{"id":32,"date":"2024-10-07T03:44:23","date_gmt":"2024-10-07T03:44:23","guid":{"rendered":"https:\/\/colearnemt.org\/?page_id=32"},"modified":"2025-12-20T01:25:11","modified_gmt":"2025-12-20T01:25:11","slug":"protocols-overview","status":"publish","type":"page","link":"https:\/\/colearnemt.org\/index.php\/protocols-overview\/","title":{"rendered":"Our Tools"},"content":{"rendered":"\t\t
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Our Tools<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Our two tools engage mentor teachers and teacher candidates in opportunities to practice and enact equity-oriented mathematics instruction in-the-moment, together. In particular, the tools center around the question:<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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How can we authentically center and leverage the assets of students often excluded or marginalized in math classrooms?<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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A<\/b><\/u>sset-Focused C<\/b><\/u>o-Noticing T<\/b><\/u>ool: I<\/p>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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ACT I: Huddling<\/h4>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\"_01_OT\"<\/figure><\/div>
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ACT I supports teachers in selecting a shared, asset-focused lens for noticing how students are participating in mathematical activity. The tool prompts teachers to meet up or \u201chuddle\u201d during instruction to share what they are noticing and collaboratively make decisions together about what to try next in the lesson.<\/p>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tExplore ACT I<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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A<\/b><\/u>sset-Focused C<\/b><\/u>o-Noticing T<\/b><\/u>ool: II<\/p>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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ACT II: Co-Conferring<\/h4>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\"_03_OT\"<\/figure><\/div>
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ACT II creates opportunities for teachers to learn about the complex work of eliciting students\u2019 mathematical assets through conferring. The tool prompts teachers to confer with students side-by-side during the lesson as they work together to understand and surface students\u2019 mathematical ideas and strengths.<\/p>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Prepare to co-learn<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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2. <\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Notice, huddle and make decisions\ntogether during instruction<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Debrief and make new plans<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Teacher Candidate and Mentor Teacher Testimonials<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\u201cI can observe [my mentor] all day, but I won't know why
she's making the decision she's making\u2026<\/b> having this intentional time to talk to her opens the door to me learning, \u2018Why did you do it this way?\u2019\u201d<\/i> [Teacher Candidate]\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\t\t\u201c\u200bI had never thought about a classroom in this way before\u2026<\/b> As teachers [we] can be so focused on, like the content and curriculum specifically. So it was eye opening for sure to look at how kids are being treated...and how power is being used in the classroom. I mean, you don't think about these things normally.\u201d [Teacher Candidate ACT I]\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\t\t\u201c[ACT II] was also useful to learn [my MT]'s questioning strategies.<\/b> If you're separated, you're not necessarily listening to your cooperating teacher working with the students one-on-one. You're usually just hearing the questions she'll ask to people in front of the whole group. And so, I think that's also a useful part of it is learning questioning strategies, which is something maybe you don't always have the opportunity to learn.\u201d<\/b> [Teacher Candidate]\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\t\t\u201cI felt like [ACT II]<\/b> allows us to, kind of like get a sense of the student's perspective,<\/b> student thoughts. Rather than [my MT sharing] what he learned from that student later at the end of the day. So, I felt like [ACT II] kind of allowed us the opportunity to both be there and see firsthand what the student said\u201d [Teacher Candidate]\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\t\t\u201cEvery time we use [ACT I], we're like, \u2018Oh, that was so useful.\u2019...<\/b> I think, like, naturally when you're working with another teacher, we talk about the content or about the students, or like, how did that overall feel? But when it has the focus of equity, like, which students did we talk to? Which assumptions did we have? And how did we move forward from those assumptions to have a more equitable lens to think of how we interact with our students?\u201d [Mentor Teacher, ACT I]\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\t\t\u201c[ACT I] kind of reminds you that you can't just rest on your laurels and just rely on those six students that are hand raisers. There's other voices that you have to center in the conversation\u201d<\/b> [Mentor Teacher]\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\t\t\u201cI had to make myself focus on the equity piece versus just the math.<\/b> And so when we would huddle, you know, like it was great, because [my teacher candidate] would always bring me back to that question, to whatever question we were focusing on that day.\u201d [Mentor Teacher, ACT I]\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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\n\t\t\t\t\t\t\u201cI think there's things that [my TC] notices that I may not notice.<\/b> And so, like, when we do come back together and talk about things, I'm like, \u2018Oh, I didn't know that.\u2019 And so I'm learning some of that information and then, and also seeing how she interacts with the students differently too\u201d [Mentor Teacher]\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
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Please email Torrey Kulow at kulow@pdx.edu<\/a> for more information about our project.\n<\/h4>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Please explore our site to learn about our protocols and think about how you might use them in your own work as a teacher candidate, mentor teacher, or teacher educator!<\/p>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tContact Us<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Our Tools Our two tools engage mentor teachers and teacher candidates in opportunities to practice and enact equity-oriented mathematics instruction in-the-moment, together. In particular, the tools center around the question: How can we authentically center and leverage the assets of students often excluded or marginalized in math classrooms? Asset-Focused Co-Noticing Tool: I ACT I: Huddling […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/colearnemt.org\/index.php\/wp-json\/wp\/v2\/pages\/32"}],"collection":[{"href":"https:\/\/colearnemt.org\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/colearnemt.org\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/colearnemt.org\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/colearnemt.org\/index.php\/wp-json\/wp\/v2\/comments?post=32"}],"version-history":[{"count":288,"href":"https:\/\/colearnemt.org\/index.php\/wp-json\/wp\/v2\/pages\/32\/revisions"}],"predecessor-version":[{"id":2062,"href":"https:\/\/colearnemt.org\/index.php\/wp-json\/wp\/v2\/pages\/32\/revisions\/2062"}],"wp:attachment":[{"href":"https:\/\/colearnemt.org\/index.php\/wp-json\/wp\/v2\/media?parent=32"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}