Day 2: Teacher PD notes
From Kaput Center Wiki
Participants:
- Walter Stroup
- Corey Brady
- Maria Blanton
- Donna Apple
- Arden Brookstein (sribe)
Summary:
Purpose of data is to make theoretical frameworks that celebrate the classroom and the mathematics and to make visible and available for use (to be replicated), both the lenses and the objects. These frameworks are centered on the group, in class, in math.
Enough diversity in the theoretical framework to make that framework relevant/ transparent/ useful to the viewer’s own practice.*
And we’re willing to be judged by that measure of relevance which is powerful affect.
Audience: teacher, researcher, etc.
The theoretical framework is not yet visible, not relevant, and not transparent to the classroom and to mathematics.
Notes:
Agenda: Goal of building power and efficacy for people who work in classrooms. One purpose is capturing for replication Other purpose is giving status and power to the approaches, to people who are committed to classrooms of mathematics.
Walter: agenda---in bed, in math, in class,--support vehicle of getting data of relevance to this conversation • Make visible and accessible the conversations about attending to what happens in the classroom that … is embedded in content; showing the actions have the consequences. • <in classrooms in math (the data that goes with this framework); as participating in content. > • Data is defined as the natural analogue to peoples white blood cell count. • In order to have this convo,
Corey: what kind of data will serve this agenda?
Walter: there is no data until we have a theoretical frame and a context that creates that data.
Walter: data, a kind of inscription that serves our purpose. Interactions of kind of data you collect related to theoretical framework, you cannot say you care until you can add “ in classrooms in mathematics”. There is an agenda here…..
Corey: it is important to get a statement that makes it clear who doesn’t have that framework that they don’t have that framework (self-awareness).
Walter: data doesn’t exist until you have a framework to apply it to.
Data means nothing without context
Walter: there is not data until there is a context for learning. …
Donna: didn’t hear Walter say, the analytic framework is that the data, in whatever form, of classrooms in math is visible, accessible and transparent. Wouldn’t the transparency be the analytical piece? In that everyone has the knowledge.
Walter: other people have different definitions of transparency.
Corey: Agenda: make theoretical framework a part of transparency palpable.
Walter: worry about word transparency.
Corey: what if it was possible to demonstrate the impact of having this theoretical framework? Showing you do/ don’t have it, what can you do if you have it? What can you do if you don’t?
Walter: framework---have 2-3 people analyze clip, and have a coding structure. Instances of interpreting data—making
Donna: concrete example that might work----doing work on helping people to look at student work, to analyze interpretation of student understanding. 150 samples to 14 samples; taped themselves on their take on the samples to share with teachers and identify what Donna and colleague looked for. 45-minute clip. Then had same student work, participants analyzed same samples. This was a framework to make thinking transparent and visible; how the data was selected, etc. gave participants to opportunity to validate what they’re thinking.
Corey:
Walter: Purpose of data is to make theoretical frameworks that celebrate the classroom and the mathematics visible and make visible and available for use (to be replicated) the utility, both the lenses and the objects. Remind people that they don’t go to data without a framework. • Highlights practicality of theory • It’s transparent in that ‘I know how to use what you do/ did’
Walter: I can use this framework to apply to Donna’s PD
Corey:
Donna: enactment of theoretical framework will be transparent.
Walter: I know how to take what she just did and instantiate tomorrow.
Corey: Patricia Ball.
Donna: key----making theoretical framework visible in order to make data transparent.
Maria: Relevance. It’s not just that you have data and interpret it in a way; it’s in the diversity of those frameworks that creates Making data relevant is having diversity of frameworks <need to add more>
WalteR: relevance in utility
Corey: need to identify what agreed upon valued objects, perspectives are.
Walter: These frameworks are centered on the group, in class, in math.
Donna: enough diversity in the frameworks to make relevance in one’s own practice (researcher/ admin/ teacher).
