Professional Noticing: Learning to Teach Responsively

Autor/inn/en	Thomas, Jonathan; Fisher, Molly H.; Jong, Cindy; Schack, Edna O.; Krause, Lisa R.; Kasten, Sarah
Titel	Professional Noticing: Learning to Teach Responsively
Quelle	In: Mathematics Teaching in the Middle School, 21 (2015) 4, S.238-243 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Leitfaden; Unterricht; Lehrer; Teacher Effectiveness; Teaching Methods; Teaching Skills; Classroom Techniques; Teacher Student Relationship; Educational Practices; Teaching Models; Discussion (Teaching Technique); Mathematics Instruction; Teacher Competencies; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Lehrmodell; Mathematics lessons; Mathematikunterricht; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	In the buzzing activity of the mathematics classroom, teaching in a way that effectively responds to and furthers students' thinking can be quite challenging. Given that teachers' instructional decisions will directly influence students' learning, it is extremely important to develop the sorts of practices that lead to productive in-the-moment teaching choices. Teachers have the opportunity to engage in professional noticing in every instructional situation; however, this practice is more complex than merely observing students and their work. Jacobs, Lamb, and Philipp (2010) defined professional noticing as "a set of three interrelated skills: attending to children's strategies, interpreting children's understandings, and deciding how to respond on the basis of children's understandings" (p. 172). To emphasize each of the three interrelated skills, it is useful to slow down one's instructional thought process and consider them separately yet progressively. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01