Commentary on Section 3: Research on Teachers’ Focusing on Children’s Thinking in Learning to Teach: Teacher Noticing and Learning Trajectories

2014 ◽  
pp. 285-293 ◽  
Author(s):  
Randolph A. Philipp
Keyword(s):  
Learning To Teach ◽  
Learning Trajectories ◽  
Teacher Noticing ◽  
Children’S Thinking

Using Photographs and Learning Trajectories to Enhance Teacher Noticing to Support Formative Assessment

2020 ◽  
pp. 134-149
Author(s):  
Katherine Ariemma Marin ◽  
Sarah A. Roller ◽  
Elizabeth Petit Cunningham
Keyword(s):  
Data Analysis ◽  
Formative Assessment ◽  
Mathematical Thinking ◽  
Student Thinking ◽  
Learning Trajectories ◽  
Early Childhood Mathematics ◽  
Teacher Noticing ◽  
Mathematics Classrooms ◽  
New Framework

In this chapter, the authors propose a re-imagined framework for formative assessment that weaves professional teacher noticing with the use of learning trajectories and photographs. Photographs can be used to capture “disappearing data” in early childhood mathematics classrooms as a way of documenting children's mathematical thinking and used in data analysis for formative assessment. A case study, including a series of photographs of a single child's work on a one more/one less task is used to demonstrate the ways in which this new framework can be used as part of a coaching cycle aimed at improving formative assessment. The coach supports the teacher in using photographs to document student thinking; employing professional noticing coupled with learning trajectories to identify where the student's work is along the Base 10 progression of counting; and synthesizing noticings and trajectories to plan instructional next steps. Implications for both teaching and research are identified and explored.

ARE PARENTS' AND CHILDREN'S THINKING STYLES RELATED?

2003 ◽  
Vol 93 (6) ◽  
pp. 617 ◽  
Author(s):  
LI-FANG ZHANG
Keyword(s):  
Thinking Styles ◽  
Children’S Thinking

Leisure-Time Music Activities from the Perspective of Musical Agency

2017 ◽  
Author(s):  
Sidsel Karlsen
Keyword(s):  
Music Education ◽  
Leisure Time ◽  
Learning Trajectories ◽  
Binary Opposition ◽  
Sociology Of Music ◽  
Music Production ◽  
Music Consumption ◽  
Musical Taste ◽  
Specific Concept ◽  
Music Activities

This chapter aims to understand the phenomenon of leisure-time music activities from the perspective of musical agency. It explores how individuals’ and groups’ recreational practices involving music can be seen as a means for expanding their capacities for acting in the lived-in world. The exploration proceeds through theoretical and experiential accounts. It first draws on literature from general sociology, music sociology, and the sociology of music education in order to elaborate on the broader notion of agency, as well as the more field-specific concept of musical agency. It then explores various music-related agency modes through narrating the author’s own experiences of participating in, leading, and observing leisure-time music activities. The chapter aims to dissolve the binary opposition between recreational music production and music consumption. It argues that the two poles instead can be understood as inseparably intertwined venues for the constitution of agency, musical taste and music-related learning trajectories.

Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video

2020 ◽  
pp. 002248712093954
Author(s):  
Karl W. Kosko ◽  
Richard E. Ferdig ◽  
Maryam Zolfaghari
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Virtual Reality ◽  
Future Research ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Novel Technology

Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.

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