Chapter 12: Using a Video-Tagging Tool to Support Facilitators of Video-Based Professional Development

Research has shown that it is important for teachers to learn how to notice students’ mathematical thinking. Video-based interventions, like video clubs, can support teachers’ noticing development. We argue that is also important for the facilitators of video clubs to learn to notice student and teacher thinking. We examine how a video-tagging tool supported a novice facilitator (the first author) in noticing teacher thinking as she led a video club with middle school math and science pre-service teachers (PSTs). We found that PSTs’ video tags acted as a scaffold to help Margaret attend to and interpret PSTs’ ideas so that she could respond in ways that supported PSTs’ noticing skills. These results have implications for understanding the differences between facilitator noticing and teacher noticing and for helping facilitators in learning to notice.