Annotated Bibliography: Teacher Noticing of Student Knowledge

This annotated bibliography examines three scholarly articles related to teacher development and the critical role of understanding students' prior knowledge. The first article, by Seidel et al. (2011), explores how teachers learn from analyzing classroom videos, emphasizing the importance of activities in gauging student understanding and the value of revising previously taught material. The second article, by Herbst & Kosko (2014), discusses the use of representations of practice to elicit mathematics teachers’ tacit knowledge. The third article, by Topping (2014), focuses on the use of gross anatomy videos and their effect on student performance. The bibliography includes summaries of the articles' main ideas, reflective paragraphs on the implications for teaching, and suggestions for classroom activities informed by the research. The key themes include the importance of teachers' ability to notice and respond to student thinking, the use of video analysis, and the integration of lesson study to improve teaching practices. The analysis highlights the need for teachers to actively engage students and revise their teaching methods based on student understanding.

Running head: ANNOTATED BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY
Name of the student:
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Author Note:

Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher
learning from analysis of videotaped classroom situations: Does it make a difference
whether teachers observe their own teaching or that of others?. Teaching and teacher
education, 27(2), 259-267.
Though it is the responsibility of the students to learn and enhance themselves by
learning new different things, it is also the responsibility of the teachers to teach the students and
even help them in their development by analyzing their prior knowledge. The whole session of
learning goes to waste if the course that is being taught is not understood. When the course is
being taught with which the students can relate themselves or connect with the practical world,
helps the student in understanding the basic concept of the course (Herbst & Kosko, 2014). This
should mainly be focused in the study or in the solving of the mathematics. In this study,
observation was being made on the understanding of the teacher towards the development of
their students professionally. The manner or the way in which the teachers attend and even
interpret the thinking of the students while discussing the videos in the classroom is being
noticed here. In order to understand or have a basic understanding about the prior knowledge of
the students to implement the teaching strategies accordingly, the method of revising the same
academic course the next day or the other can be implemented. The revision of the course of the
academic study will help the teacher to understand what the student knows, have learnt or have
not learnt (Makkonen, Siakas & Vaidya, 2011). By understanding what the student is not aware
of or in in which the student is lagging back, the teacher can make the necessary teaching
strategies and teach the students. This will help the teachers to teach the students in a better
manner. The video clips can be utilized for the purpose (Topping 2014). In order to understand
and have the basic understanding of the prior knowledge of the student, the teacher must

implement activities in which the student can be an active part. Though time is being required by
the teacher in order to understand the knowledge of the student, the teacher must be focused in
his or her work and be purposeful enough to understand the prior knowledge of the student
(Seidel et al., 2011).
The knowledge that is being learnt from this study is that activities are very important in
order to understand the prior knowledge of the student. It is through the prior understanding of
the student, the teacher must implement the teaching strategies accordingly. Therefore in order to
understand the understands, activities must be conducted which will require the active
participation of the students and their full engagement towards the activity. It is through their
engagement and activity, that the teacher will be able to understand the culture, background of
the student. It will even help the teacher to understand what the student already understood and
teaching practices can be implemented accordingly. In order to have activities which involves the
engagement of the students, video sessions can be included. Another thing that was learnt from
this study is that revision of the work that is already being taught plays a great role. It helps the
teachers to understand what the student have learnt by which the necessary changes can be
implemented.
Video sessions can be included in sessions where the student can actively participate and
ask necessary questions. It will help the teacher to understand the knowledge of the teacher and
implement the necessary teaching strategies accordingly. However, revision should also be done
of the session which is being taught or being conducted.

References
Herbst, P., & Kosko, K. W. (2014). Using representations of practice to elicit mathematics
teachers’ tacit knowledge of practice: a comparison of responses to animations and
videos. Journal of Mathematics Teacher Education, 17(6), 515-537.
Makkonen, P., Siakas, K., & Vaidya, S. (2011). Teaching knowledge management by combining
wikis and screen capture videos. Campus-Wide Information Systems, 28(5), 360-366.
Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning
from analysis of videotaped classroom situations: Does it make a difference whether
teachers observe their own teaching or that of others?. Teaching and teacher
education, 27(2), 259-267.
Topping, D. B. (2014). Gross anatomy videos: student satisfaction, usage, and effect on student
performance in a condensed curriculum. Anatomical sciences education, 7(4), 273-279.