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It seems there are two elements embedded in the work, self-efficacy and transfer.

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I'm thinking a lot, as people press for sharing resources and materials, about how we make sure that 1) those things are moved about with fidelity -- by which I mean, in the contexts Hala talked about, with the pre-/post-tasks and learning opportunities many have referenced, and 2) that the originators of this work are credited. There's so much in teacher education where, if it can't become a published, peer-reviewed article, gets taken up, re-used, and the credit goes to those who have done research on it and the "makers" become invisible (hence the existing of the dreaded TPT). How can we move these resources around freely while acknowledging the significant work that goes into the creation and refining, especially knowing that many institutions/work spaces don't provide sufficient opportunity or support for those doing the work of teacher ed to promote their own work. Is this something like an RPP or is it as simple as figuring out how cite the authorship of scenarios and materials?

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What do you wonder further about from this panel?

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What is the role of power and privilege in designing simulations, especially when it comes to profiles and avatars with different identities? There is a fraught history of white people appropriating the work and identities of people of color and it seems we need to be mindful of this history and (at minimum) understand how people of color feel about our work

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What has helped you best conduct research and what tools and strategies need to be developed to do research effectively on simulations and their outcomes?

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Panel - Can we organize some shared content focused simulation materials from this group?

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Panel - Can we organize some shared content focused simulation materials from this group?

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How can we work together to create equity and diversity in approximation of practice?

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In general it would be great if the panelists could make clear when what they're talking about is specific to tech-mediated simulations and when what they're talking about is specific to in-person simulations and when it's general across both. I feel like the default assumption at the meeting has been the tech-mediated simulations, unless otherwise specified, in some talks and conversations.

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I'd love to see the panel take up the issue of standardization. When do we need real standardization? When

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It would help to discuss key design features that impact the assessing/learning opportunities available through simulations. I'd like to hear a discussion that separates the "within simulation" features and the features of whatever might surround the simulation.

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The questions about "what is worth simulating" seem like they could be answered in a few different ways: what are the criteria or considerations for what makes a practice high-leverage (which might make it a candidate for simulating); what are the specific practices we might want to simulate (e.g. leading a discussion or eliciting S ideas); or what are the characteristics of a particular scenario that seems fruitful (e.g. there are lots of solution paths that Ss might demonstrate). Which should we be focusing on? (Perhaps all?) How can we build on the literature as we answer this question? (e.g. the lit on HLPs and core practices includes the criteria scholars have used in identifying them; we don't need to reinvent that wheel).

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I would like to see us start to identify what are the affordances of the different approaches to approximating practice. When do we choose to do which one?

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I agree with the question about moving toward more specific and precise language (approximation, rehearsal, role play, simulation, live actor, standardized student, etc.). As a part of that, is there specific language we could use for simulations with technology versus those without technology?

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Can we start moving towards more specific language about what constitutes a rehearsal, a role play, a simulation, etc.? How would this help us specify forms, purposes, etc. in ways that help us things about what/when/under what conditions?

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I would like to feel more prepared to respond to critics of practice based education. For example, Philips et al (2018) published an article that really critiques these ideas. How do we respond, both to the article and in ensuring our own work does not threaten justice..... Making Justice Peripheral by Constructing
Practice as “Core”: How the Increasing
Prominence of Core Practices Challenges
Teacher Education

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Philip_et_al 2018 Making Justice Peripheral by Constructing Practice as Core

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Listening to Rhonda's talk, I keep coming back to the importance of describing the context of the teaching programs. While her intervention is the game, it doesn't sound like that's where teachers are learning the PCK and cultural awareness, for example, and so their eventual ability to follow through on the plan they would describe to parents would rest on where/how teachers learn that. So at least referencing where/how teachers learn that in a program feels super important when writing about a study.

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Building on the question raised about how to train interactors to simultate an EL student, I would be interested in more conversation about isues of bias in simulating someone of a different race, gender, culture, language background

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I feel like one of the underuses of the sims is as a comparative measure (like Rhonda described) that is so much less invasive and easier to control than trying to link directly to observations of classroom practice.

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It would be great to see some "best practices" around interactor training as well, now that there are so many sites using the license model, as thinking about organized supports for interactors doing the work. While the level of standardization needed varies depending on your objective, there is a real sense in which the interactor is the research instrument for many of us, and we should pay as much attention to building validity evidence for those instruments as we would for any other.

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How does it shape our thinking about math and science teaching when we talk about special populations as a separate group?

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Tim's comments about environment in the visual made me think about the extent to which we invoke actual environments in the doing of/debrief of simulations. In considering the "two worlds problem," how much are we preparing Ts to think about this work (with)in the realities of (at least local) classrooms?

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Something that has bubbled up in conversation is the fact that what it looks like to use these well (these and well both being vaguely named on purpose) with PSTs and inservice teachers may (or may not) change. Would be interesting to explore further.