Corey: need to talk about measures of success in presenting, it’s extended version of choice-consequence. What are the things you can expect from using this framework in a way (?)
Walter: website; …
Donna: stating at the beginning how they intend to use the data/ how well we serviced their need.
Maria: foundational issues we should focus on are that currently we don’t do this.
Corey: theoretical frameworks that are present don’t represent our perspective. Theoretical frameworks are prior to data.
Corey: data….
Walter: positivism with the data. …Data with ‘lens’ is more helpful than 1’s and 0’s.
…
Corey: they way into making this social practice change is recognizing the cash value..critique We should….
Donna: diversity of framework: Maria’s work with early algebra
Corey: list some potential known artifacts of this kind.. Walter: what does early algebra look like
Theoretical framework: let people know how we see these things to help teacher make connection.
Walter: what people would take away—people would take away the framework, not the data that helped illustrate the framework. Agenda of data is to service that ability, that transparency. What is useful to teachers is ‘in classrooms in mathematics’.
Corey: skeptical of term ‘data’. Went from data sets, to video, etc.
Donna: diversity in data.
…
Corey: safe to ask questions what do you do tomorrow to make this real? How do you start on this, now that we understand the noble task.
Walter: build server…
Corey: share video; are there real barriers? Consent to make videos public?
Walter: biggest obstacle is positivity towards video (the whole thing is data)
Corey: we’ve identified a cultural problem, a barrier we have. We’ve also identified an approach to that problem. Any barriers to that approach?
Barrier: (Walter) are those people who say that they’re already doing this.
Corey: actions will show their incorrectness
Walter: pre-emptive assumption that that is already happening.
Corey: is there anything stopping you from starting work on this website tomorrow? Could start as a colloquium.
Watler: RFP—people would bring video and frameworks and drafts on analysis, with references for the rubric.
Donna: agreement with district to videotape
Walter: NSF
Maria: need $$$
Need summary that indicates this is what we’re doing, when, etc. needs to be specific.
Donna: need a sense of accomplishment; what do I want to do next?
Corey: in 2 months , I can nag people to get motivated!
Donna: to build into that framework the sense of power and efficacy for people who work in the classroom in mathematics.
Walter: metric—Roberta’s term of powerful affect. Measure of success would include the butting of heads; (to be provocative—Maria; we’re not looking for a neutral response here).
Watler: powerful affect between kids when teachers are not necessarily standing next to them.
Walter: made analogy between kids in classroom and still ‘being in the game’ to us and what happens after this conference---what will happen?!
Summary:
Purpose of data is to make theoretical frameworks that celebrate the classroom and the mathematics and to make visible and available for use (to be replicated), both the lenses and the objects. These frameworks are centered on the group, in class, in math.
Enough diversity in the theoretical framework to make that framework relevant/ transparent/ useful to the viewer’s own practice.*
And we’re willing to be judged by that measure of relevance, which is powerful affect.
Audience: teacher, researcher, etc.
The theoretical framework is not yet visible, not relevant, and not transparent to the classroom and to mathematics.
The purpose of the data is not what we’ve defined them to be.
Theoretical frameworks need to be transparent: • To do this: o Create a website/ server that asks people why they came to the site/ what their intentions are. o Provide video + analysis that demonstrates how someone has analyzed, and episode demonstrates the theoretical framework. o People take away this framework, not the data, that will aid in teachers making connections in mathematics classrooms.
Underlying culture problem viewing things that aren’t data and calling them data. Not just videotape, for example, but the cultural piece
Current approach that data is valuable;
Agenda: Goal of building power and efficacy for people who work in classrooms. One purpose is capturing for replication Other purpose is giving status and power to the approaches, to people who are committed to classrooms of mathematics.
A community of practice.
How is our answer in perspective of TPD? They shouldn’t be separated. →relentless notion that it has to come back to “in math in classrooms”***** (as how this relates to the agenda for data)
