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Transforming Mathematics Instruction pp 259–281Cite as

Facilitating Video-Based Professional Development: Planning and Orchestrating Productive Discussions

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Part of the book series: Advances in Mathematics Education ((AME))

Abstract

Video has become increasingly popular in professional development (PD) to help teachers both learn subject matter for teaching and systematically analyze instructional practice. Like other records of practice, video brings the central activities of teaching into the PD setting, providing an opportunity for teachers to collaboratively study their practice without being physically present in the classroom. In this chapter, we explore how video representations of teaching can be used to guide teachers’ inquiries into teaching and learning in an intentional and focused way. We draw primarily from our experiences developing and field-testing two video-based mathematics PD programs, Learning and Teaching Geometry (LTG) and the Problem-Solving Cycle (PSC), and preparing PD facilitators using those programs to lead video-based discussions. On the basis of evidence from these projects, we argue that PD leaders can guide teachers to examine critical aspects of learning and instruction through the purposeful selection and use of video footage. Furthermore, we use data from the LTG and PSC projects to build a chain of evidence demonstrating that video-based PD can support improvements in teachers’ mathematical knowledge for teaching, their instructional practices, and, ultimately, student learning.

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Notes

  1. 1.

    The LTG project is funded by the National Science Foundation (Award number DRL 0732757).

  2. 2.

    It is important to note that participants were not randomly assigned to condition. Comparison teachers were recruited with the intent of comparability to treatment teachers.

  3. 3.

    The iPSC project is funded by the National Science Foundation (Award number DRL 0732212).

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Author information

Authors and Affiliations

  1. Graduate School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA, 94305-3096, USA

    Hilda Borko & Charmaine Mangram

  2. Institute of Cognitive Science, University of Colorado Boulder, 1099 Fairway Ct., Boulder, CO, 80303, USA

    Jennifer Jacobs

  3. WestEd, 400 Seaport Court, Suite 222, Redwood City, CA, 94063-2767, USA

    Nanette Seago

Authors
  1. Hilda Borko
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  2. Jennifer Jacobs
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  3. Nanette Seago
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  4. Charmaine Mangram
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Corresponding author

Correspondence to Hilda Borko .

Editor information

Editors and Affiliations

  1. Department of Teaching, Learning and Culture, Texas A&M University, College Station, Texas, USA

    Yeping Li

  2. School of Education, University of Michigan, Ann Arbor, Michigan, USA

    Edward A. Silver

  3. Dept. of Mathematics, East China Normal University, Putuo, China

    Shiqi Li

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Borko, H., Jacobs, J., Seago, N., Mangram, C. (2014). Facilitating Video-Based Professional Development: Planning and Orchestrating Productive Discussions. In: Li, Y., Silver, E., Li, S. (eds) Transforming Mathematics Instruction. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-04993-9_16

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