change – the story of Karen

  16. not all change is the same • new possibilities within both my practice • I now question the assumptions upon which much of the professional growth literature has been predicated Conclusion

  17. THANK YOU liljedahl@sfu.ca www.peterliljedahl.com/presentations

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