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Something really valuable (and seemingly unique) about what Hala is describing is that the rehearsal is heavily situated in observed and actual classroom practice. I wonder about people writing/composing/designing scenarios -- where do they come from, what are our claims that they are reasonable approximations of what happens in the classroom, etc.

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Lisa's summary without any further validation of themes from question posed "What aspects of teaching are worth simulating (in general)?"

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Lisa's summary without any further validation of themes from question posed "What aspects of teaching are worth simulating (in general)?"

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1. Practice a) decision-making/thinking, b) planning, c) assessment, d) transfer; e) discussion, f) teacher personal understanding of their presence. 2. learning - specific teaching practices, problems of practice/ HLPs. 3. behavior management
4. Responsiveness to a) student, b) practices, c) interactions.

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Lisa's summary without any further validation of themes from question posed "What aspects of teaching in math education are worth simulating?" 

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Lisa's summary without any further validation of themes from question posed "What aspects of teaching in math education are worth simulating?" 

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1. Mathematical knowledge - including deep conceptual learning; 2. Student thinking, explanation, sense-making, and curiosity; 3. Error correction, 4. When to use live versus tech is better

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What do you wonder further about from this session?

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To expand on Dan's post, the new Mursion middle school does have Harrison who can take the place of Ava and is a black student. He is the brother of Jayla, who is in the elementary class. I was also disappointed with the attempt to neutralize the kids in the new builds into nondescript races across the board, which I believe Mursion would say was intentional. I think it an important aspect we can teach with the simulation is diversity, but it needs to be done without stereotyping.

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A lot of people have talked about -- at tables and in posters/talks -- that simulations, even as it makes teaching more accessible, reveal to students how difficult and complex the work is (make visible the invisible work), which in turn makes them less defensive about not being "good at it" yet and also eager to learn to do it.

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What do you wonder further about from this session?

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Plenary 1 - Wonder how we simulate the right "hundreds of decisions" a teacher makes to most impact student learning?

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Plenary 1 - Wonder how we simulate the right "hundreds of decisions" a teacher makes to most impact student learning?

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Lisa's summary without any further validation of themes from question posed "What aspects of teaching in science education are worth simulating?"
1. Discussion a) misconceptions, b) students ideas/challanges and alternative experience; c) conversation about phenomenon; d) teaching integration of science ideas. 2. Practice a) teaching that is equitable; b) rigorous; c) providing rational for "why they should learn the content".

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Lisa's summary without any further validation of themes from question posed "Why are specific aspects of teaching worth simulating? 

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Lisa's summary without any further validation of themes from question posed "Why are specific aspects of teaching worth simulating? 

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1. Practice - a) live, b) critical incidents; c) discussions including questions, engagement, difficult conversations;
2) Expert feedback 3) equity/social justice and how tools adaptive to these concepts; 4) Cost

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This tool is AMAZING. I'm wondering what gets coded as a misbehavior and the amount of individual judgment that goes into that, esp. if "misbehavior" is a catchall code and not differentiated by type of behavior.

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I would add we have struggles with the ethnicity/gender of avatars since the beginning of use of avatars.  No matter the creation there is bias or misrepresentation. We have tried to use this as a way to talk about these issues but will forever be an issue to ponder and appreciate the question. 

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I would add we have struggles with the ethnicity/gender of avatars since the beginning of use of avatars.  No matter the creation there is bias or misrepresentation. We have tried to use this as a way to talk about these issues but will forever be an issue to ponder and appreciate the question. 

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This is Dan, responding to this valuable comment "As I see the Mursion avatars, I'm wondering who and how people make decisions about what visible identities are present? And how does that affect what the interaction and moment becomes "about"?"

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This is Dan, responding to this valuable comment "As I see the Mursion avatars, I'm wondering who and how people make decisions about what visible identities are present? And how does that affect what the interaction and moment becomes "about"?"

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With the new Avatars that Mursion has been using in the last few years, I was disturbed that there were no black students, especially considering the population that our PSTs teach. I've heard from Mursion that they've gotten comments about this visible identities, but for me, they were able to swap out their usual avatar for a black student. (Right, that was Harrison).

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Candidates' own disciplinary content knowledge (and PCK?) seems to play such a big role in the mathematics- and science-focused sims. That's not super surprising, but for some reason the sim is lifting it out.

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It occurs to me that a unique benefit of rehearsals is the opportunity for future teachers to intentionally get inside the heads of the thinking of kids they'll be teaching -- have to try to make sense of the ideas they bring rather than simply viewing it from the perspective of a teacher.

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People using simulations mainly for learning seem to consistently have a before/during/after component. Would be interesting to look at those closely across examples to see how/to what end they're being used (data, self-reflection, other?)

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As I see the Mursion avatars, I'm wondering who and how people make decisions about what visible identities are present? And how does that affect what the interaction and moment becomes "about"?

