24 Questions
What is a benefit of using real artifacts, records, moments, events, and tasks in professional education?
It permits a kind of study and analysis that is impossible in other settings
What constrains reflection, analysis, and investigation of alternative perspectives and courses of action in a teacher's own classroom?
The pull of the personal and the immediate
What is a potential outcome of creating common ground for individual teachers and groups to work together?
A meeting place for a new kind of professional work
What is a characteristic of the traditional structure of teaching?
Individualistic structure
What can be gained from looking closely at student work produced in a different classroom?
A chance to learn from others' practice
What is a feature of a curriculum for professional education?
Centers professional inquiry in practice
Why do teachers rarely share commonly accessible referents when talking?
Due to the individualistic structure of teaching
What is a potential outcome of collective professional inquiry?
A meeting place for a new kind of professional work
What is essential for teachers to connect with their students?
Not differentiating expectations of students
What do teachers need to develop and expand their ideas about?
Learning, including what it means to learn
Why do teachers need to examine their long-standing beliefs and assumptions about learning?
To better understand how children learn
What is important for teachers to know about students' learning?
How they learn and what helps them learn
What is entailed in using discussion as a medium for instruction?
Guiding students to explore ideas and concepts
Why do teachers need to know about pedagogy?
To connect students with content in effective ways
What do teachers need to do to honor differences in teaching?
Suspend habitual notions that presume sameness
What is necessary for teachers to develop effective teaching strategies?
Understanding how students learn and what helps them learn
What is an advantage of analyzing a videotape of a lesson from an unknown teacher's classroom?
It enables a kind of critical scrutiny and interpretation not possible with familiar teachers.
What is a benefit of using archival records in professional development?
They allow teachers to closely examine multiple points in time.
What is a goal of collective professional learning?
To broaden perspectives on teaching practices.
How do commentaries from others contribute to the richness of an archive?
By expanding the multiplicity of perspectives on teaching practice.
What is an advantage of analyzing multiple sources of evidence around a single event?
It enables teachers to examine the event from multiple angles.
What do archival records allow teachers to do?
Look closely at multiple points in time.
What is a benefit of collaborative analysis of teaching practices?
It enables teachers to bring multiple perspectives to the analysis.
What is an outcome of analyzing the experiences of another teacher?
The experiences of the other teacher become intimately available to others.
Study Notes
Analyzing Teaching Practice
- Analyzing videotapes of lessons from unknown teachers allows for critical scrutiny and interpretation not possible when discussing one's own or colleagues' practice.
- This analysis enables exploration of alternative appraisals, critical concerns, and discussion of teaching and learning.
- Archival records provide access to practice, allowing for close examination of multiple points in time, multiple sources of evidence, and collaborative analysis.
Collaborative Study of Teaching Practice
- A group of seven teachers from three elementary schools studied the writing of students from other schools to gain new insights into teaching and learning.
- They examined stories, journal entries, and math class writing, focusing on issues grounded in others' practice.
- This approach allowed them to bring their own experience, concerns, and responsibilities to the analysis.
Professional Development through Collaborative Inquiry
- Creating a common ground for individual teachers and groups to work together, compare thinking, and explore alternatives can facilitate a new kind of professional work.
- This approach centers professional inquiry in practice, using real artifacts, records, and events, enabling comparative perspectives on practice.
- It contributes to collective professional inquiry, allowing teachers to learn from others' practice and develop a deeper understanding of teaching and learning.
Honoring Differences in Teaching
- Teachers need to suspend habitual notions that presume sameness and appreciate distinction, requiring the capacity to bridge social and ethnic gulfs.
- Teachers must connect with their students, seeking common ground and expecting all students to learn, without differentiating expectations.
- Teachers bring their own experiences based on race, class, gender, and culture, which can be both a resource and liability in relating to students.
Developing Ideas about Learning
- Teachers need to examine longstanding beliefs and assumptions about learning, including what it means to learn and how to facilitate learning.
- Questions to be explored include: What is the relationship between learning and fun? Do children learn best in bite-sized pieces? How do differences among learners affect how they learn?
- Teachers need to know pedagogy and have a repertoire of ways to engage learners effectively, adapting modes in response to students' needs.
Analyzing a teacher's classroom lesson videotape facilitates critical scrutiny and interpretation, allowing exploration of alternative appraisals and critical concerns that might be difficult to discuss within one's own workplace.
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