Problem Solving Metaphors: Listening for Student Experiences CMC-South, Palm Springs, 2013

1. Problem Solving Metaphors: Listening for Student ExperiencesCMC-South, Palm Springs, 2013 Sean Yee syee@fullerton.edu California State University, Fullerton Ashley Thune-Aguayo athune@fullerton.edu California State University, Fullerton

2. Game Plan • (20 min) Theoretical Background & Results • (20 min) How this has helped teachers • (20 min) Watch Student and Teacher Video • (15 min) Design of Professional Development • (15 min) What’s Next? Questions?

3. What are Conceptual Metaphors? Each Literal Metaphor has a Conceptual Metaphor. A Conceptual Metaphor is a mapping, attaching two different ideas together. Metaphora- Greek - A Transfer

4. What are Conceptual Metaphors? Literal Metaphor: “Once I read it I kind of understood what it was saying” Conceptual Metaphor: WRITTEN PROBLEMS ARE SPOKEN PROBLEMS TARGET DOMAIN IS () SOURCE DOMAIN

5. Try One Literal Metaphor “To solve it for me, it meant that I had to find it somehow.” Conceptual Metaphor PROBLEM SOLVING IS SEARCHING ABSTRACT IDEA IS CONCRETE EXPERIENCE (Structural Metaphor)

6. One More… Literal Metaphor “So I don’t think this would be a route that Iwould immediately jump to.” “I think I know where to go” “I’m lost” Conceptual Metaphor PROBLEM SOLVING IS A JOURNEY

7. Metaphors Describe Shared Experiences. • “So I don’t think this would be a route that I would immediately jump to.” • “I think I know where to go” • “I’m lost”

8. My Work • 2011 I began applying this to problem solving (Pilot study with 9 high students) • 2012 22 Student Video Interviews • 2013 23 Teacher Video Interviews

10. Problem Solving is… • JOURNEY • SEARCHING • DISCOVERY • BUILDING • PARTITIONING • PROCESS • VISUALIZATION

11. Something Happened • I became a better teacher from CMT analysis. • I began to use CMT in real time. • I listened to students, not for answers. • Brent Davis (1991)

12. CMT Analysis for Listening Example: CLOSURE Teaching Math for Elementary Teachers INTEGERS ADDITION

13. CoPI Ashley Thune-Aguayo Functions *(paraphrased) STUDENT: hit on-targetwith the first shot, and would hit the corewith the second shot. ASHLEY: If I shoot an arrow, and it hits a target, could I then shoot a second arrow, and hit the same target? STUDENT: Well, yes. ASHLEY: Could I hit two completely separate targets with a single arrow? STUDENT No. ONE ARROW (one input) TWO TARGETS (two outputs) NOT POSSIBLE.

14. CoPI Ashley Thune-Aguayo X-Y Plane Ordered Pairs (3,7) Misconception: North/South THEN East/West Adjustment East/WestTHEN North/South

15. Your turn!!! • Geometry Problems on first page of handout. • Student Transcript, try to identify, a common metaphor with the Bolded words. • Teacher Transcript, try to identify, a common metaphor with the Boldedwords.

16. Theta 2

17. T23

18. What did you think? • Were you overwhelmed? • Did your listening change? • What Conceptual Metaphors did people identify? • Can you see this being helpful for teachers?

19. Current Work • 2013 Intramural Grant creating Teacher Professional Development. • 2014 Pilot Professional Development with 4-8 teachers in local high schools on improving listening through CMT analysis. • 2015 Aim for NSF Discovery K-12 Grant with 30 teachers from multiple high schools.

20. Professional Development • 1. Learn CMT with video, transcripts, and rewinding. • 2. Learn CMT with video. • 3. Learn CMT with each other in real time. • 4. Learn CMT in conversations with classroom. • 5. Generate Lesson Plans with CMT

21. Measuring Results • Pre-Test • Teacher Listening Style Profile • Student Perceptions of Teacher Listening • Time Teacher Spends in Class Listening • Summer Two-Week Professional Development • Teacher-Generated Lesson Plans • Post-Test • Teacher Listening Style Profile • Student Perceptions of Teacher Listening • Time Teacher Spends in Class Listening

23. SPRING 2013-PRELIMINARY DATA COLLECTION • -Collect initial data by recording teachers in classroom (time spent listening, type of listening). • -Teacher’s students complete initial survey about teacher listening (Student Perception Survey, SPS). • -Teachers complete both initial surveys about listening (Listening Styles Profile, LSP; Teacher Listening Survey, TLS) • SUMMER 2014-PROFESSIONAL DEVELOPMENT: TEN, 2-HOUR SESSIONS OVER TWO WEEKS. • FALL 2014-FINAL DATA COLLECTION • -Collect data by recording teachers in classroom (time spent listening, type of listening). • -Teacher’s students complete surveys about teacher listening (Student Perception Survey, SPS). • -Teachers complete both surveys about listening (Listening Styles Profile, LSP; Teacher Listening Survey, TLS). • -Data is analyzed by PI and Co-PI to look for changes in teacher listening behavior and pedagogical practices.

24. Any Questions?

25. If you are interested in collaborating… Sean Yee syee@fullerton.edu Ashley Thune-Aguayo athune@fullerton.edu Thank you!

26. Conceptual Metaphor Theory(CMT) • 1980’s Lakoff-”Metaphors We Live By” Cog Sci • 1990’s Sfard, English, Moschkovich DISCOURSE Davis (1991) Listening Theory • 2000’s Linguists (Kovecses) develop metaphorical systems as descriptive, not prescriptive. CMT Analysis used on mathematics (invented vs discovered) • 2007 Marcel Danesi uses CMT analysis to deconstruct the complexity in LEARNING mathematical concepts.

27. Trying CMT Listening in Real Time… • Imagine you had a piece of string. How would you shape this string to make a triangle bounded by the string with the greatest area?