Teacher Practice

Meaningful Support for Teachers: Specific Ways to Encourage Game-Based Learning in the Classroom

21st Century Skills
Achievement
Biology
Classroom Practice
Curriculum
Cyberlearning
Discourse
Educational Technology
Multilingual Learners
Mathematics
Gaming/Virtual Environments
Physics
Science
Professional Development
Standards
Teacher Practice
Middle School
High School
Digital Media
Curriculum
Software
Video
Website
Day
Tues

Panelists from three projects share lessons learned in guiding game use in classroom learning, highlighting specific examples of effective resources.

Date/Time
-
2014 Session Types
Collaborative Panel Session
Presenters
Barbara Chamberlin
Frieda Reichsman
Erin Bardar
Session Materials
2014 Cadre Games with Teachers_no movie.key_.pdf
Session Website

The three panelists in this session are in the last one or two years of their game-based learning projects, and all have done extensive work in supporting use of their games in classroom learning. As their work has progressed, each has discovered valuable ways to support teachers as well as encountered surprises in what teachers wanted (and didn’t want), and now recognize things they wished they had learned in the beginning of their projects. Session participants leave with recommendations they can use in their current projects, including:

Equitable Teaching Practices in Math

Classroom Practice
Equity
Mathematics
Pedagogy
Teacher Practice
Elementary School
Post-secondary
Instrument
Day
Tues

Presenters seek feedback on an observational instrument designed to identify preservice teachers’ abilities to identify equitable teaching practices.

Date/Time
-
2014 Session Types
Feedback Session (Work in Development)
Presenters
Imani Goffney
Monica Gonzalez

The original version of the Mathematical Quality and Equity (MQE) video codes (Goffney, 2010; LMT, 2010) were developed as a section of the Mathematical Quality and Instruction observational instrument developed by the Learning Mathematics for Teaching Project at the University of Michigan.

Habitus, Scaffolding, and Problem-Based Learning: Why Teachers’ Experiences as Students Matter

Teacher Attitudes/Beliefs
Teacher Practice
Elementary
Middle
High
Access Link
http://www.springerlink.com/content/rh36wu3309554640/
Author/Presenter

Brian Belland

Lead Organization(s)
Utah State University (USU)
Year
2012
Short Description

Despite evidence that it can help students learn higher-order thinking skills and gain deep content knowledge, problem-based learning (PBL) is not deployed on a large scale in K-12 classrooms. This conceptual chapter explores teacher’s past experiences, and resulting habitus, to explain the minimal extent of PBL in K-12 schools. Central to teachers’ abilities to implement PBL is their ability to provide scaffolding, and their habitus may interfere with this process. Implications for teacher education and teacher change are discussed.

ScratchEd: Working with Teachers to Develop Design-Based Learning Approaches to the Cultivation of Computational Thinking

Computer Science
Technology
Professional Development
Teacher Attitudes/Beliefs
Teacher Practice
Elementary
Middle
High
Access Link
http://cadrek12.org/sites/default/files/CADRE-ScratchEdPoster.pdf
Author/Presenter

Karen Brennan

Mitch Resnick

Year
2010
Short Description

In this poster, we describe the goals of our research, our proposed model for professional development, our framing of design-based approaches to learning, and our framing of computational thinking.

Promoting Purposeful Discourse: Teacher Research in Mathematics Classrooms

Mathematics
Teacher Practice
Middle
High

How important is discourse in the mathematics classroom? Interest in this question has grown dramatically as mathematics education has recognized the role of communication in understanding. This book presents portraits of teaching by secondary school teachers who have closely observed classroom communication, conversation, and discourse and have sought to use them to improve the quality of their teaching and their students' learning.

Access Link
http://www.nctm.org/catalog/product.aspx?ID=13484
Author/Presenter

Herbel-Eisenmann, Beth

Year
2009
Short Description

How important is discourse in the mathematics classroom? Interest in this question has grown dramatically as mathematics education has recognized the role of communication in understanding. This book presents portraits of teaching by secondary school teachers who have closely observed classroom communication, conversation, and discourse and have sought to use them to improve the quality of their teaching and their students' learning.

Professional Noticing of Children’s Mathematical Thinking

Mathematics
Teacher Practice
Elementary

The construct professional noticing of children’s mathematical thinking is introduced as a way to begin to unpack the in-the-moment decision making that is foundational to the complex view of teaching endorsed in national reform documents. We define this expertise as a set of interrelated skills including (a) attending to children’s strategies, (b) interpreting children’s understandings, and (c) deciding how to respond on the basis of children’s understandings.

Access Link
http://cadrek12.org/sites/default/files/NoticingJRME2010.pdf
Author/Presenter

Jacobs, V.R.

Lamb, L.L.C.

Philipp, R.A.

Year
2010

Positive Learning Environments Aiming for Success In Science Education PLEASSE (Norman)

Earth Science
Science
Teacher Attitudes/Beliefs
Teacher Practice
Elementary
Middle
High
Author/Presenter

Obed Norman

Year
2009
Short Description

NCLB defines success exclusively as test scores, fostering strategies that compromise substantive
learning. This session focuses on conceptual and theoretical frameworks for exploring this issue.

Resource(s)
NORMAN Nov 2009.ppt
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