Professional development concerning in-depth learning and enrichment through adapted teaching – mathematics example
This presentation shares insights from a professional development project aimed at fostering mutual learning by valuing both theoretical and practical knowledge. The project “Students right to education: in-depth learning and enrichment through adapted teaching” was conducted in 2024. Specifically, this report explores the implementation of mathematically rich tasks and Liljedahls (2021) teaching practices to challenge high ability students while engaging all learners in public school classrooms.
The first phase of the project involved mapping the needs of the in-service teachers. These teachers had worked with the concept of giftedness on a general basis the previous year, and expressed a desire to learn more about implementing rich tasks that can cater to all students, also gifted ones. To address this, the researcher (university teacher) conducted two one-hour interventions for a middle school class (6th and 7th grade) to demonstrate the use of rich tasks and Liljedahls (2021) teaching practices. Many teachers at this school came to observe the first intervention.
In concluding the project, in-service teachers and the university teacher report different learning outcomes. The in-service teachers reported on experiencing an astonishing perseverance in doing mathematics for the whole class. They also acknowledged gifted students’ struggles due to the unfamiliar challenges. Furthermore, teachers reported being inspired by the intervention(s) to further develop their own teaching. Meanwhile, the researcher gained hands-on experience in inclusive classroom, and a deeper understanding of pedagogical practice that increases the trustworthiness in teaching students on university level. In addition, the experience provided valuable insights into and a deeper appreciation of the power of the teacher-student relationship in learning situations, and how the relations can impact the pedagogical practice and opportunities for learning for all.
The first phase of the project involved mapping the needs of the in-service teachers. These teachers had worked with the concept of giftedness on a general basis the previous year, and expressed a desire to learn more about implementing rich tasks that can cater to all students, also gifted ones. To address this, the researcher (university teacher) conducted two one-hour interventions for a middle school class (6th and 7th grade) to demonstrate the use of rich tasks and Liljedahls (2021) teaching practices. Many teachers at this school came to observe the first intervention.
In concluding the project, in-service teachers and the university teacher report different learning outcomes. The in-service teachers reported on experiencing an astonishing perseverance in doing mathematics for the whole class. They also acknowledged gifted students’ struggles due to the unfamiliar challenges. Furthermore, teachers reported being inspired by the intervention(s) to further develop their own teaching. Meanwhile, the researcher gained hands-on experience in inclusive classroom, and a deeper understanding of pedagogical practice that increases the trustworthiness in teaching students on university level. In addition, the experience provided valuable insights into and a deeper appreciation of the power of the teacher-student relationship in learning situations, and how the relations can impact the pedagogical practice and opportunities for learning for all.
Publisert i 4th thematic ECHA conference - inclusion and sustainability, 2025
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