Dynalabs for Teachers to Collaborate on Pedagogical Strategies

Abstract

Developing students’ argumentation skill is now important in many countries. We report on new tools for teachers to construct, share, and iteratively refine idealized dialogues with imagined students. Such tools can become the heart of a laboratory experience in which teachers collaborate around their possible responses to student reasoning. Our design-based research suggests a laboratory experience for teachers should include four components: a case that challenges teachers, research-based resources that can inform teachers’ thinking, a tool for respond constructively to the challenge, and a rubric for formative assessment.