Park City Mathematics Institute Learning from Teaching Cases Project Abstract Drafts of Project Files (password required)

ABC Student Handbook of Mathematical Smartness

Traci DeMarco, Katie Gibson*, Lisa Cover, Sergio Anadrade, Anna Savoie, Kelley Butler, Nicole Bannister*

This guide was created as a reference for students to be introduced at the beginning of the school year to help them identify how they are "smart" in math. For each letter, a "smartness" is listed with definitions, advice, examples, how to improve these skills, and finally why these abilities are essential in math classrooms. This can be adapted as the teacher sees fit as a brochure, or word wall, etc. and referenced daily. The hope is to share this document with teachers in other disciplines and adapted as needed.

 

Status Brochure

Remy Poon*, Karen D'Emiljo, Raul Hinojosa, Sandra Alvarado, Anna Savoie, Kelley Butler, Nicole Bannister*

Status in the classroom is a "perception of academic capability and social desirability" (Teacher's Development Group 2005). Status issues "can impair the learning of low status students" (Cohen, 1994, p.36). This project is a brochure to help teachers recognize status issues in the classroom and use interventions to ameliorate problems associated with status.

References:
Cohen, E. G. (1994). Designing groupwork: strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press. TDG. (2005). Designing Groupwork in Mathematics, Teacher's Development Group: http://www.teachersdg.org

 

Learning from Teaching Cases Observation Tool

Stacey Seeger*, Melanie Smith, Anna Savoie, Kelley Butler, Nicole Bannister*

Many professional learning opportunities for teachers involve observation of cases of teaching, such as classroom observations and video cases. Respectful, productive observation of teaching and related discussions poses unique challenges and risks for teachers and observers. This project addresses these challenges with an observation tool (as opposed to an evaluation tool) that promotes focused, productive observation and corresponding discussion of cases of teaching.

 

Teachers' Guide to Using Video to Improve Practice

Ian Sample*, Shoba Farrell, Anna Savoie, Kelley Butler, Nicole Bannister*

Many professional learning opportunities for teachers involve video in some way. What is more, such video often features video cases filmed in participating teachers' classrooms. As such, in addition to the rich learning opportunities provided by this medium, the use of video presents new technical challenges. What is involved in the video editing process? How and what clips do you select from a video of an entire class period to focus and generate discussion? These complex challenges are addressed with the "how-to" guides created within this project.

 

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