1. PME 2012 - Taipei Rapid and Profound Change: two cases Peter Liljedahl

2. PME 2012 - Taipei History PME 2009 – short oral on the idea JMTE 13(5) – full article: 5 cases PME 2012 – 2 cases

3. PME 2012 - Taipei Changes in Teachers’ Practice action research (Jasper & Taube, 2004) lesson study (Stigler & Hiebert, 1999) communities of practice (McClain & Cobb, 2004; Wenger, 1998) collegial discourse about teaching (Lord, 1994)

4. PME 2012 - Taipei Changes in Teachers’ Practice Conclusions show that with time and continued intervention, support, and collaboration teachers can make significant and robust changes to their practice. RAPID and PROFOUND 48 CASES

5. PME 2012 - Taipei Methodology FACILITATOR & researcher DATA ANALYSIS FACILITATOR & researcher –noticing (Mason, 2002) DATA COLLECTION –interviews –school visits –observations –field notes –narratives (Clandinin, 1992) DATA ANALYSIS –grounded theoryish (Charmaz, 2006)

6. PME 2012 - Taipei Results Five Mechanisms of Change 1.conceptual change (n = 8) 2.accommodating outliers (n=6) 3.reification (n=12) 4.leading belief change (n=6) 5.push-pull rhythm of change (n=16)

7. PME 2012 - Taipei Results Five Mechanisms of Change 1.conceptual change (n = 8) 2.accommodating outliers (n=6) 3.reification (n=12) 4.leading belief change (n=6) 5.push-pull rhythm of change (n=16)

8. PME 2012 - Taipei Accommodating Outliers – the story of Mitchell middle school teacher for 8 years mathematics is a game with set rules and very clear outcomes mathematics is a collection of skills and facts he sees his job as assuring that each student learns these skills and facts students' role is to learn the material Mitchell is a traditional mathematics teacher

9. PME 2012 - Taipei Accommodating Outliers – the story of Mitchell less traditional in other subjects welcomes professional development opportunities –"on the right track" –"there are some really fun activities that I now do with my kids" –"completely pointless" AVOIDING ACCOMMODATION

10. PME 2012 - Taipei district learning team to create numeracy tasks –5 meetings –create definition of numeracy –create/revise tasks pilot test Accommodating Outliers – the story of Mitchell

11. PME 2012 - Taipei district learning team to create numeracy tasks –5 meetings –create definition of numeracy –create/revise tasks pilot test change between 2 nd and 3 rd meeting ACCOMMODATION Accommodating Outliers – the story of Mitchell

12. PME 2012 - Taipei Push-Pull Rhythm of Change – the story of Karen high-school teacher for 16 years practice best be described as meticulous builds her instruction around homework makes herself available to her students before school, after school, and at lunch pride in success with "challenging" students

13. PME 2012 - Taipei district learning team to create numeracy tasks –8 meetings –create definition of numeracy –create/revise tasks pilot test Push-Pull Rhythm of Change – the story of Karen

14. PME 2012 - Taipei district learning team to create numeracy tasks –8+ meetings –create definition of numeracy –create/revise tasks pilot test 3 rd meeting – revolt 4 th meeting – excited about changes needed Push-Pull Rhythm of Change – the story of Karen

15. PME 2012 - Taipei Push-Pull Rhythm of Change – the story of Karen Phase 1: exo-spection (x) Phase 2: eXo-spection (X) Phase 3: eNdo-spection (N) Phase 4: endo-spection (n) XN - 3 teachers xXN - 10 teachers xXNn - 3 teachers

16. PME 2012 - Taipei Conclusion not all change is the same new possibilities within both my practice I now question the assumptions upon which much of the professional growth literature has been predicated

17. PME 2012 - Taipei THANK YOU liljedahl@sfu.ca www.peterliljedahl.com/presentations