Archived November Seminar:
Leading a whole class discussion
Magdalene Lampert, Jesse Solomon, and Julie Sloan from Boston Teacher Residency along with Lisa Barker from State Uuniversity of New York New Paltz discussed their organizations' pedagogy and content to teach novice teachers how to lead a whole class discussion.
Material from (powerpoint presentations and handouts) the Boston Teacher Residency and SUNY New Paltz are available below:
Wednesday, November 14, 2012
4:10pm - 6:00pm
- Magdalene Lampert
Senior Advisor, BPE
- Jesse Solomon
Executive Director, BPE
- Julie Sloan
Clinical Teacher Educator (English Language Arts), BPE
- Lisa Barker
Assistant Professor of Secondary Education, SUNY New Paltz
- Senior Advisor, BPE
Magdalene Lampert is Senior Advisor to BPE, where she does design and development work for the Boston Teacher Residency and the Dudley Street Neighborhood Charter School. Her focus is on building Instructional Guidance Systems to support teaching and teacher education. Lampert is also Principal Advisor to the Accessing Algebra through Inquiry Project at New Visions for Public Schools in New York City. At the University of Michigan, Lampert holds the George Herbert Mead Collegiate Chair in Education. She has taught in the doctoral programs in the teaching and teacher education and mathematics education concentrations. Her research has focused on understanding and portraying the world of classroom practice to the academic community, providing images of practice that make the proposed reforms in mathematics education concrete, and experimenting with interactive multimedia tools for both analyzing and representing the work of teaching.
In 2001, Lampert published Teaching Problems and the Problems of Teaching with Yale University Press. Her article “When the Problem is not the Question and the Solution is not the Answer: Mathematical Knowing and Teaching” was included in Classics in Mathematics Education Research published by the National Council of Teachers of Mathematics. She is an AERA Fellow and a Fellow of the National Academy of Education. She has been recognized for Exemplary Research in Teaching and Teacher Education by Division K of the American Educational Research Association and was awarded the Raymond B. Cattell Early Career Award for Programmatic Research by the American Educational Research Association in 1991.
- Executive Director, BPE
Jesse Solomon, Director of the Boston Teacher Residency has taught middle and high school math for 10 years at the King Open School in Cambridge, Brighton High School, and City on a Hill Public Charter School, where he was a founding teacher, lead teacher for curriculum and instruction, and a member of the board of directors. While at City on a Hill, he founded the Teachers Institute, a school-based teacher preparation program. He has been an instructor at the Harvard Graduate School of Education and is a National Board-certified teacher. Mr. Solomon holds a B.S. in mathematics from MIT and an M.Ed. from the Harvard Graduate School of Education.
- Clinical Teacher Educator (English Language Arts), BPE
Julie Sloan is a National Board certified teacher in teaching English Language Arts to adolescents and young adults. She has served as an induction coach and instructor with Boston Teacher Residency for several years before becoming a Clinical Teacher Educator. She is a former English language arts teacher having taught ten years mainly in the Los Angeles Unified School District and at the McCormack Middle School in Boston. Currently, she supports teacher residents and graduates in their coursework and teaching.
- Assistant Professor of Secondary Education, SUNY New Paltz
Lisa Barker is an Assistant Professor of Secondary Education at the State University of New York at New Paltz, where she teaches courses on English education, the teaching of writing, and teaching through discussion. She received her PhD in Curriculum and Teacher Education from Stanford University and her MA in Educational Theatre from New York University. The 2011 Winifred Ward Scholar, Lisa conducts research on pre-service English education, teacher professional development, and the role of educational theatre in teacher learning. Her dissertation, entitled “Under Discussion: Improvisational Theatre as a Tool for Improving Classroom Discourse,” examined how high-school English and history teachers learn to engage in the difficult work of orchestrating whole-class discussions and the extent to which teacher training in improv theatre influenced the quality of classroom talk. Prior to her work with SUNY New Paltz, Lisa taught with the Stanford Teacher Education Program and the Center to Support Excellence in Teaching and performed with the Stanford Improvisors and children’s theatre companies such as Barrel of Monkeys in Chicago and the Story Pirates in New York. Lisa began her career as an English, reading, and drama teacher at James Lick High School in San Jose, California.