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Enhancing Teaching Through Conceptual Metaphors: Listening for Student Experiences

Explore how conceptual metaphors improve teaching by listening to student experiences. Learn the theory, practical results, and professional development strategies. Dive into shared metaphors to transform problem solving into a collaborative journey of discovery.

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Enhancing Teaching Through Conceptual Metaphors: Listening for Student Experiences

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  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

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

  10. 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)

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

  12. 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.

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

  14. 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.

  15. Theta 2

  16. T23

  17. 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?

  18. 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.

  19. 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

  20. 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

  21. 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.

  22. Any Questions?

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

  24. 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.

  25. 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?

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