RECONCILING TENSIONS BETWEEN LECTURING AND ACTIVE LEARNING IN PROFESSIONAL LEARNING COMMUNITIES

Jason Cooper; Boris Koichu

RECONCILING TENSIONS BETWEEN LECTURING AND ACTIVE LEARNING IN PROFESSIONAL LEARNING COMMUNITIES

Jason Cooper, Boris Koichu

Department of Science Teaching

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Professional learning communities (PLCs) are considered an effective vehicle for teacher professional development, yet their emphasis on discussions-based learning practices may create tension with the expectation for growth of content knowledge. We have been leading a PLC of practicing and prospective heads of school mathematics departments, in which this tension was particularly salient. We investigate ways in which lectures and workshops conducted by content-experts can support the development of desirable PLC characteristics, rather than being at odds with them. Findings suggest that the tension can be reconciled by means of ongoing debriefings with a focus group comprised of the PLC participants, contributing to the careful design of community activity surrounding the expert-provided lectures.

Original language	English
Title of host publication	Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019
Editors	Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale, M. Graven, H. Venkat, A. Essien, P. Vale
Pages	169-176
Number of pages	8
Volume	2
State	Published - 2019
Event	43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 - Pretoria, South Africa Duration: 7 Jul 2019 → 12 Jul 2019

Publication series

Name	Proceedings of the International Group for the Psychology of Mathematics Education
Volume	2

Conference

Conference	43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019
Country/Territory	South Africa
City	Pretoria
Period	7/07/19 → 12/07/19

All Science Journal Classification (ASJC) codes

Mathematics (miscellaneous)
Developmental and Educational Psychology
Experimental and Cognitive Psychology
Education

Access to Document

https://www.researchgate.net/profile/Jason_Cooper6/publication/337946737_RECONCILING_TENSIONS_BETWEEN_LECTURING_AND_ACTIVE_LEARNING_IN_PROFESSIONAL_LEARNING_COMMUNITIES/links/5df75941299bf10bc35f15a9/RECONCILING-TENSIONS-BETWEEN-LECTURING-AND-ACTIVE-LEARNING-IN-PROFESSIONAL-LEARNING-COMMUNITIES.pdf

Cite this

Cooper, J., & Koichu, B. (2019). RECONCILING TENSIONS BETWEEN LECTURING AND ACTIVE LEARNING IN PROFESSIONAL LEARNING COMMUNITIES. In M. Graven, H. Venkat, A. A. Essien, P. Vale, M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019 (Vol. 2, pp. 169-176). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2). https://www.researchgate.net/profile/Jason_Cooper6/publication/337946737_RECONCILING_TENSIONS_BETWEEN_LECTURING_AND_ACTIVE_LEARNING_IN_PROFESSIONAL_LEARNING_COMMUNITIES/links/5df75941299bf10bc35f15a9/RECONCILING-TENSIONS-BETWEEN-LECTURING-AND-ACTIVE-LEARNING-IN-PROFESSIONAL-LEARNING-COMMUNITIES.pdf

Cooper, Jason ; Koichu, Boris. / RECONCILING TENSIONS BETWEEN LECTURING AND ACTIVE LEARNING IN PROFESSIONAL LEARNING COMMUNITIES. Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. editor / Mellony Graven ; Hamsa Venkat ; Anthony A Essien ; Pamela Vale ; M. Graven ; H. Venkat ; A. Essien ; P. Vale. Vol. 2 2019. pp. 169-176 (Proceedings of the International Group for the Psychology of Mathematics Education).

