Teacher Noticing and Leveraging of Student Thinking in Science Lessons and Debriefs of Classroom Videos

• In Event: Science Teaching and Learning: Student Discourse and Argumentation

Abstract

This study explores the ways in which experienced science teachers leverage student thinking when providing feedback to one another based on videos of their lessons. The data came from a professional development program on teacher leadership involving three cohorts of 20 teachers. Grounded in teacher noticing and situated perspective, we analyzed teachers’ lessons and the feedback provided by their peers. This paper focuses on our analysis of one lesson. Contrary to much of the feedback that mentioned student thinking, there were still many missed opportunities to attend to, interpret, and respond to student thinking. This study has implications for the design of professional development that focus on teachers’ in-the-moment noticing and leveraging of students’ thinking in science instruction.

Authors

• Alfred M Limbere, Montclair State University

• Mika Munakata, Montclair State University

• Emily J. Klein, Montclair State University

• Monica Taylor, Montclair State University