Sherin, M. G., Linsenmeier, K., & van Es., E.A. (2009). Selecting video clips for teacher learning about student thinking. Journal ofTeacher Education, 60(3), 213-230.(ABSTRACT)(PDF)

Sherin, M. G., Russ, R., Sherin, B. L., & Colestock, A. (2008). Professional vision in action: An exploratory study. Issues in Teacher Education, 17(2), 27-46.(ABSTRACT)(PDF)

Brantlinger, A., & Sherin, M. G. (in press). Discussing discussion: A video club in the service of math teachers' National Board preparation. Teachers and Teaching: Theory and Practice. (ABSTRACT)(PDF)

Colestock, A. & Sherin, M. G. (2009). Teachers' sense-making strategies while watching video of mathematics instruction. Journal of Technology and Teacher Education, 17(1), 7-29.(ABSTRACT)(PDF)

Sherin, M. G & van Es., E. A. (2009). Effects of video club participation on teachers’ professional vision Journal of Teacher Education, 60(1), 20-37.(ABSTRACT)(PDF)

Linsenmeier, K., & Sherin, M. G. (2009). Selecting video clips of student mathematical thinking. Teaching Children Mathematics, 15(7), 418-422.(ABSTRACT) (PDF)

van Es, E. A. & Sherin, M. G. (2008). Mathematics teachers "learning to notice" in the context of a video club. Teaching and Teacher Education, 24, 244-276. (ABSTRACT) (PDF)

Linsenmeier, K., & Sherin, M. G. (2007). What?, Wow!, and Hmm: Video clips that promote discussion of student math thinking. Journal of Mathematics Education Leadership, 10(1),32-41. (ABSTRACT) (PDF)

Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.) Video research in the learning sciences (pp. 383-395). Hillsdale, NJ: Erlbaum. (ABSTRACT) (PDF)

van Es, E. A. & Sherin, M. G. (2006). How different video club designs support teachers in "learning to notice." Journal of Computing in Teacher Education, 22(4),125-135. (ABSTRACT) (PDF)

Brantlinger, A. & Sherin, M. G. (2006). Discussing Discussion: a video club in the service of national board preparation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. (ABSTRACT) (PDF)

van Es, E. A. (2006). Participants’ roles in the context of a video club. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. (ABSTRACT)(PDF)

Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education,13(3),475-491. (ABSTRACT) (PDF)

Sherin, M. G., & Han, S. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20,163-183. (ABSTRACT) (PDF)

van Es, E. A. (2004). Learning to notice: The development of professional vision for reform pedagogy. Unpublished doctoral dissertation. Northwestern University. (ABSTRACT) (PDF)

Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.) Using video in teacher education (pp.1-27). NY: Elsevier Science. (ABSTRACT) (PDF)

Sherin, M. G. (2004). Collaborating with colleagues in a video study group. ENC Focus Review, 11(3), 4-6.(ABSTRACT) (PDF)

Sherin, M. G. (2003). Using video clubs to support conversations among teachers and researchers. Action in Teacher Education, 4, 33-45. (ABSTRACT) (PDF)

Sherin, M. G. & van Es, E. A. (2003). A new lens on teaching: learning to notice. Mathematics Teaching in the Middle School, 9(2), 92-95. (ABSTRACT) (PDF)

van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596. (ABSTRACT) (PDF)

Sherin, M. G. (2001). Developing a professional vision of classroom events. In T. Wood, B. S. Nelson, & J. Warfield (Eds.) Beyond classical pedagogy: Teaching elementary school mathematics (pp. 75-93). Hillsdale, NJ: Erlbaum. (ABSTRACT) (PDF)

Sherin, M. G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38. (ABSTRACT) (PDF)

Frederiksen, J. R., Sipusic, M., Sherin, M. G., & Wolfe, E. (1998). Video portfolio assessment: Creating a framework for viewing the functions of teaching. Educational Assessment, 5(4), 225-297. (ABSTRACT) (PDF)

Abstracts

Sherin, M. G., Linsenmeier, K., & van Es., E.A. (2009). Selecting video clips for teacher learning about student thinking. Journal ofTeacher Education, 60(3), 213-230.(PDF)

Abstract: This study investigates mathematics teacher learning in a video-based professional development environment called video clubs. In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret signif- icant features of classroom interactions, as they participate in a video club. Analysis for the study is based on data from two year-long video clubs in which teachers met monthly to watch and discuss video excerpts from each others’ classrooms. Participating in a video club was found to influence the teachers’ professional vision as exhibited in the video club meetings, in interviews outside of the video club meetings, and in the teachers’ instructional practices. These results suggest that profes- sional vision is a productive lens for investigating teacher learning via video. In addition, this article illustrates that video clubs have the potential to support teacher learning in ways that extend beyond the boundaries of the video club meetings themselves.