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title = "RECONCILING TENSIONS BETWEEN LECTURING AND ACTIVE LEARNING IN PROFESSIONAL LEARNING COMMUNITIES",

abstract = "Professional learning communities (PLCs) are considered an effective vehicle for teacher professional development, yet their emphasis on discussions-based learning practices may create tension with the expectation for growth of content knowledge. We have been leading a PLC of practicing and prospective heads of school mathematics departments, in which this tension was particularly salient. We investigate ways in which lectures and workshops conducted by content-experts can support the development of desirable PLC characteristics, rather than being at odds with them. Findings suggest that the tension can be reconciled by means of ongoing debriefings with a focus group comprised of the PLC participants, contributing to the careful design of community activity surrounding the expert-provided lectures.",

author = "Jason Cooper and Boris Koichu",

note = "Publisher Copyright: {\textcopyright} 2019 left to authors All rights reserved.; 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019 ; Conference date: 07-07-2019 Through 12-07-2019",

year = "2019",

language = "الإنجليزيّة",

isbn = "9780639821528",

volume = "2",

series = "Proceedings of the International Group for the Psychology of Mathematics Education",

pages = "169--176",

editor = "Mellony Graven and Hamsa Venkat and Essien, {Anthony A} and Pamela Vale and M. Graven and H. Venkat and A. Essien and P. Vale",

booktitle = "Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019",

}

Cooper, J & Koichu, B 2019, RECONCILING TENSIONS BETWEEN LECTURING AND ACTIVE LEARNING IN PROFESSIONAL LEARNING COMMUNITIES. in M Graven, H Venkat, AA Essien, P Vale, M Graven, H Venkat, A Essien & P Vale (eds), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. vol. 2, Proceedings of the International Group for the Psychology of Mathematics Education, vol. 2, pp. 169-176, 43rd Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2019, Pretoria, South Africa, 7/07/19. <https://www.researchgate.net/profile/Jason_Cooper6/publication/337946737_RECONCILING_TENSIONS_BETWEEN_LECTURING_AND_ACTIVE_LEARNING_IN_PROFESSIONAL_LEARNING_COMMUNITIES/links/5df75941299bf10bc35f15a9/RECONCILING-TENSIONS-BETWEEN-LECTURING-AND-ACTIVE-LEARNING-IN-PROFESSIONAL-LEARNING-COMMUNITIES.pdf>

RECONCILING TENSIONS BETWEEN LECTURING AND ACTIVE LEARNING IN PROFESSIONAL LEARNING COMMUNITIES. / Cooper, Jason; Koichu, Boris.
Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. ed. / Mellony Graven; Hamsa Venkat; Anthony A Essien; Pamela Vale; M. Graven; H. Venkat; A. Essien; P. Vale. Vol. 2 2019. p. 169-176 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Koichu, Boris

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AB - Professional learning communities (PLCs) are considered an effective vehicle for teacher professional development, yet their emphasis on discussions-based learning practices may create tension with the expectation for growth of content knowledge. We have been leading a PLC of practicing and prospective heads of school mathematics departments, in which this tension was particularly salient. We investigate ways in which lectures and workshops conducted by content-experts can support the development of desirable PLC characteristics, rather than being at odds with them. Findings suggest that the tension can be reconciled by means of ongoing debriefings with a focus group comprised of the PLC participants, contributing to the careful design of community activity surrounding the expert-provided lectures.

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BT - Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019

A2 - Graven, Mellony

A2 - Venkat, Hamsa

A2 - Essien, Anthony A

A2 - Vale, Pamela

A2 - Graven, M.

A2 - Venkat, H.

A2 - Essien, A.

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Cooper J, Koichu B. RECONCILING TENSIONS BETWEEN LECTURING AND ACTIVE LEARNING IN PROFESSIONAL LEARNING COMMUNITIES. In Graven M, Venkat H, Essien AA, Vale P, Graven M, Venkat H, Essien A, Vale P, editors, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 2019. Vol. 2. 2019. p. 169-176. (Proceedings of the International Group for the Psychology of Mathematics Education).

RECONCILING TENSIONS BETWEEN LECTURING AND ACTIVE LEARNING IN PROFESSIONAL LEARNING COMMUNITIES

Abstract

Publication series

Conference

All Science Journal Classification (ASJC) codes

Access to Document

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