Discussion-Oriented Teaching in the Digital Classroom: Teachers' Collaborative Adaptation in the Face of Disruption

We examine how a researcher-practitioner research group collaborated to adapt noticing practices in the face of disruptions brought on by the COVID-19 pandemic. We used a progress monitoring tool and cognitive field notes to support teacher partners' systematic reflection and to gauge teacher learning. Initial findings suggest these tools helped identify tensions around implementing online class discussions. We highlight the process the teacher partners engaged in as they re-conceptualized engagement, participation, and interaction. © ISLS.