Connie Hvidsten is a science educator at BSCS. She facilitates analysis-of-practice through BSCS video-based programs for both preservice and inservice teachers. She designed portions of the methods course for pre-service teachers based on the conceptual framework guiding the BSCS analysis-of-practice programs, and writes curriculum using the conceptual framework and strategies for grades K–8.
Betty Stennett is a science educator at BSCS. She facilitates analysis-of-practice through BSCS video-based programs with preservice and inservice teachers in both face-to-face and online settings, and writes curriculum using the conceptual framework and strategies for grades K–12.
Deborah Roberts-Harris is a faculty member at the University of New Mexico, College of Education. She uses the ViSTA Plus methods course in her elementary methods course and is a partner with BSCS in the researching the impact of the ViSTA Plus program on teacher learning from pre-service through the first year of teaching.
Maximum Attendance: 40 – 60
Session Focus and Relevance
This interactive workshop will develop participants’ expertise in designing, implementing, and studying videocase-based, analysis-of-practice experiences to support the kinds of teacher learning needed to prepare new science teachers and current science teachers to reach the vision of the Next Generation Science Standards (NGSS) (NGSS Lead States 2013). This “how to” session will draw from an extensive line of research and development (Roth, et al., 2011, Roth et al., 2015) that examines the impact of videocase-based analysis-of-practice learning experiences on both teacher and student learning in various contexts: elementary and high school settings; face-to-face, online, and blended settings; preservice methods course instruction and support through induction. Participants will engage in a key component of the videocase-based, analysis-of practice approach, video analysis of classroom science teaching and learning through the lens of a research-based conceptual framework that focuses on a small set of carefully selected teaching strategies. Participants will also examine research findings and resources from a 10-year line of research that shows significant impact on student learning, teacher content learning, teacher PCK, and teacher practice. Participants will leave with access to a suite of tools and resources for implementing videocase-based analysis of practice learning experiences appropriate for pre-service and inservice contexts.
This session will be of interest to ASTE members engaged in science teacher education for preservice, induction, and inservice teachers. While the videocase examples used in the session will focus on elementary instruction, we will highlight ways the model is currently being expanded for use with secondary teachers. The session will also be of interest to researchers interested in developing lines of research relating teacher learning of science content and science teaching PCK with student learning outcomes.
Learning Objectives and Instructional Strategies
By participating in this workshop, attendees will:
1. Increase their understanding of the structure, substance and resources used in videocase-based, analysis-of-practice programs for inservice and preservice teachers designed with a coherent theory of teacher learning and centered in a research-based conceptual framework.
2. Increase their awareness of a 10-year line of research and development, and knowledge about issues to consider in planning for such lines of work.
To reach these goals workshop leaders will provide an overview of the BSCS’ videocase-based, analysis-of-practice line of research as well as a the key findings and features of the programs that have been shown to impact teacher and student learning in different contexts (inservice, preservice, different grades levels, online/face-to-face/blended). Participants will experience the approach from the perspective of a learner by
• exploring the purposes and key features of three strategies highlighted in the program’s conceptual framework,
• analyzing the use of these three strategies in classroom video using one of the program resources, a Lesson Analysis Protocol,
• sharing and discussing their analysis of the classroom clip in facilitated small groups and whole group discussion.
In order to judge the effectiveness of the workshop at meeting these objectives, presenters will provide the opportunity to ask questions about the various programs and the 10-year line of research and provide an opportunity for written reflection at the end of the workshop.
Outline of Workshop Agenda (180 minutes)
Time Content Description
15 min Opening
• Welcome and introductions
• Participant interests related to workshop
Introduce the goals and agenda of the workshop and provide an opportunity for ASTE members to introduce themselves and their connections to the goals of the workshop.
30 min Overview
• Line of research
• The structure and substance of the programs
• Goals and results
• Comparison of various audiences and modes of delivery in program variations
Provide an overview of BSCS’ videocase-based analysis-of-practice line of research as well as a description of the foundational PD program and variations.
85 min Video Analysis : Teacher Practice and student thinking
• Analysis based on selected strategies from the conceptual framework
Participants will study three of the strategies highlighted in the conceptual framework. They will use this knowledge to analyze the use of these strategies in classroom video using a Lesson Analysis Protocol to share and discuss findings in facilitated small groups and to negotiate findings in whole group.
