1. Transition Math Project Fall Workshop Retreat Case Writing as Tool for Math Teacher Professional Development Rainbow Lodge, Mt. Si, WA November 7, 2008 Katherine K. Merseth

2. What are Cases?? Cases are actual descriptions of real events presented for discussion within a professional development or teacher education setting. Cases are actual descriptions of real events presented for discussion within a professional development or teacher education setting. They are not “made-up.” They are not “made-up.” They are based on situations or concepts known to be challenging. They are based on situations or concepts known to be challenging.

3. Teacher Development through Cases and Case Discussions Rich Narratives based on real events in real schools and classrooms. Rich Narratives based on real events in real schools and classrooms. Reflect the complexities and dynamic nature of teaching and learning. Reflect the complexities and dynamic nature of teaching and learning. Math content present in all cases. Math content present in all cases. Focus on concepts considered “hard to teach” and “hard to learn.” Focus on concepts considered “hard to teach” and “hard to learn.” Provide opportunities to discuss mathematics, pedagogy, student thinking and school context. Provide opportunities to discuss mathematics, pedagogy, student thinking and school context.

4. Characteristics of Cases The Three C’s Complex Complex Constructivist Constructivist Collaborative Collaborative

5. Encourage multiple perspectives Encourage multiple perspectives Promote critical analysis and problem solving Promote critical analysis and problem solving Engage veterans and novices in the powerful exchanges Engage veterans and novices in the powerful exchanges Do not seek one ‘right answer.’ Do not seek one ‘right answer.’ Enable case reader to construct complex understanding Enable case reader to construct complex understanding Case Discussions as a Professional Development Tool

6. Approaches for Writing Find a powerful, engaging classroom situation that is rich with mathematical content and potentially challenging to teach Find a powerful, engaging classroom situation that is rich with mathematical content and potentially challenging to teach Collect information Collect information –Talk to colleagues –Observe in classes –Collect or imagine student dialogue

7. Dilemmas… are messy, complicated, and conflict- filled situations that require undesirable choices between competing, highly prized values that cannot be simultaneously or fully satisfied.” -- Larry Cuban, How can I fix it? p. 10

8. The Key Features of a Dilemma are Competing Prized Values Competing Prized Values Unattractive choices due to constraints (money, time, laws, cultural and political assumptions) Unattractive choices due to constraints (money, time, laws, cultural and political assumptions) Managed by “satisficing” (We satisfy by sacrificing—Hebert Simon) Managed by “satisficing” (We satisfy by sacrificing—Hebert Simon) Dilemmas are not solved, only managed Dilemmas are not solved, only managed Very reasonable people disagree Very reasonable people disagree

9. How Can Case Discussions be Important to Teacher Development? At the heart of educational practice is decision- making and action. Practitioners must choose and invariably these choices often involve competing values that need reflection and discussion At the heart of educational practice is decision- making and action. Practitioners must choose and invariably these choices often involve competing values that need reflection and discussion Framing classrooms challenges with colleagues can be extremely powerful Framing classrooms challenges with colleagues can be extremely powerful We are a can-do culture, and often simplistically frame a teaching challenge. “Well, just do this…” or “I always do that..” We are a can-do culture, and often simplistically frame a teaching challenge. “Well, just do this…” or “I always do that..” Cases provide a non threatening platform for an exchange of ideas Cases provide a non threatening platform for an exchange of ideas

10. Elements of good cases See the story as a web of decisions that will lead to consequences See the story as a web of decisions that will lead to consequences Decisions involve a protagonist who must analyze the situation, identify alternative courses of action, and do something— usually under pressure. Decisions involve a protagonist who must analyze the situation, identify alternative courses of action, and do something— usually under pressure. The story takes place in a complex, yet interesting context The story takes place in a complex, yet interesting context

11. Elements of good cases… A few key players are available to provide their points of view. They not only see things differently from the protagonist but they may present completely different accounts of the same event A few key players are available to provide their points of view. They not only see things differently from the protagonist but they may present completely different accounts of the same event They help enrich the description of the classroom event They help enrich the description of the classroom event

12. Elements of good cases… The story has one main decision point but several minor forks in the path that will influence the final decision. The story has one main decision point but several minor forks in the path that will influence the final decision. The events perplex the character who experiences them; the decision is not obvious The events perplex the character who experiences them; the decision is not obvious When analyzed the case events yield common rules of thumb that can apply to a variety of similar situations. When analyzed the case events yield common rules of thumb that can apply to a variety of similar situations.

13. Effective cases… Portray real people in moments of decision, faced with a need to take action and accept the consequences. Portray real people in moments of decision, faced with a need to take action and accept the consequences. Present enough material for student-readers to make imaginative reconstructions of the world in which the case events took place. Present enough material for student-readers to make imaginative reconstructions of the world in which the case events took place. Your objective is to find a provocative, puzzling story and recreate it for your readers. Make it come alive Your objective is to find a provocative, puzzling story and recreate it for your readers. Make it come alive

14. Encourage multiple perspectives Encourage multiple perspectives Are believable Are believable Promote critical analysis and problem solving Promote critical analysis and problem solving Engage readers in the powerful, sometimes emotional exchanges Engage readers in the powerful, sometimes emotional exchanges Do not seek to develop one ‘right answer’ or ‘one viewpoint’ Do not seek to develop one ‘right answer’ or ‘one viewpoint’ Enable collaborative problem solving Enable collaborative problem solving Good Cases…

15. Look at an Example The case is disguised but it describes essential characteristics “from life.” The case is disguised but it describes essential characteristics “from life.” Voice and dialogue are essential, because people’s characteristic phrasings, cadences, pauses, and hesitations give important clues to their ways of thinking. Voice and dialogue are essential, because people’s characteristic phrasings, cadences, pauses, and hesitations give important clues to their ways of thinking. Other elements that appear important…? Other elements that appear important…?

16. Elements of math cases Strong math content—topic that is known to be difficult to teach Strong math content—topic that is known to be difficult to teach Potential Ideas about how to approach topic exist Potential Ideas about how to approach topic exist Student work, dialogue, typicial confusions are included Student work, dialogue, typicial confusions are included Context in which case is placed is realistic and could be important to the teachers’ decisions about what to do Context in which case is placed is realistic and could be important to the teachers’ decisions about what to do

17. Starting the Process Generating content ideas… Generating content ideas… Offering what students often say… Offering what students often say… Thinking how teachers often respond… Thinking how teachers often respond…