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Discussion is an important component of Common Core classrooms, yet little is known about how teachers learn to enact discussion nor how teacher education supports such learning. Eighteen preservice teachers (PSTs) analyzed contrasting cases of classroom discussion to collaboratively develop principles for effective class discussion. Pre- and post- reflections on video noticing tasks show a shift to greater noticing of student-related features after the activity. Analysis of partner discussions and PST-generated principles for discussion created during the activity show that PSTs engaged deeply with the ways in which ideas are built within discourse. Overall, this study highlights the potential of contrasting cases to prepare teachers for the complex task of orchestrating productive class discussions.