Professional Development
KEEN EYE WORKSHOPS
Developing a Keen Eye for the Essence of the Mathematics in a Lesson: Translating Teacher Learning into Student Learning
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About This Program
All teachers of mathematics need support to learn to teach mathematics more ambitiously with greater attention to core mathematical practices (National Governors Association Center for Best Practices & Council of Chief State School Officers [CCSSM], 2010; National Council of Teachers of Mathematics [NCTM], 2000). Ambitious teaching emphasizes the development of significant conceptual understandings and responds to student thinking (Lampert, Beasley, Ghousseini, Kazemi, & Franke, 2010).
Keen Eye Coaching Workshop Series
Promoting More Ambitious Mathematics Teaching
Keen Eye workshops are purposefully designed to help instructional leaders develop the skills and knowledge to support their teachers in achieving more ambitious mathematics teaching by maximizing the impact of their pre and post-lesson video analysis conversations.
As part of the professional learning, teacher leaders, coaches, connectors, and mathematics specialists will explore the essential elements of high quality conceptually-focused mathematics teaching that translate into more ambitious teaching by experiencing “keen eye” learning cycles. Workshop participants will:
- Engage with colleagues in mathematically intense conversations around standards-aligned target lessons.
- Go beyond the nuts and bolts of lesson planning by sharpening the focus of pre and post-lesson discussions as a means of preparing to teach.
- Prepare to teach a target lesson by unpacking the learning goals and anticipating critical moments of the lesson.
- Make informed mathematical predictions about how students will engage in the key ideas of the lesson.
- Analyze student thinking with attention to when key moments to advance mathematical thinking about the learning goal occur during the lesson.
Evidence suggests that teachers can be taught to analyze teaching in ways that change both the way they think about and implement mathematics instruction (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Magagnosc & Feighan, 2017, 2018; Santagata & Bray, 2016; Sun & van Es, 2015). But the path teachers follow as they acquire this competency and translate their learning in support of deeper student understanding has yet to be unpacked and explained.
“I appreciate the revision of the questions and letting us role play. The most important element is to unpack the lesson before and unpack the lesson together with the teacher. The word collaborate came up a lot in our debrief. It was important that the questions brought the coach and teacher together and made the conversation non-judgmental."
“There is no substitute for doing the math and unpacking a lesson for you and your students. In coaching conversations, move from using 'you' and 'your' to using 'we' and 'our'."
"One of my biggest take-aways was analyzing where students grappled and how we respond to their struggle without taking away their learning opportunity."
“I found it very valuable to engage in a debrief around a video and see how it played out - by that I mean where I (as the coach) grappled with what to say, when, and how, and what answers my partner gave to the questions I asked, which then led me to grapple with what to say next and why."
“Keeping for the focus on the lesson and student is a huge help! plus being part of the planning really helps to feel more like a thought partner than an 'expert' or coach."
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