Each module consists of ten 90-minute sessions. There is also between-session work that provides teachers with opportunities to practice and extend their learning, as well as try things out in their classroom. On average, it takes 1-2 hours for teachers to complete the work assigned between sessions.

The content of each module integrates:

• mathematics geared to the demands of teaching,
• teaching practices for diverse classrooms and contexts,
• student thinking about mathematics, and
• protocols for systematically learning from and improving teaching

DTE module materials integrate:

• videos of elementary classrooms,
• work samples and curriculum examples from classrooms,
• written descriptions that provide background for activities, and highlight connections with classroom teaching,
• practice-based work between sessions, and
• professional readings

Although the materials are web-based, the module PD sessions were specifically designed to be facilitated by a professional developer (or PLC organizer) working in real time with a group of teachers. This includes both face-to-face sessions as well as remote sessions that utilize conferencing technologies for real time conversations. The materials do not provide adequate support for teachers or teacher leaders to use them as “independent study” or asynchronous online courses.

Modules include periodic checks for understanding and opportunities for formative assessments of teaching practice. Assessments may be used as self-checks or for feedback from peers. Or they can be used by facilitators to appraise participant progress. The formative performance assessments require teachers to collect records of their practice and carry out reflections connected to the module content. Facilitators and teachers appraise the performances using available criteria.

DTE materials include extensive supports for facilitators.

• Resources integrated into the module content
  • Video segments of an expert teacher educator facilitating parts of the professional development can be used to help the facilitator prepare for his/her own sessions or actually be played for teachers during sessions
  • Video segments of teachers engaging with the content of the professional development sessions not only provide insight to facilitators but can also be used by facilitators to raise particular issues with their teachers that may not otherwise surface
• Module orientation and webinar recordings from facilitator study groups
• Detailed facilitator guides for each session
• Access to content experts
• Access to facilitator colleagues in online community

Each PD facilitator (and optionally, PD participants) may access the modules through the DTE website by registering for a free online account. The modules can also be embedded in a learning management system (LMS) at the facilitator’s own school site or institution. More details about integrating the modules into an LMS are provided on a separate webpage.

Three modules are available:

Representing and Comparing Fractions in Elementary Mathematics Teaching

The content of the module focuses on these concepts:

• Mathematics: representing and comparing fractions; equivalence
• Teaching practice: using representations in classroom teaching
• Student thinking: about representing and comparing fractions
• Learning from practice: protocols for learning from images of blackboards and other public-space recordings

Supporting Reasoning and Explanations in Elementary Mathematics Teaching

The content of the module focuses on these concepts:

• Mathematics: using mathematical reasoning, explanations, and language
• Teaching practice: supporting mathematical practices in the classroom
• Student thinking: examining ways students make sense of and explain mathematics
• Learning from practice: studying the teaching and learning of mathematical practices through video workshop

Geometric Measurement and Spatial Reasoning in Elementary Mathematics Teaching

The content of the module focuses on these concepts:

• Mathematics: using mathematical reasoning, explanations, and language
• Teaching practice: supporting mathematical practices in the classroom
• Student thinking: examining ways students make sense of and explain mathematics
• Learning from practice: studying the teaching and learning of mathematical practices through video workshop

DTE modules are designed for facilitated professional development with practicing elementary teachers. Teachers work with a facilitator in real time, either in-person or remotely.

The materials can be used in a variety of contexts:

• Teacher institutes or workshops
• School/district professional development
• Teacher study groups
• University courses for practicing teachers
• Other comparable settings

• As part of an asynchronous online course/experience
• Individual use by teacher participants to go through on their own, without a facilitator working with them in real time
• Use by pre-service teachers
• Use as a math course
• Partial or non-sequential use (all ten sessions are meant to be used in sequence)
• Use as a short, intensive course without time between sessions to work on classroom practices and connections