Module Structure
VIM module design places a video clip at the center, or “in the middle,” of a professional learning experience as teachers take part in online mathematical problem solving, video analysis of classroom practice, and pedagogical reflection. Before and after teachers watch each clip, there are activities designed to ensure that the teachers engage deeply with the mathematics content and the focal instructional components. Each VIM module contains approximately two hours of learning time plus classroom application. Each VIM Module follows a common pattern of trying out the task, considering different solution methods, understanding the lesson context, conducting a detailed analysis of the video clip, and applying it to practice and self-reflection.
Pre-Video
- Explore math task & reflect
- Compare your solution to other’s solutions
- Consider other solutions & perspectives
- Review the context of the lesson
Video
- Watch video & reflect
- Reflect on the lesson graph & solution methods
- Examine video transcript
- Watch video again with math educator annotations
Post-Video
- Consider reflections from peers
- Bridge to practice
- Reflect & subject journal
Why Pattern- and Similarity-Based Mathematics Tasks?
The mathematics tasks used in the VIM modules are designed to promote students’ mathematical reasoning and problem solving. In addition to helping students develop algebraic reasoning, teachers can use these Pattern- and Similarity-based tasks to help establish important classroom norms and practices, such as talking with and listening to one another, explaining one’s thinking, looking for alternative strategies, making sense of others’ solutions, and asking clarifying questions.
Acknowledgment
The VIM project draws upon the Learning and Teaching Linear Functions: Video Cases for Mathematics Professional Development. VIM was supported by the National Science Foundation (NSF), through NSF #9731339 and #1720507. Any opinions, findings, conclusions, or recommendations expressed are those of the authors and do not necessarily reflect the views of NSF.