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Interesting to see some overlap with Levin et al. and other posters -- when and to what extent is it necessary to standardized, given goals for use, and how simulations get used within other structures, courses, and programs as something important to attend to.

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Its worth approximating the things that help define the work of teaching so that teachers understand what it is they've signed on to.

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The term “worth” seems open to interpretation. What might be “worth simulating” to one Teacher Educator in one context might not be “worth it” in other contexts, semesters, with other groups of TCs, etc.

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Key Question #1: What aspects of teaching in mathematics education and science education are worth simulating? Why? 

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Key Question #1: What aspects of teaching in mathematics education and science education are worth simulating? Why? 

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What are the main hypotheses for how simulations do (or should) work best in mathematics education and science education? What evidence can (or should) be used to support those hypotheses, and what research designs would support the collection of that evidence?

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It seems that "worth" invokes, at least in part, a cost/benefit relationship. And perhaps this is why so many of us talk about our programs/courses. What's "worth" the time/energy/money to simulate may depend on the focus, needs, and resources of those contexts -- ie. what's worth it is always going to be relative, which means we have to consistently point to that broader context when we write/talk about simulations.

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OVERARCHING QUESTION FOR THE CONFERENCE.  Please share your ideas/thoughts. 

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OVERARCHING QUESTION FOR THE CONFERENCE.  Please share your ideas/thoughts. 

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Where, in what ways, under what conditions, and for what purposes do simulations best fit in teacher education?

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I am struck by how difficult it is to make room for simulations in already-crowded methods courses.

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What excited you the most?

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I am struck in response to the person who said "I am struck by how difficult it is to make room for simulations in already-crowded methods courses." by what this reflects about how we structure programs and the choices we force teacher educators to make in prioritizing whats possible and counting on "experience" to do the rest.

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Valuable to hold students and practice constant in simulation of practice. As well as quickly prototype and improve on our practices.

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It strikes me that one affordance of the technology is that it doesn't just simplify for the teacher but also potentially for the coach, who instead of responding to whatever happens in the field, can be really prepared for the types of things likely to come up in a scenario the coach has pre-knowledge of. It likely could improve the nature of the coaching.

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I am curious about the stress level (example of blood pressure cuffs) teacher candidates experience when they are alone with the avatars vs. when they are teaching in front of their peers (or coach).

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Pre-simulation work is critical to help develop teacher candidates work in simulation effectively 

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Pre-simulation work is critical to help develop teacher candidates work in simulation effectively 

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Sharing materials

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It's true that approximations help TCs not experiment on students. How can we discuss the value of "experimenting" with these approximations on teacher candidates?

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Tension in approximating practices that our district partners or candidate teachers are concerned about (e.g., classroom management) vs. approximating "ambitious" practices. Personally, I am for approximating ambitious practices, because if we are not doing it, who is?

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Tension in approximating practices that our district partners or candidate teachers are concerned about (e.g., classroom management) vs. approximating "ambitious" practices. Personally, I am for approximating ambitious practices, because if we are not doing it, who is?

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Some rationales I heard that were different were focused on opportunity (approximating what teachers might not have opportunity to see or experience) and suitability to medium (focusing on what we can do well and/or saving the simulation for cases where its really warranted)

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How might we work across teacher education programs to link practice-based activities and outcomes across different contexts?

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Something someone said at my table reminded me of the conditions for calling something "high leverage" - that is matters that teachers do it well but also that its consequential if done badly

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What are the essence or key pieces across environments?

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What are the essence or key pieces across environments?

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There is some apparent angst in the literature about the problem of a "common language" for core practices, e.g., general practices (e.g., Teachingworks) that cut across disciplines vs. disciplinary specific teaching practices that support students' participation in disciplinary practices (e.g., Windschitl, et al. in science).  My question:  Does this really matter as long as we're clear about what we're approximating?

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There is some apparent angst in the literature about the problem of a "common language" for core practices, e.g., general practices (e.g., Teachingworks) that cut across disciplines vs. disciplinary specific teaching practices that support students' participation in disciplinary practices (e.g., Windschitl, et al. in science).  My question:  Does this really matter as long as we're clear about what we're approximating?

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Are simulation and approximation of practice synonymous?  

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Are simulation and approximation of practice synonymous?  

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What is the work of teaching? How does the work of teaching show up in simulation?

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What is the work of teaching? How does the work of teaching show up in simulation?

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Agree we need a range of simulation and a pathway to make teachers more effective faster - three years is too long.

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I am hoping we can try to get some additional precision in language: approximations, simulations, rehearsals.

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Excited to kickoff this conference with our amazing keynote Julie Cohen

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Anything we missed or what more should we be looking at critically aligned with simulation and teacher education? 

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Anything we missed or what more should we be looking at critically aligned with simulation and teacher education? 

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What do we know about the effectiveness of approximations of practice? What works?

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What do you wonder further about from this session?

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What did you learn that excites you? What do plan to do with what you learned from this session?