Lesson Plan for Activity 1

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Summary of Activity 1: Analyzing Video Cases

Prospective teachers analyze multiple video cases attending to specific foci – the teaching, student learning, the task, and power and participation patterns. Typically, our first video case has been the Marshmallow video case (Annenberg Foundation, 2013). This first enactment of the video case activity happens relatively early in the semester – often during the first or second class of the course. Other video cases are selected by the methods instructors based on course needs. One recommendation is for the final video case to be an analysis of the Questioning Data video (Annenberg Foundation, 2013). Another nice option is to revisit the Marshmallow video again at the end of the semester. Analyzing video cases from different lenses allows prospective teachers to begin to see what it might mean to be elicit and build on children’s multiple mathematical knowledge bases in instruction and supports prospective teachers in moving away from only looking at teaching to consider mathematics teaching and learning issues such as the role of the task, student learning, and power and participation patterns.

HANDOUTS Download includes:

  • CP 1 – Introducing the Lenses
  • CP 2 – Video Case Discussion Guidelines
  • CP 3 – Teaching Lens
  • CP 4 – Learning Lens
  • CP 5 – Task Lens
  • CP 6 – Power and Participation Lens
  • CP 7 – Types of Teacher Moves, Prompts, Questions, and Responses
  • CP 8 – Description of Videos Used in TEACH Math Video Analysis Activity

    • Launch

    First enactment: The launch for this activity consists of two components: (a) a brief overview by the instructor about the video case analysis that will be occurring over time in the course and (b) a quick examination of a central question from each of the four lenses.

    Subsequent enactments: The launch for this activity consists of prospective teachers taking time to review the lenses that will be the focus of the enactment. This might be initially done outside of class with a follow-up review in class, or entirely in class.


    Explore

    First enactment: The explore phase consists of prospective teachers viewing Annenberg’s Marshmallow video using their assigned focus question(s). After viewing the video, give prospective teachers a moment to jot down notes about what they noticed in the video based on their lens(es). Have them engage in discussion in their small groups about their responses to their prompts, and support prospective teachers in grounding their claims using evidence from the video.

    Subsequent enactments: The explore phase of this lesson consists of prospective teachers watching the video from the perspective of their assigned lens/prompt and discussing their analyses. Recall that for Video #2 and Video #3 we recommend focusing on only two lenses at a time as a class. Another option to consider is having students watch a video multiple times on their own before class so that they are familiar with the context before being assigned a particular lens.


    Summarize

    First enactment: Engage in a whole group discussion. One goal of this discussion is to help prospective teachers begin to understand the nature of the four lenses and distinctions between them.

    Subsequent enactments: Discuss the two lenses as a whole group in depth. Focus on how the lenses allow you to notice different things. After some discussion, facilitate a summary discussion using some or all of the prompts from the lesson plan.

    Goals for Analyzing Video Cases

    • see mathematics classrooms in more detail, suspend everyday interpretation, and learn to look for patterns that otherwise may go unnoticed at a conscious level.
    • identify and analyze aspects of mathematics teaching and learning reflective of eliciting and building on children’s multiple mathematical knowledge bases.

     

    Activity 2 Activity 3 Activity 4