Match PLC artifacts and norms to the intended object, and treat collaboration norms as a prerequisite object where collaboration is unfamiliar¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review's findings assist designers and organisers in making informed decisions about PLC in mathematics. Because "the artifacts used were selected depending on the object", designers should choose artifacts — video clips, rich mathematical problems, lesson plans, student data, structured questions — that fit the intended object, and establish norms of trust, open communication and attention-direction before critical inquiry. Where teachers are unaccustomed to collaborating, as in the Iranian and Chinese studies reviewed, developing norms for collaboration should be treated as a major object preceding others.

Design Implications¶

Context¶

Requirements¶

• A teacher leader to plan and guide the work, keep the focus, deepen discussion, and establish norms that facilitate productive discussions

Constraints¶

• Productive norms develop over time and are challenging to establish; teachers are unaccustomed to analysing classroom data and need time to develop this ability

Target Learners¶

• in-service primary, elementary, and secondary mathematics teachers

Target Learning Goals¶

• collaborative inquiry into and development of mathematics teaching practice

Affordances¶

• Three Activity Systems Plc Mathematics

Related Strategies¶

Examples¶

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Key Sources¶

• Harvey, F., & Teledahl, A. (2022). Characteristics of Professional Learning Communities in Mathematics: A Systematic Review. Mathematics Teacher Education and Development, 24(1), 72–95. https://eric.ed.gov/?id=EJ1361397