Student Teaching Seminar

1. Student Teaching Seminar Video & Reflection as Learning Tools By: Katie Byrnes, Kathy Gamble & Barb Sprigg

2. Statement of Problem • Designing a student-teaching seminar experience that attempts to build a collaborative community of learners developing reflective teaching practices. • What would the use of of video in the student-teaching seminar look like to study one’s own teaching practice? • How can video support reflection for student-teachers?

3. Seminar Format • 10 Seminars over the course of a semester • 2 hours/seminar • 5-6 Student Teachers + 1 University Supervisor • Address Teacher Work Sample (TWS) & transition students to student-teachers to teachers STUDENTS – STUDENT-teachers – student-TEACHERS -- TEACHERS

4. Connection between DLC & Student Teaching Seminar • Design: • Importance of Active Designing vs Passive Consuming • Learning: • Community of Learners Model • How People Learn • Collaboration • Distributed Cognition • Social Creativity

5. Beyond Couch Potatoes(Fischer) • Designer = a person who wants to act as an active participant and contributor in personally meaningful activities. • How to make learning & knowledge public & able to be shared • “The future of how we live, think, create, work, learn, and collaborate is not out there to be ‘discovered’ – it has to be invented and designed.”

6. Community of Learners Model(Rogoff,B. Matsuov, E. & White, C.) • All participants are active; no one has all the responsibility and no one has none of the responsibility • Transformation of participation theory of learning • “People build on each other’s ideas on a common topic guided by the teacher’s leadership” (p397) • Collaborative system

7. How People Learn(Bransford et al: Learning from Speculation to Science) • Pre-existing understandings of students • Apprenticeship of observation • Subject matter knowledge • Content & Pedagogical Content Knowledge • Meta-cognitive skills • Reflection on Teaching & Learning • Learner, Knowledge, & Assessment Centered

8. Collaboration • Assumptions of: • Distributed Cognition • “Artifacts, tools, and socio-technical environments can be designed and evaluated to empower human beings and to change tasks.” • Social Creativity • Both/and orientation • Originality, Expression, Social Evaluation, & Social Appreciation within a Community

9. Video Technology • Contributes to meaning-making of pre-service teachers • Make connections between theory & practice. • Allows for evaluation & reflection. (Grossman, 2005, Research on Pedagogical Approaches in TE)

10. Seminar Theme Plans 1: What does it mean to be a student-teacher? 2: Context of your Student Teaching Experience\ 3: Aligning Standards, Curriculum, & Assessment 4: Open Topic/Video Reflections 5: One’s Teaching Presence 6: Pedagogical Content Knowledge & Practices 7: Open Topic/Video Reflections 8: Differentiation & Individualization 9: Paradoxes in Teaching & Learning 10: Open Topic/Video Reflections

11. Video Reflections • Supervisors would video-tape student-teachers teaching. • Discussion of teaching, learning, & students between student-teacher & supervisor. • At seminar, student-teacher would lead a discussion of a short segment of the video. • Other artifacts of practice include: transcripts of video clip, instructional materials such as lesson plans, hand-outs etc., student work, teacher pre-and post- lesson reflection.

12. Video & Reflection as Learning Tools: Student Teaching Seminar Experience • Goal of transitioning students of teachers to students and teachers of students • Using community of learners model and constructivist theory of how people learn • Use of video to promote reflective teaching.

13. Impact of DLC Course • Active Designers • Shared, Public Knowledge • Community of Learners • Environments that are Learner, Knowledge, & Assessment Centered • Distributed Cognition • Social Creativity