IMPACT Live!

How do we as faculty promote shared instructional ownership in our classroom?

What instructional space qualities are observable and through systematic inspection can assist faculty and students in sharing instructional ownership?

 

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Dexter Lim
Graduate Research Assistant
University of Minnesota
Minneapolis MN
------------------------------

Thank you, Dexter, for posing this question. It reminds me how excited I am to return (post-pandemic) to classroom observations as a researcher!

I appreciate the description of Instructor-Student Continuum of Instruction in the framework you share. The idea that students also contribute to the development of mathematical ideas in the classroom is so important. This part of the framework points to how ownership for instruction is shared -- or not -- between an instructor and their students.

------------------------------
Ann Sitomer
Senior Researcher
STEM Research Center
Oregon State University
------------------------------

Original Message:
Sent: 05-03-2021 00:43
From: Dexter Lim
Subject: IMPACT in Action - Owning the Qualities of Mathematics Instruction: Identifying Key Student-Faculty-Content Interactions within the Community College Classroom

How do we as faculty promote shared instructional ownership in our classroom?

What instructional space qualities are observable and through systematic inspection can assist faculty and students in sharing instructional ownership?

 

------------------------------
Dexter Lim
Graduate Research Assistant
University of Minnesota
Minneapolis MN
------------------------------

Thanks, Ann. That's a great reminder that we all miss meeting face-to-face in a classroom to experience a more authentic human-to-human interaction that is hard to achieve in a virtual setting.

Through our research at AI@CC, we found a couple of instructors who attempted in sharing their instructional space (though not many) and were rated well using our framework. Through disseminating our research results at conferences and platforms such as AMATYC, we hope to encourage more instructors in sharing their instructional spaces to enrich the instruction and discussion of content in their classrooms. I believe that the EQIPM framework is a tool that will continue in bringing change in community college algebra classrooms.


------------------------------
Dexter Lim
Graduate Research Assistant
University of Minnesota
Minneapolis MN
------------------------------

Original Message:
Sent: 05-03-2021 17:48
From: Ann Sitomer
Subject: IMPACT in Action - Owning the Qualities of Mathematics Instruction: Identifying Key Student-Faculty-Content Interactions within the Community College Classroom

Thank you, Dexter, for posing this question. It reminds me how excited I am to return (post-pandemic) to classroom observations as a researcher!

I appreciate the description of Instructor-Student Continuum of Instruction in the framework you share. The idea that students also contribute to the development of mathematical ideas in the classroom is so important. This part of the framework points to how ownership for instruction is shared -- or not -- between an instructor and their students.

------------------------------
Ann Sitomer
Senior Researcher
STEM Research Center
Oregon State University

Original Message:
Sent: 05-03-2021 00:43
From: Dexter Lim
Subject: IMPACT in Action - Owning the Qualities of Mathematics Instruction: Identifying Key Student-Faculty-Content Interactions within the Community College Classroom

How do we as faculty promote shared instructional ownership in our classroom?

What instructional space qualities are observable and through systematic inspection can assist faculty and students in sharing instructional ownership?

 

------------------------------
Dexter Lim
Graduate Research Assistant
University of Minnesota
Minneapolis MN
------------------------------

Hi Ann and Dexter.  I really appreciate this framework and I also was drawn to the instructor-student continuum.  It strikes me that to do this successfully, instructors may need to begin their course in particular ways to set norms about ownership, participation, and classroom community.  Those norms would be reinforced throughout the semester, but I'm curious about those beginning of term routines and how they might be used to create an environment of shared instructional ownership.  Do either of you know of any studies of "first week of class" teaching practices?  It seems like when research does use classroom observation, we often just get a middle-of-semester slice.

------------------------------
Susan Bickerstaff
Community College Research Center
New York NY
(212) 678-3916
------------------------------

Original Message:
Sent: 05-03-2021 17:48
From: Ann Sitomer
Subject: IMPACT in Action - Owning the Qualities of Mathematics Instruction: Identifying Key Student-Faculty-Content Interactions within the Community College Classroom

Thank you, Dexter, for posing this question. It reminds me how excited I am to return (post-pandemic) to classroom observations as a researcher!

I appreciate the description of Instructor-Student Continuum of Instruction in the framework you share. The idea that students also contribute to the development of mathematical ideas in the classroom is so important. This part of the framework points to how ownership for instruction is shared -- or not -- between an instructor and their students.

------------------------------
Ann Sitomer
Senior Researcher
STEM Research Center
Oregon State University

Original Message:
Sent: 05-03-2021 00:43
From: Dexter Lim
Subject: IMPACT in Action - Owning the Qualities of Mathematics Instruction: Identifying Key Student-Faculty-Content Interactions within the Community College Classroom

How do we as faculty promote shared instructional ownership in our classroom?

What instructional space qualities are observable and through systematic inspection can assist faculty and students in sharing instructional ownership?

 

------------------------------
Dexter Lim
Graduate Research Assistant
University of Minnesota
Minneapolis MN
------------------------------

Hi Susan and Dexter,

I am not sure about any research on setting norms on the first day, or first week of class (we need this!), but there is an amazing video case of implicit norm setting on the first day of class. I have discussed this case with so many colleagues. What is so how powerful about this case is how instructional decisions we make on the first day of class relay a message about what it means to be a learner in a mathematics classroom.

Video Cases for College Math Instruction

Ann

------------------------------
Ann Sitomer
Senior Researcher
STEM Research Center
Oregon State University
Corvallis OR
------------------------------

Original Message:
Sent: 05-05-2021 14:23
From: Susan Bickerstaff
Subject: IMPACT in Action - Owning the Qualities of Mathematics Instruction: Identifying Key Student-Faculty-Content Interactions within the Community College Classroom

Hi Ann and Dexter.  I really appreciate this framework and I also was drawn to the instructor-student continuum.  It strikes me that to do this successfully, instructors may need to begin their course in particular ways to set norms about ownership, participation, and classroom community.  Those norms would be reinforced throughout the semester, but I'm curious about those beginning of term routines and how they might be used to create an environment of shared instructional ownership.  Do either of you know of any studies of "first week of class" teaching practices?  It seems like when research does use classroom observation, we often just get a middle-of-semester slice.

------------------------------
Susan Bickerstaff
Community College Research Center
New York NY
(212) 678-3916

Original Message:
Sent: 05-03-2021 17:48
From: Ann Sitomer
Subject: IMPACT in Action - Owning the Qualities of Mathematics Instruction: Identifying Key Student-Faculty-Content Interactions within the Community College Classroom

Thank you, Dexter, for posing this question. It reminds me how excited I am to return (post-pandemic) to classroom observations as a researcher!

I appreciate the description of Instructor-Student Continuum of Instruction in the framework you share. The idea that students also contribute to the development of mathematical ideas in the classroom is so important. This part of the framework points to how ownership for instruction is shared -- or not -- between an instructor and their students.

------------------------------
Ann Sitomer
Senior Researcher
STEM Research Center
Oregon State University

Original Message:
Sent: 05-03-2021 00:43
From: Dexter Lim
Subject: IMPACT in Action - Owning the Qualities of Mathematics Instruction: Identifying Key Student-Faculty-Content Interactions within the Community College Classroom

How do we as faculty promote shared instructional ownership in our classroom?

What instructional space qualities are observable and through systematic inspection can assist faculty and students in sharing instructional ownership?

 

------------------------------
Dexter Lim
Graduate Research Assistant
University of Minnesota
Minneapolis MN
------------------------------