ABSTRACT
Because of these differences in expert and novice teachers’ abilities to notice, researchers have been interested in investigating ways to improve teachers’ noticing skills. I first describe a framework my colleagues and I have used to guide teachers’ analysis of teaching and to improve their noticing skills. I then situate this work in the broader field of noticing by highlighting similarities to and differences from others’ approaches to teacher noticing. I conclude by summarizing findings about improving teacher-noticing skills from the implementation of our framework in a professional development project with in-service teachers from an urban district.
