Session 5 Preparing for the Field Visits

1. Session 5 Preparing for the Field Visits TED 100 Education SeminarTED 190 Ed Seminar Field Dr. Steve Broskoske

2. Today’s Class • Projects to Complete at the School Visit • Part A: Observation • Part B: Analyzing a Lesson • Gagne’s Model • Professionalism

3. Field Placement Process

4. Letters MU “Away” Team • Received your letter of request and clearances today. “Home” Team • A letter of request with clearances has been sent. Both Teams • Contact your school to make arrangements to attend.

5. Clearances/changes? • Have clearances? • School districts require a copy of clearances for you to enter a school for field experience. • You will need clearances during advisement in order to sign up for future fields. • Any changes in field location? • E-mail Dr. Steve with any changes.

6. If You Do Not Have Clearances • If you are missing one clearance, you may be accepted to a field placement. Just carry the clearance with you. • If you have not applied for clearances, you may need to schedule the field placement later in the semester. Worst Case Scenario: Take a “U” in course this semester, and have the grade changed when you complete the field placement.

7. Print Out from Website • Projects to complete during field day. • Brief summary of projects. • Visit verification forms.

8. Projects to Complete During Your School Visit Part A: General Observation in the School and Classroom

9. Overview of Field Projects • Part A • General Observation in the School and Classroom • 10 Mini-projects • Part B • Observing, Reflecting On, and Analyzing a Lesson • 3 sections: • Observation • Analysis • Self-reflection Guiding questions are provided. Specific questions to be answered.

10. Arrive at the School • Arrive EARLY at the school. • Report to the School Office, sign in, and secure a Visitor’s Pass (usually a badge). • Proceed to your cooperating teacher’s classroom for the day. • Start completing mini-projects.

11. Completing Projects • Complete projects in writing. • Prepare intelligent, reasonably detailed responses by using sentences and paragraphs. • Use guiding questions in Part A to help. • Either type or legibly write your responses to the projects.

12. Projects to Complete During Your School Visit Part A: General Observation in the School and Classroom

13. Project 1:Safety and Security • As you enter the school building, notice the security precautions/procedures within the building to preserve the safety of students, faculty, and administration. • Is there only one main entrance or are there many doors through which visitors may be admitted? • Is the entry door(s) locked (after students enter in the morning)? Guiding questions to help you construct a response.

14. Project 1 (cont’d) • Do visitors have to use an intercom and be “buzzed” in? • Are there cameras in use near the entry way? • Are classroom doors locked throughout the day when students are in class? • In your estimation, are students safe in this school? Label this activity as “Project 1” in your field binder.

15. Project 2:Start of Day • Observe the opening exercises (e.g. “the Pledge,” etc.). Determine how school starts for teachers and students. Remember to show proper respect during the Pledge. • What main activities happen during this time (e.g., announcements, Pledge of Allegiance, etc.)?

16. Project 2 (cont’d) • What jobs do teachers have to perform at the beginning of the day (e.g., take attendance)? • What tasks do students have to perform? Don’t forget to write complete sentences and paragraphs in responding to projects.

17. Project 3:Technology Present • Observe the types of technology that are present in the classroom. • Are there any computers in the room? • Does the teacher have his/her own computer? • Are there computers in the room for student use?

18. Project 4:Classroom Map • Draw a map of the classroom in which you observe your cooperating teacher teach lessons. • Show the location of items such as student desks, teacher desk, podium/lecturn, computer(s), garbage can, pencil sharpener, book shelves, and other materials.

19. Sketching What You See Garbage can Black board TeacherDesk Table with2 computers Filing cabinets Door

20. Project 5:Interruptions • Describe how teachers are interrupted throughout the day during teaching (e.g., visitors, time signals, public address messages, etc). • Are there many interruptions? What kind? • How do teachers seem to handle these interruptions (are they disturbed by them)? • How do students act during interruptions?

21. Project 6:Classroom Management • Classroom management refers to the techniques used by teachers to keep students focused and on-task during instruction. Describe any off-task issues you observed and how your cooperating teacher addressed these challenges.

22. Project 6 (cont’d) • What off-task behaviors (behavior problems) did you observe during instructional time? • Did the teacher recognize these off-task behaviors? What did the teacher do in response to these behaviors? • Overall, are the students you observed on-task and attentive to the lessons? • Overall, does it appear that your cooperating teacher handles classroom management issues effectively? Justify your answer.

23. Project 7:Standards • The curriculum (what is taught in school) is influenced by Academic Standards provided by the Pennsylvania Department of Education (PDE). At some point during the day, briefly interview your cooperating teacher about how these standards influence his/her lessons. PDE

24. Project 7 (cont’d) • How do the PDE Academic Standards influence what teachers teach? • Do the standards influence how teachers teach in any way? • Are teachers responsible for teaching these standards? • How is whether they taught the standards measured?

25. Project 8:Lunchtime • During lunchtime, perform the following observations. • Describe student classroom behavior prior to lunch. Can you tell that lunch is approaching? Do they act differently than the rest of the morning? • How does the teacher prepare students to move to the cafeteria?

