Improving Teacher Noticing of Students’ Science Ideas with a Dashboard

Abstract

We explore how a Teacher Action Planner (TAP) that synthesizes student ideas impacts teacher noticing. The TAP uses Natural Language Processing (NLP) to detect student ideas in written explanations. We compared teacher noticing while using the TAP to noticing when reviewing student explanations. The TAP helped teachers deepen their analysis of student ideas. We did not see any impact on immediate instructional practice. We propose redesigns to the TAP to better connect noticing to instruction.