20 min Focus on ViSTA Plus:
• Turning preservice education “upside down”
• Opportunities and challenges encountered while enacting the program at University of New Mexico
Workshop leaders will highlight how the ViSTA Plus program addresses the NCATE (2010) recommendations and describe the successes and challenges experienced at one of the partner universities where we are conducting our research.
20 min Questions about the program and the line of research
10 min Closing (Next Steps)
• Available resources (online website)
• Contact information
Materials available to participants:
1. Summary of line of research
• PD programs
• Research questions
• Research designs
• Research findings
2. Program resources
• STeLLA Strategies Booklet (review copy only)
• Strategy Summary Chart
• Lesson Analysis Protocol
Rationale and Interest to ASTE Members
The vision for science teaching and learning embodied in the Next Generation Science Standards (NGSS Lead States, 2013) puts the need for effective preservice programs and professional development clearly in the spotlight. Teachers will require support to develop the knowledge, abilities, and habits of mind necessary to lead learning at the intersection of the three dimensions of the NGSS and the Common Core (Reiser, 2013). The Framework for K-12 Science Education (NRC, 2012) emphasizes that successful implementation of the NGSS requires teachers to have strong a understanding of: a) the scientific ideas and practices they are expected to teach, b) the initial ideas students bring to school and how they may best develop understanding, and c) science-specific PCK with the intent of improving student learning.
While a number of studies have identified the characteristics of effective programs, few studies examine the impact of teacher learning on student outcomes (Wilson, 2013; Little, 2011; Desimone, 2009; Yoon et al., 2007). Even fewer studies rigorously examine the effectiveness of a program in a variety of contexts.
The conceptual framework undergirding the program was conceived by Dr. Kathleen Roth and her colleagues at Lesson Lab Research Institute as an outgrowth of the 1999 TIMSS video study, the findings from meta-analysis of research on teaching and learning (Bransford, et. al., 1999), and other studies calling for coherence in science instruction and a focus on student thinking to promote student learning (Kali, et al., 2008; NRC, 2007). The inservice PD program was predicated on the call for creating opportunities for teachers to collaborate on improving their practice and of situating these learning opportunities in the everyday practice of teaching (Ball & Cohen, 1999; Putnam & Borko, 1997). The current iteration of the preservice program was built on recommendations from the National Council for Accreditation of Teacher Education (NCATE, 2010) for turning the teacher preparation curriculum “upside down” by embedding preservice teacher learning in authentic practice from the very beginning of their program. One product of this phase of research and development was a conceptual framework of strategies organized into two lenses—the Student Thinking Lens and the Science Content Storyline Lens. Teachers learn to analyze and enact science teaching that addresses these two lenses through in-depth study and practice centered on a small, focused set of potentially high-leverage science teaching strategies (Ball, Sleep, Boerst & Bass, 2009; Smith & Stein, 2011, Windschitl et al., 2012).
Major activities of the Program designed for both preservice and inservice engage teachers in:
• Analyzing prepared videocases (e.g., video, student work, assessment results) using the conceptual framework and a Lesson Analysis Protocol
• Scaffolded use of the conceptual framework using provided lessons highlighting the lenses and strategies
• Analyzing video, student work, and assessment results of participating teachers
• Content deepening that is tightly linked to the videocases, the video analysis work, and the model lesson plans
• Collaboratively planning lessons based on the conceptual framework and implementing them with students in the classroom
Since its development, the conceptual framework and analysis-of-practice PD program have been (or are being) tested in six variations as BSCS works with teachers and leaders to move science teaching and learning toward the NGSS vision. Projects in this line of research use both quasi-experimental and randomized control trial designs. All of them include a focus on teacher and student learning. In addition to assessing teacher and student content knowledge, the projects have studied teachers’ pedagogical content knowledge (PCK) and their teaching practice. One of the recently completed analysis-of-practice programs in this line of research yielded significant impact on student learning within a one-year time frame and significantly greater impact on student learning than a rigorous content deepening professional development program of the same duration. Preliminary results show significant impacts in both teacher learning, and science learning gains for students of teachers participating in these programs. By analyzing the relationships between teachers’ use of these particular strategies and their students’ learning, this research is contributing to our knowledge base about high-leverage science teaching strategies.