Learning to Study Teaching: Using Classroom Data to Improve Instruction

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UCI School of Education Brownbag
Learning to Study Teaching: Using Classroom Data to Improve Instruction
Presented by Elizabeth van Es, Associate Professor
University of California, School of Education

Monday, April 3, 2017
12:00 – 1:00 pm
Education 2010
Open to the public

Abstract: This is the second of three brown bag sessions focused on teaching and learning in the School of Education. In this session, we will consider how we can use data from our own classrooms to study and improve our own teaching. We will use video and artifacts of student work as two examples and then collaborate with each other to discuss how we might use course assessments, student work, and/or classroom dialogue to study and improve instruction. This session will set us up for the third session that will use data from Dr. Rossella Santagata’s course as a case for studying teaching to improve.

Bio: Dr. van Es’ research interests include teacher thinking and learning and the design of pre-service teacher education and professional development. Her research is primarily concerned with how to support teachers in developing their noticing practices for ambitious teaching. In the context of recent reform efforts – Common Core State Standards and Next Generation Science Standards – her research examines student-centered practice, noticing of student thinking as it unfolds during instruction, and teacher use of student learning to inform next steps. She examines how studying video records of practice can support teachers in developing practices for attending to and interpreting student thinking while teaching. Currently, she is extending her research on teacher noticing to studies of exceptional equitable mathematics teachers. In collaboration with Dr. Victoria Hand and with support from the Spencer Foundation, she is examining how a group of secondary mathematics teachers promote achievement of students from non-dominant backgrounds. With colleagues at UCI, Beth has established the Center for Teacher Preparation and Professional Practice, bringing together faculty and graduate students on a regular basis to share research related to teacher thinking and learning. Dr. van Es earned her PhD in Learning Sciences from Northwestern University in 2004.

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