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The Field-Based Methods Course: Real Students in Real Time

The Field-Based Methods Course: Real Students in Real Time. James King, Associate Professor of Mathematics, University of Washington Sunshine Campbell, Graduate Student and Methods Instructor, University of Washington Ilana Horn, Assistant Professor of Education, University of Washington.

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The Field-Based Methods Course: Real Students in Real Time

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  1. The Field-Based Methods Course: Real Students in Real Time James King, Associate Professor of Mathematics, University of Washington Sunshine Campbell, Graduate Student and Methods Instructor, University of Washington Ilana Horn, Assistant Professor of Education, University of Washington

  2. A Partnership • A partnership between the University of Washington and a local public high school • Alignment of methods course and classroom practices • Pre-service teachers able to see the work of improvement efforts in action

  3. Context of the Local Urban School • De-tracked 9th and 10th grade classes • Standards-based curriculum • Professional Development in reform teaching practices (Complex Instruction) • Collaborative Planning Teams for each course with support from Teachers for a New Era

  4. Why the field component? • Misconceptions about struggling students • Representing K-12 students in a university classroom • Equitable teaching as problem solving around students: revising, reworking, improvising • Field placement alignment with promoted Teacher Education practices

  5. The Field Experience • Weekly visit • Observe with a focus on pedagogy • Follow a struggling student for 10 weeks • Weekly “check-in” with classroom teacher about struggling student • Large group debrief (pre-service students, experienced teachers, methods instructor)

  6. Opportunities for Everyone to Learn Experienced Teachers Pre-Service Teachers Field-Based Methods University Instructors

  7. Impact on UW’s Teacher Education Program • The work at Clark HS is driving change in TEP • TEP Renewal • All methods courses become field-based (proposed)

  8. A pre-service teacher said: • “At Clark HS, I saw a method of teaching that helps more kids learn and helps kids learn more. Thank goodness I sat in K’s class each week, and saw a teacher that has used group work for a long time, and has gotten her students comfortable with it. If I had not had that experience, being a "pioneer" at (the school where I will student-teach) would be even harder.  I learned that group work is viable!”

  9. Questions? Contact Info: Sunshine Campbell campsun@u.washington.edu Jim King king@math.washington.edu

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