Sherin, M. G., Russ, R., Sherin, B. L., & Colestock, A. (2008). Professional vision in action: An exploratory study. Issues in Teacher Education, 17(2), 27-46.(PDF)

Abstract: Given the current context of reform in the U.S today, the in-the-moment demands that mathematics teachers encounter have become increasingly great. Critical to managing these demands is what we call teachers’ professional vision — the ability to notice and interpret significant interactions in the classroom. Here we report on our attempts to employ a new technological solution to study professional vision. Specifically, we explore the use of a small video camera that can be worn by teachers in order to capture classroom events from their own perspective. We draw initial conclusions about the viability of the camera as a tool for studying teachers’ professional vision and offer insights concerning the nature of professional vision. The data for this study come from a pilot test of the camera on three occasions by a high school mathematics teacher in an urban school district.

Brantlinger, A., & Sherin, M. G. (in press). Discussing discussion: A video club in the service of math teachers' National Board preparation. Teachers and Teaching: Theory and Practice. (PDF)

Abstract: This paper does not yet have an abstract written for it.

Colestock, A. & Sherin, M. G. (2009). Teachers' sense-making strategies while watching video of mathematics instruction. Journal of Technology and Teacher Education, 17(1), 7-29. (PDF)

Abstract: Recent years have seen an increase in the use of video for teacher education and professional development accompanied by widespread recognition that in order to be beneficial, video must be used in activities that induce particular modes of inquiry. However, little is known about how teachers typically watch video. The present study investigates the use of five strategies that teachers use for making sense of classroom instruction that they have watched on video. Data was collected from 15 middle and high school mathematics teachers who watched four 3-8 minute clips of instruction and described what they had just viewed. Results indicate that teachers employ a variety of sense-making strategies while interpreting classroom video. Implications for teacher research and professional development are discussed.

Sherin, M. G & van Es., E. A. (in press). Effects of video club participation on teachers’ professional vision Journal of Teacher Education, 60(1), 20-37.(PDF)

Abstract: This study investigates mathematics teacher learning in a video-based professional development environment called video clubs. In particular, we explore whether teachers develop professional vision, the ability to notice and interpret significant features of classroom interactions, as they participate in a video club. Analysis for the study is based on data from two year-long video clubs in which teachers met monthly to watch and discuss video excerpts from each others’ classrooms. Participating in a video club was found to influence the teachers’ professional vision as it was exhibited in the video club meetings, in interviews outside of the video club meetings, and in the teachers’ instructional practices. These results suggest that professional vision is a productive lens for investigating teacher learning via video. In addition, this work illustrates that video clubs have the potential to support teacher learning in ways that extend beyond the boundaries of the video club meetings themselves.

Linsenmeier, K., & Sherin, M. G. (in press). Selecting video clips of student mathematical thinking. Teaching Children Mathematics, 15(7), 418-422. (PDF)

Abstract: Classroom video excerpts are often used to help preservice and practicing teachers explore students’ mathematical ideas. In this article, we describe several types of video clips that we have found to be particularly productive for this purpose.

