1. Jeffrey Choppin
  2. https://www.warner.rochester.edu/facultystaff/who/choppin
  3. Professor of Mathematics Education
  5. University of Rochester
  1. Julie Amador
  2. https://www.uidaho.edu/ed/ci/faculty/julie-amador
  3. Associate Professor
  5. University of Idaho
  1. Cynthia Carson
  2. Project Coordinator
  4. Warner School of Education, Univ of Rochester, Center for Professional Dev and Ed Reform
  1. Ryan Gillespie
  2. Project Coach
  4. University of Idaho
  1. Stephanie Martin
  2. https://www.warner.rochester.edu/facultystaff/who/martin
  3. Director of Mathematics Education Outreach
  5. Warner School of Education, Univ of Rochester, University of Rochester
  1. Kristana Textor
  2. Research Assistant
  4. Warner School of Education, Univ of Rochester

Synchronous Online Professional Learning Experiences for Middle Grades Mathem...

NSF Awards: 1620911

2019 (see original presentation & discussion)

Grades 6-8

This video describes our project, in which we designed a three part online professional development model with the goal of providing rural mathematics teachers access to high quality professional development. The model consists of a coordinated set of mainly synchronous online experiences, including online course modules, Teaching Labs (akin to a lesson study approach), and online coaching.

We designed the online course modules, entitled Orchestrating Mathematical Discussions (OMD), to support teachers to engage their students in mathematically productive classroom discussions (Smith & Stein, 2011). The modules involve a combination of synchronous and asynchronous work, in order to minimize the amount of time teachers must virtually meet together (Robinson, Kilgore, & Warren, 2017).  

The teachers participated in an online version of content-focused coaching. We used video conferencing software (Zoom), and video capturing/annotating software (Swivl) to mimic West and Staub’s (2003) face-to-face content-focused coaching cycle. First, the teacher and coach met synchronously via Zoom to plan the lesson; second, the teacher video recorded the lesson implementation using Swivl; third, the teacher and coach asynchronously viewed and annotated the video of the enacted lesson; and finally, the coach and teacher met synchronously via Zoom to reflect on the lesson, using the annotations to anchor their discussion.

The third part of the model consisted of an online version of a Lesson Lab, in which participants met via Zoom in advance of a lesson, watched parts of the videotaped lesson, and had a debrief of the lesson via Zoom afterward.

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