Profound Change two cases Peter Liljedahl History PME 2009 short oral on the idea JMTE 135 full article 5 cases PME 2012 2 cases Changes in Teachers Practice action research Jasper amp Taube ID: 384934
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Slide1
Rapid and Profound Change: two cases
Peter
LiljedahlSlide2
History
PME 2009 – short oral on the idea
JMTE 13(5) – full article: 5 cases
PME 2012 – 2 casesSlide3
Changes in Teachers’ Practice
action
research (Jasper & Taube,
2004)
lesson
study (Stigler &
Hiebert
, 1999
)
communities
of practice (McClain & Cobb, 2004; Wenger,
1998)
collegial
discourse about teaching (Lord, 1994
) Slide4
Changes in Teachers’ Practice
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 CASESSlide5
Methodology
FACILITATOR & researcher
noticing (Mason, 2002)
DATA COLLECTION
i
nterviews
school visits
o
bservationsfield notesnarratives (Clandinin, 1992)DATA ANALYSISgrounded theoryish (Charmaz, 2006)Slide6
Results
Five Mechanisms of Change
conceptual change (n = 8)
accommodating outliers (n=6)
r
eification (n=12)
leading
belief
change (n=6)push-pull rhythm of change (n=16)Slide7
Results
Five Mechanisms of Change
conceptual change (n = 8)
accommodating outliers (n=6)
r
eification (n=12)
leading
belief
change (n=6)push-pull rhythm of change (n=16)Slide8
Accommodating Outliers – the story of Mitchell
middle
school
teacher for 8 years
mathematics
is
a
game with set rules and very clear
outcomesmathematics 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 teacherSlide9
Accommodating Outliers – the story of Mitchell
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 ACCOMMODATIONSlide10
district learning team to create numeracy tasks
5 meetings
c
reate definition of numeracy
c
reate/revise tasks pilot test
Accommodating Outliers – the story of MitchellSlide11
district learning team to create numeracy tasks
5 meetings
c
reate definition of numeracy
c
reate/revise tasks pilot test
change between 2
nd
and 3rd meetingACCOMMODATION Accommodating Outliers – the story of MitchellSlide12
Push-Pull Rhythm of Change – the story of Karen
high-school teacher
for
16 years
practice best
be described as
meticulous
builds her instruction around homeworkmakes
herself available to her students before school, after school, and at lunch pride in success with "challenging" studentsSlide13
district learning team to create numeracy tasks
8 meetings
c
reate definition of numeracy
c
reate/revise tasks pilot test
Push-Pull
Rhythm of Change – the story of KarenSlide14
district learning team to create numeracy tasks
8+
meetings
c
reate definition of numeracy
c
reate/revise tasks pilot test
3
rd meeting – revolt 4th meeting – excited about changes needed Push-Pull Rhythm of Change – the story of KarenSlide15
Push-Pull Rhythm of Change – the story of Karen
Phase
1:
exo-spection
(x)
Phase 2:
eXo-spection
(X)Phase 3: eNdo-spection (N)Phase 4: endo-spection
(n) XN - 3 teachersxXN - 10 teachersxXNn - 3 teachers Slide16
Conclusion
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 predicatedSlide17
THANK YOU
liljedahl@sfu.ca
www.peterliljedahl.com/presentations