Brantlinger, A. & Sherin. M. G. (2006). Discussing Discussion: a video club in the service of national board preparation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. (PDF)

Abstract: This paper examines a group of five secondary mathematics teachers who met sixteen times over a five-month period to watch and discuss video excerpts of their teaching. The explicit purpose of the meetings was to assist the teachers as they prepared video-based teaching portfolios for submission to the National Board for Professional Teaching Standards. Analysis reveals that the meetings served both as a place to vet potential video clips and as a place where the teachers engaged in intensive discussions about mathematical discourse. In particular, the teachers investigated three discourse-related themes, namely: (1) techniques for discourse facilitation, (2) contextual factors that support and constrain mathematical discourse, and (3) criteria for the evaluation of mathematical discourse. Analysis also highlights the ways in which teachers learned as a result of their conversations around video. This research adds to what we know about the role of video in teacher learning, and also provides insights into the ways in which preparing for National Board certification can provide professional development opportunities for teachers.

van Es, E. A. (2006). Participants’ roles in the context of a video club. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. (PDF)

Abstract: This study examines the roles that participants play in the context of a video club. Video clubs are professional development meetings in which teachers watch and discuss excerpts of video from their classrooms. In prior research (Author, 2004), I reported that, over the course of a video club, participants came to notice and interpret students’ mathematical thinking based on the events in the video segments. In this research, I adopt a situative perspective to identify key roles that participants played in the video club context. I then explore two of these roles in greater detail, Prompter and Critic, to understand the influence that teachers’ adopting these roles had on accomplishing the goals of the video club. Investigating the roles participants play in professional development can further our understanding of how teachers interact to influence one another’s learning and can inform the design of video-based professional development.

Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.) Video research in the learning sciences. Hillsdale, NJ: Erlbaum. (PDF)

Abstract: This paper introduces a framework for describing how teachers develop professional vision, that is, the ability to notice and interpret key features of classroom interactions, and the role that video can play in this process. In particular, the paper describes the processes of selective attention — how teachers decide what to pay attention to, and knowledge-based reasoning — how teachers reason about what they notice. The interaction between these two processes is also explored both at a narrow and at a broad time scale.

Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education,13(3), 475-491. (PDF)

Abstract: This paper examines how video can be used to help pre-service and in-service teachers learn to notice what is happening in their classrooms. Data from two related studies are presented. In the first study, middle-school mathematics teachers met monthly in a video club in which they shared and discussed excerpts of videos from their classrooms. In the second study, a group of pre-service high-school mathematics and science teachers used a new video analysis support tool called VAST to examine excerpts of video from their own and others’ classrooms. In both cases, there were changes over time in what the teachers noticed and in how they interpreted these events. This research adds to our theoretical understanding of the role of video in teacher education and also provides direction for the development of new forms of video-based professional development activities.

Sherin, M. G., & Han, S. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20,163-183. (PDF)

Abstract: This paper examines one model of professional development, the use of video clubs in which groups of teachers watch and discuss videotapes of their classrooms. Specifically, the paper investigates the learning that occurred as four middle-school mathematics teachers participated in a year-long series of video club meetings. Over time, discourse in the video clubs shifted from a primary focus on the teacher to increased attention to students’ actions and ideas. In addition, discussions of student thinking moved from simple restatements of students’ ideas to detailed analyses of student thinking. Furthermore, teachers began to reframe their discussions of pedagogical issues in terms of student thinking.

van Es, E. A. (2004). Learning to notice: The development of professional vision for reform pedagogy. Unpublished doctoral dissertation. Northwestern University. (PDF)

Abstract: Mathematics education reform emphasizes the creation of classroom environments in which teachers make pedagogical decisions in the midst of instruction based on the ideas that students raise. Although this vision is a compelling one, it is not without its difficulties. In particular, this view of teaching and learning requires that teachers develop new ways of noticing and interpreting classroom interactions. I borrow a term from Goodwin (1994), that of professional vision, and propose that teachers need to develop a professional vision of reform pedagogy. While practicing teachers are already skilled at noticing and interpreting classroom interactions, the reform rhetoric suggests that teachers need to learn to notice new things and do so in new ways. This dissertation addresses the following questions: (a) What is professional vision for reform teaching? (b) How does professional vision for reform teaching develop? and (c) What types of professional development environments support the development of professional vision?

These questions are investigated in the context of a video club. A video club consists of a group of teachers who come together to watch and discuss excerpts of video from their classrooms. A year-long case study of one video club was undertaken at an urban elementary school. Data analysis reveals that the teachers who participated in the video club developed in their noticing along three distinct paths - Direct, Cyclical, and Incremental. Furthermore, the teachers adopted multiple roles as they learned to notice. Two of these roles, the Prompter and Critic, were the focus of detailed analysis.

