CAREER: Noticing and Using Students' Prior Knowledge in Problem-based Instruction
University of Illinois Urbana-Champaign
CAREER: Noticing and Using Students’ Prior Knowledge in Problem-Based Instruction
NSF Award #: 1253081
Our project investigates the components of a professional development intervention that enhance teachers’ attention to students’ prior knowledge in high-need schools. The project examines how to combine animations and videos of classroom instruction to help teachers learn to notice students’ prior knowledge and also to perform teaching actions to use that prior knowledge in problem-based instruction. The ultimate goal of the project is to create a professional development framework. The framework will specify the resources and activities that increase teachers’ capabilities to teach in ways that improve students’ learning opportunities through attention to student thinking. The activities include a modified version of Lesson Study and a video club for engaging geometry teachers in a teacher learning community over two years. The teachers collaborate in planning, implementing, and analyzing geometry lessons aligned with the Common Core Standards. The professional development intervention supports teachers’ effective implementation of problem-based instruction in their own classrooms.