26. Project 8 (cont’d) • If you have the opportunity to observe students in the cafeteria, describe the roles and responsibilities of professional staff who are on lunch duty.

27. Project 9:Teachers Leaving School • When the school day has ended, stay in the school’s parking lot until almost all of the teachers are gone. Observe if teachers take work home. • Did many teachers carry piles of papers, or bags, or briefcases? • Did many teachers go home empty-handed? • Does it appear that teachers take workhome with them?

28. Project 10:Visit Verification Form • Before the end of the day, ask your cooperating teacher to sign your Visit Verification Form.

29. Projects to Complete During Your School Visit Part B: Observing, Reflecting On, and Analyzing a Lesson

30. In Part A… • Presented with 10 mini-projects. • Guiding questions help guide your observation and help you prepare a response. • Write a brief narrative (paragraph) for each project.

31. Part B • During the day, you will have the opportunity to observe your cooperating teacher present several lessons. • In Part B, you will perform deeper observation of how the teacher presents a lesson, and then analyze and reflect on the lesson afterwards.

32. Part B • Observation of the lesson: Questions 1-8 • Analysis of the lesson: Questions 9-13 • Self-reflection: Question 14 a-e Unlike in Part A, these are not guiding questions. These are items to be answered.

33. Teaching • Teaching is an art. • Personality. • Drama. • Personal style. • People skills. • Teaching is a science. • Planning and design. • Best practices. • Assessment drives change. • Gagne’s model.

34. Gagne’s 9-Step Model of Teaching Preparing to Teach • Gain Attention • Do something to draw students into the lesson. • State Objective • Tell learners what the point of the lesson is, what they will learn. • Facilitate Recall • Help learners remember what they already know about this subject/topic.

35. Gagne’s 9-Step Model of Teaching Teaching • Present New Information • Teach new material. • Guide Practice • Demonstrate and practice material together. • Allow Independent Practice • Have students practice without you. • Provide Feedback/Discussion • Discuss answers, correct work.

36. Gagne’s 9-Step Model of Teaching Assessing & Transitioning • Conduct Assessment • Test student knowledge. Use this info. to guide re-teaching & changes in instruction. • Schedule Elaboration • Help students see where this material fits into what they already learned & what they will learn in the future.

37. Observing the Lesson 1. What techniques did the teacher use to gain student attention before beginning a lesson? • A teacher must gain student attention, or no learning is possible. • Help draw students into the lesson.

38. Observing the Lesson 2. Did the teacher introduce the objective of the lesson (state what the lesson would be about, or what the students would learn)? • Every lesson should have a “goal” at which to aim. • Students need to be told what they should learn/know when this lesson iscompleted.

39. Observing the Lesson 3. What general methods did the teacher use in teaching the lesson? • Lecture, discussion, demonstration, displaying information.

40. Observing the Lesson 4. How did the teacher use technology in presenting the lesson? • High-tech: • Presentation system withPowerPoint. • SmartBoard or Promethean Board. • Low-tech: • Blackboard/whiteboard. • Overhead projector.

41. Observing the Lesson 5. Throughout the lesson, did the teacher check for student understanding by asking questions (or by using some other technique)? • It is important for a teacher to assess student understanding of material during the lesson. • Use more examples. • Give more practice. • Re-teach material.

42. Observing the Lesson 6. After presenting information, did the teacher provide guided practice? • Guided practice involves activities done together to practice the information learned: • Completing exercises together. • Doing examples on the board. • Reading aloud. • Doing seatwork. • Play a game to practice the material.

43. Observing the Lesson 7. After presenting information, did the teacher provide independent practice? • Independent practice involves students practicing or applying what they learned independently. • In the classroom: • Teacher may help individual students. • Can be the start of homework problems. • Out of classroom: • Homework.

44. Observing the Lesson 8. Did the teacher complete the lesson by briefly describing or reviewing what students had learned during the period? • It is important to review what has been learned. • A teacher briefly restates the major learning points from the lesson.

45. Analysis of the Lesson 9. Did the teacher attempt to involve the students in the lesson instead of just lecturing to them and having the students passively listen? How did he/she attempt to involve the students? • Active learning is more effective than passive learning.

46. Analysis of the Lesson 10. How did the teacher attempt to make the lesson interesting for students? • A good teacher finds ways to keep students engaged throughout the lesson. This is part of the “art” of teaching. • Engage vs. entertain. engage entertain

47. Analysis of the Lesson 11. If you were teaching this lesson, what might you have done differently? • Put yourself in the shoes of the teacher. • Style. • Approach. • Methods.

48. Analysis of the Lesson 12. If you were teaching this lesson, what might you have done the same?

49. Analysis of the Lesson 13. Overall, was this lesson effective? Did it accomplish its objective? • Was this an effective lesson? • Was it interesting and engaging? • Did students enjoy lesson? • Did they learn?

50. Self-reflection 14. Having observed for 2 days in the classroom, describe the following: • Was observing in a school an enjoyable experience? • What insights did you gain about the profession of teaching?