LessonStudyinTeacherPreparation:DrivingInquiryandTeacherNoticing

AislingLeavyMairéadHouriganTadhgO’Ceallaigh

MaryImmaculateCollege-UniversityofLimerick

WALS,BeijingNormalUniversity

November25,2018

MARY IMMACULATE COLLEGE ~ UNIVERSITY OF LIMERICK ~

COLAISTE MHUIRE GAN SMAL ~ OLLSCOIL LUIMNIGH ~

LessonStudyinInitialTeacherEducation

•  Constrainedtime•  Nosinglewidely-usedapproach•  AdaptedLessonStudy:

– MicroteachingLessonStudy(Cajkleretal.,2013;Fernandez,2005)–  Lessonplanstudy(Cavey&Berenson,2005)–  Shortenedlessonstudycycle(McMahonandHines,2008)

•  Traditional(formal)LessonStudyapproach:– Majorityofstudiescompletelessonstudywithinschoolplacement(CajklerandWood,2018;ChasselsandMelville,2009)

•  Ouruniquecontext:Formallessonwithinanelectiveoutsideschoolplacement

Lesson Study Research: 2008-2018

Year Participants Theme MathematicsFocus

2008 26students5groups

Foundationalideasinstatistics (i)Themode(ii)Graphicalrepresentations(iii)Thearithmeticmean(iv)Themedian(v)Distribution

2009 26students5groups

InformalInference InformalInference

2010 21students4groups

DevelopingideasinData (i)Dataistheearlyyears(ii)Themean(iv)Datacomparisonandsampling(v)DistributionandInference

2011 22students4groups

FoundationalideasinAlgebra (i)Algebraistheearlyyears(ii)Functions(iii)Equality(iv)Variables

2012 23students5groups

FoundationalideasinGeometry

(i)Geometryintheearlyyears(ii)Polygons(iii)Symmetry(iv)Quadrilaterals(v)3dshapes:PyramidsandPrisms

2013 25students5groups

AlgebraandProbability (i)Growingpatterns,(ii)Describinglikelihoods(iii)Comparingandexplaininglikelihoods(iv)Orderinglikelihoods,(v)Sampling

2014 7students2groups

CLIL:TeachingthroughIrish (i)Symmetry(ii)Polygons(iii)Netsand3Dshapes(iv)3dshapes:PyramidsandPrisms

2015 20students5groups

Earlynumberconcepts (i)Counting,Subitising,Cardinality,(ii)Creatingsets(iii)Comparingandordering(iv)Matchingnumeraltoset(v)part-part-wholerelationships,partitioning

2016 25students5groups

Datamodellingininfantclassroom

(i)  Datainscription,(ii)Selectionofattributes,(iii)Datarepresentation,(ii)  (iv)informalinference

2017 25students5groups

MeasuresintheEarlyYears (i)LengthI,(ii)LengthII,(iii)Time,(iv)weight,(v)capacity

2018 26students5groups

STEMEducation (i)Problem,Plan,Data,(ii)ComparingDistributions,(iii)Relationshipsbetweenvariables,(iv)Relationshipbetweenarea,perimeterandvolume,(v)Areaofirregularshapes

TheoreticalperspectivesInquiry-basedlearning:Learninginandfrompractice(Ball&Cohen,1999;Hiebert,Gallimore&Stigler,2009;vanEs&Sherin,2002)

Theclassroomisaplacewhereknowledgeistransmittedthroughvariousprocesses,inparticularthroughsituationsthatcontextualizeknowledgeandthroughinteractionsaboutthisknowledgeamongstpeople(teacherandstudents)whoactwithinandonthesesituations.Thussituatedatanintermediatepositionbetweentheglobaleducationalsystemandthemicrolevelofindividuallearningprocesses,theclassroomteachingsituationconstitutesapertinentunitofanalysisfordidacticresearchinmathematics,thatis,researchintotheternarydidacticrelationshipwhichbindsteachers,studentsandmathematicalknowledge. Laborde&PerrinGlorian(2005)

Year #Participants Theme MathematicsFocus

2016 25students5groups

Datamodellingininfantclassroom

(i)  Datainscription,(ii)Selectionofattributes,(iii)Datarepresentation,

(ii)  (iv)informalinference

EducationalStudiesinMathematics

Year #Participants Theme MathematicsFocus

2014 7students2groups

CLIL:TeachingthroughIrish

(i)Symmetry(ii)Polygons(iii)Netsand3Dshapes(iv)3dshapes:PyramidsandPrisms

JournalofImmersionandContentBasedLanguageEducation:SpecialIssue

MARY IMMACULATE COLLEGE ~ UNIVERSITY OF LIMERICK ~

COLAISTE MHUIRE GAN SMAL ~ OLLSCOIL LUIMNIGH ~

TheoreticalperspectivesTeacherknowledgeperspectives

§  Multipleknowledgedomainssupporttheteachingofmathematics(Shulman1986,Balletal.,2008),includingØ  Subjectmatterknowledge,pedagogicalunderstandings,curricular

knowledge,horizonknowledge…….§  Examiningknowledgeinpractice(Cochran-SmithandLytle,1999)

SubjectMatterKnowledge PedagogicalContentKnowledgeCommonContent

Knowledge(CCK)

SpecializedContent

Knowledge(SCK)

HorizonContent

Knowledge(HCK)

KnowledgeofContent

andStudents(KCS)

KnowledgeofContentandTeaching(KCT)

KnowledgeofContentandCurriculum

(KCC)

Year #Participants Theme MathematicsFocus

2015 20students5groups

Earlynumberconcepts

(i)Counting,Subitising,Cardinality,(ii)Creatingsets(iii)Comparingandordering(iv)Matchingnumeraltoset(v)part-part-wholerelationships,partitioning

EarlyChildhoodEducationJournalTeachingandTeacherEducation

MARY IMMACULATE COLLEGE ~ UNIVERSITY OF LIMERICK ~

COLAISTE MHUIRE GAN SMAL ~ OLLSCOIL LUIMNIGH ~

Theoreticalperspectives

‘Noticing’inTeacherEducation:§  Challengesofidentifyingnoteworthyincidences(Erickson,2010)

§  Tendencytofocusonsuperficialaspectsofteaching§  Particularlydifficultforstudentteachers

§  LessonStudyhaspotentialtoprovideaframeworktosupportnoticing(Murata2011;LambandYukKo2016;CajklerandWood2018)§  Observationofvideopromotesthisdevelopment(VanEsandSherin,2002)

§  VanEsandSherin(2002,p.573)identifythreeaspectsofnoticing:ü  identifyingwhatisimportantornoteworthyaboutaclassroomsituation;ü  makingconnectionsbetweenthespecificsofclassroominteractionsandthe

broaderprinciplesofteachingandlearningtheyrepresent;andü  usingwhatoneknowsaboutthecontexttoreasonaboutclassroomevents

Viewthispieceofclassroomvideo…...[Transcriptisavailable]

BUYINGAPUPPET

THEJUNIORINFANTTEACHERWANTTOBUYAPUPPETFORHERCLASS.

CANWEHELPHERIDENTIFYTHEPUPPET

THATAPPEARSMOSTOFTENINTHESTORY?

Reasoning about the data presented on graphs ….

ViewVideoexerpt#1ViewVideoexerpt#2

Muchofwhatthey

(teachers)havetolearnmustbelearnedinandfrompracticeratherthaninpreparingtopractice Ball&Cohen(1999,p.10)

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