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Designing, facilitating, and scaling-up video-based professional development: supporting complex forms of teaching in science and mathematics.

ABSTRACT: This special issue brings together four effective video-based professional development programs-two in mathematics and two in science-that use classroom videos as the centerpiece of their efforts and have "scaling up" as their goal. In each paper, the authors surface their design considerations for creating scalable and sustainable video-based professional development interventions, including the challenges and successes they have experienced. The papers also emphasize the role of professional development facilitators in the scalability and sustainability of their programs and how best to support this emerging class of education professionals. This introductory paper situates these papers within the current literature on the design and facilitation of video-based professional development programs.

SUBMITTER: Tekkumru-Kisa M

PROVIDER: S-EPMC6310378 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Designing, facilitating, and scaling-up video-based professional development: supporting complex forms of teaching in science and mathematics.

Tekkumru-Kisa Miray M Stein Mary Kay MK

International journal of STEM education 20171120 1

This special issue brings together four effective video-based professional development programs-two in mathematics and two in science-that use classroom videos as the centerpiece of their efforts and have "scaling up" as their goal. In each paper, the authors surface their design considerations for creating scalable and sustainable video-based professional development interventions, including the challenges and successes they have experienced. The papers also emphasize the role of professional d ...[more]

PMID: 30631683

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Project description:BackgroundRecent transformative changes in science education require new learning opportunities for teachers-opportunities that include rich images of classroom enactment of the reform vision. One fruitful way for doing that is to use video clips of instruction.Teachers do not, however, learn how to improve their instructional practice from simply watching and reflecting on classroom videos. The videos need to be carefully selected and embedded in professional development in ways that-through facilitator-led, participant-centered discussion-can help teachers to notice and reason about important aspects of instruction and learning that occur in the video. Consistent with the recent efforts to identify planning and facilitation approaches that guide effective professional development (PD) programs, in this paper, we adapted the Five Practices Framework for orchestrating productive classroom discussions to describe how PD facilitators plan for and enact professional learning tasks to help science teachers learn within a video-based PD program. These practices include anticipating, sequencing, monitoring, selecting, connecting and two additional practices that set the stage for the five practices (i.e., setting goals and selecting tasks).ResultsOur analyses of the video-based discussions in the PD provide insights into how the facilitators engaged teachers in video-based conversations by using the practices of monitoring, selecting, and connecting. The monitoring moves, such as clarifying, countering, and redirecting, were used by the facilitator in nearly all the PD sessions. Similarly, selecting moves were used and were consistent with the goals of the PD. Finally, analysis of facilitators' and participants' connecting comments indicated their increased capacity to make connections to the bigger ideas of teaching science by maintaining the cognitive demand on students' thinking.ConclusionsThis paper provides elaborated descriptions of the five practices for planning and facilitating video-based PD and the ways in which they were enacted in a video-based PD program in science. In so doing, it proposes five practices as a guiding framework to support teachers' learning from videos. Overall, the study's results endorse the promise of a goal-driven, theory-informed design that foregrounds careful attention to teachers' thinking in ways that support their understanding of complex classroom interactions.

Project description:BackgroundStudies continually show benefits of active learning in college classrooms, yet it is difficult to get faculty to adopt these methods. Particularly challenging is the final step of the instructional change process, "refreezing," when after making initial changes in instructional methods, instructors decide whether to continue with new instructional methods or return to their previous methods. Though this stage is important, it is not well studied. Most available studies about ongoing support following professional development on teaching merely state that facilitators made an effort to offer support, or report how frequently participants engaged with online support mechanisms through counting postings on listservs or message boards. Such measures do not show evidence that participants actually received positive reinforcement or intellectual and emotional support, which are crucial to refreezing, nor do these frequency analyses help other professional developers learn how to create productive ongoing support mechanisms that yield high participant engagement.ResultsThis workshop for 35 college mathematics instructors used online and in-person communities to provide support to participants during the post-workshop period of "refreezing." Almost all workshop attendees participated in "e-mentoring" (94%), primarily through a productive, engaging group email listserv. By combining qualitative coding of message content with the techniques of social network analysis, we reveal how facilitators and participants on the group listserv provided intellectual and emotional support, as well as positive reinforcement through feedback loops. The analysis also shows how the facilitators made this a helpful group and maintained participant engagement through frequent encouragement, deliberate community building, and thoughtfully timed responses.ConclusionsThough many professional development workshops offer online support through email listservs, there is little evidence that these listservs successfully engage and support participants. Applying the analytic approach of social network analysis allowed us to model the conversation threads in one highly engaged and supportive listserv following a mathematics professional development workshop. This method revealed the processes of ongoing support in ways that traditional frequency-based analyses cannot. This method also revealed lessons for how other professional developers can create productive, helpful online support listservs. Since this is an innovative application of social network analysis, we describe the method in detail.

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Designing, facilitating, and scaling-up video-based professional development: supporting complex forms of teaching in science and mathematics.

Publications

Designing, facilitating, and scaling-up video-based professional development: supporting complex forms of teaching in science and mathematics.

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