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Acquisition , REFINEMENT, & MAINTENANCE OF SKILLS BY PRESERVICE TEACHERS IN TEACH LIVE ™ at WVU

Acquisition , REFINEMENT, & MAINTENANCE OF SKILLS BY PRESERVICE TEACHERS IN TEACH LIVE ™ at WVU. Kim Floyd, Sara Aronin , Holy Devito , Melissa Harley, Barbara Ludlow & Crystal Smith. Rationale. Exposure to greater range of diversity Disabilities, cultures, behavior patterns

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Acquisition , REFINEMENT, & MAINTENANCE OF SKILLS BY PRESERVICE TEACHERS IN TEACH LIVE ™ at WVU

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  1. Acquisition, REFINEMENT, & MAINTENANCE OF SKILLS BYPRESERVICE TEACHERS IN TEACH LIVE™ at WVU Kim Floyd, Sara Aronin, Holy Devito, Melissa Harley, Barbara Ludlow & Crystal Smith

  2. Rationale • Exposure to greater range of diversity • Disabilities, cultures, behavior patterns • Extension of field experiences • Substitute hours, supplemental hours • Targeted practice of strategies • Engagement, motivation for content, tutoring, lesson planning, classroom management, bullying, & crisis situations

  3. Utilization • Instruction • 6 courses, undergraduate & graduate, SPED & C&I • 5 to 30 minutes, single or multiple sessions • interactions, AARs, video review/reflection, instructor review/feedback • Research • Comparison of effectiveness of instructional strategies (contracts/consequences/counseling) • Development of management skills across semester using Danielson rubric

  4. SPED 365 • Universal Design For Learning and Assistive Technology • Undergraduate students • Special Education majors

  5. Bullying • Develop classroom rules and consequences • Implement classroom consequences (immediate) • Counsel with target and bully

  6. Code Red • Students respond to a “Shooter in the School” scenario • Take charge of the classroom • Respond to student questions/comments • Calm and collected

  7. SPED 493/593 • Classroom management elective • Entirely in Teachlive with flipped classroom instruction except for the first class of the semester • Variety of majors

  8. Marzano Art & Science of Teaching • Used domain 1 – DQ 5, 6, 7, 8, & 9 – • Rules & procedures • Engaging students • Effective relationships • High expectations • For each criteria (20 total) 3 ratings each time • Self, peer, & professor • In Lab 9 times – could teach any subject – had a typical classroom interruption each time (i.e. bullying, fire drill etc.)

  9. Demonstrating “withitness”

  10. “Withitness”- left graph in student teaching, right in TeachLive

  11. Conclusion After comparing the results of SPED 493 with the results from my teacher and I in a real classroom, I can conclude that I am more relaxed and consistent with classroom management. I showed constant and steady growth in all areas. I believe this is because I had more time and was better able to develop relationships with students in my classroom than in the lab.

  12. SPED 364 • Undergraduate Course in Individualized Educational Programming • Special Education majors

  13. Activities • Students randomly assigned a student • Informally assess their student (Brigance) • Use their data from their assessment to write Present Levels of Performance & Annual Goals/Objectives

  14. Tutoring • Develop a tutoring plan from goals • Tutor their TLE student in an area of need

  15. SPED 601 • Graduate course: Academic Interventions • Non-Majors

  16. Activities • Session 1: Getting to Know the Class • Session 2: Establishing Rules & Consequences • Session 3: Deescalating Power Struggles • Session 4: Activating Prior Knowledge • Session 5: Using di (direct instruction)

  17. EDU 602 • All Non-Majors • Only One session visit

  18. Activities • Class introduction to their major • Gain student interest • Interact with whole class • Debrief and self-reflect

  19. Conclusion

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