The findings from this study have implications for research on teacher cognition. First, these findings reveal that learning to attend to students’ mathematical thinking can take different forms for different teachers. Second, understanding the roles that participants adopt in this context helps to explain how teachers shape their own learning. These ideas also have implications for the design of professional development. Specifically, they suggest that video-based professional development should scaffold teachers’ learning in different ways over time and provide opportunities for teachers to play a role in facilitating their own learning.

Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.) Using video in teacher education (pp.1-27). NY: Elsevier Science. (PDF)

Abstract: This chapter examines the role that video has played since its introduction to teacher education in the 1960s. The chapter first reviews several leading innovations that have been popular across the last forty years. I then argue that in the past, teacher education has not always capitalized on the features of video that make it particularly useful for teachers. To address this issue, I introduce three affordances of video that should be considered when designing video-based activities for teachers. To conclude, I point to several programs that leverage these affordances and that I recommend we investigate for the future.

Sherin, M. G. (2004). Collaborating with colleagues in a video study group. ENC Focus Review, 11(3), 4-6.(PDF)

Abstract: Middle-school mathematics teachers draw on their own expertise as they analyze videos of their classroom practice.

Sherin, M. G. (2003). Using video clubs to support conversations among teachers and researchers. Action in Teacher Education, 4, 33-45. (PDF)

Abstract: This paper examines how video clubs — ongoing group meetings to discuss videotapes of classroom instruction — can support the development of productive conversations among teachers and educational researchers. A series of six video clubs were analyzed in which two high-school mathematics teachers met with a researcher from a local university to discuss excerpts of videotapes from the teachers’ classrooms. Analysis of the data illustrates the complementary character of expertise brought by the teachers and the researcher to the video club meetings, and how this helped to shape the understandings of all participants of what took place in the classroom. In addition, the analysis reveals how shifts in participants’ roles over the course of the video club provided important opportunities for both the teachers and the researcher to learn new practices.

Sherin, M. G. & van Es, E. A. (2003). A new lens on teaching: learning to notice. Mathematics Teaching in the Middle School, 9(2), 92-95. (PDF)

Abstract: This article presents the experiences of three teachers as they “learn to notice” classroom interactions. Reflective prompts are described to help the reader consider new ways to notice what is happening in their own classroom.

van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596. (PDF)

Abstract: Mathematics and science education reforms encourage teachers to base their instruction in part on the lesson as it unfolds in the classroom, paying particular attention to the ideas that students raise. This ability to adapt instruction in the moment requires that teachers be able to notice and interpret aspects of classroom interactions that are key to reform teaching. This paper defines what it means to “notice” in the context of reform and describes a multimedia tool designed to help teachers learn to do so. The authors then report on a study in which six mathematics and science teachers seeking secondary teaching certification used the software to examine teaching. The results suggest that use of the software helped the teachers to develop new ways to analyze instruction. Specifically, the teachers began to identify particular events in their classroom interactions as noteworthy, to more frequently use specific evidence to discuss these events, and to provide their own interpretations of these events. This research adds to our understanding of teacher cognition and also has implications for those who are designing and implementing teacher education in the context of reform.

Abstract: This chapter discusses the development of a researcher’s and a teacher’s professional vision of classroom events. In both cases, video served as an important catalyst for changes in professional vision. Three factors that contribute to the development of professional vision of classroom events are also explored: (a) one’s role in the classroom, (b) the medium through which a classroom is observed, and (c) the strategies used to interpret the practice.

Sherin, M. G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38. (PDF)

Abstract: Through video clubs, teachers gain opportunities to investigate their teaching practices and to better understand what is happening in their classrooms.

Abstract: The goal in this work was to study how a professional assessment of teaching can be developed that will have a positive impact on the professional development of teachers who participate, either as candidates or evaluators. Our hypothesis was that such a positive impact depends upon two factors: on teachers developing a socially shared language of practice for describing important functions of classroom teaching, and on their using this language in discussion videos of teaching covering a wide range of classroom situations. Our focus was on constructive an interpretive framework (and criteria) that could serve as this language of practice. We present psychometric and semantic analyses showing that teachers are consistent in observing these functions of teaching and in using their observations to evaluate teaching in a variety of classroom contexts. We also present qualitative evidence showing how participating in collaborative video analysis or in scoring video portfolios benefits teachers in improving their professional practice.