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Learning How to Learn Through Field-Based Collaboration

Learning How to Learn Through Field-Based Collaboration. N. Suzanne Standerford Sue Szczepanski Joe Lubig Northern Michigan University AACTE February 25, 2011. A Little Bit About Us. S uccessful TEAC Approval in 2010 and we are accredited through 2014 Conceptual Framework

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Learning How to Learn Through Field-Based Collaboration

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  1. Learning How to Learn Through Field-Based Collaboration N. Suzanne Standerford Sue Szczepanski Joe Lubig Northern Michigan University AACTE February 25, 2011

  2. A Little Bit About Us • Successful TEAC Approval in 2010 and we are accredited through 2014 • Conceptual Framework • Teacher candidates form habits of judgment, develop character, taste and discrimination, elevate standards, facilitate understanding, stimulate curiosity and wondering, foster style and a sense of beauty and thirst for new ideas and a vision of the yet unknown. • Teacher candidates learn how to foster these characteristics in their own classrooms with their own students. • We teacher educators develop and embody these same qualities in ourselves and in our courses.

  3. The Structure to Support our Conceptual Framework • Phase I: Choosing to become a teacher: Role Orientation and Conceptualization • Pre-Methods • Phase II: Learning to become a teacher: Role Learning and Commitment • Block I Methods & Block II Methods • Phase III: Becoming a teacher: Role Assumption • Student Teaching

  4. TEAC Cross-Cutting Theme 1.4.1 Learning how to learn: Candidates must demonstrate that they have learned how to learn information on their own, that they can transfer what they have learned to new situations, and that they have acquired the dispositions and skills of critical reflection that will support life-long learning in their field.

  5. The Roles We Assumed • “Wendy” • Elementary Education; Social Studies/Integrated Science • Tribal School for student teaching placement • Split assignment in 1st grade & 7th grade • Traditional student

  6. “Adam” • Elementary Education; Integrated Science/Math • Title I school for student teaching placement • 4th grade • Non-Traditional student • Homeschooled

  7. “Joey” • Secondary Education; English/Emotional Impairment • Alternative High School & Middle School for student teaching placement • Split assignment • Non-Traditional student • MA in English

  8. Purpose and Process for Our Study • Ongoing evaluation of program and courses • TEAC Cross Cutting Theme Learning to Learn • How we conducted the study • Biography • Role assumption • Questioning • Email • Charting • Interviews - lunch • Additional data sources (applications, supervisor reports, written assignments through methods, resume) • Weekly meetings for 2 hours to debrief • Sharing of documents/reflections through email • Coding of themes – emergent themes based on weekly meetings

  9. TEAC Cross-Cutting Theme 1.4.1 Learning how to learn: Candidates must demonstrate that they have learned how to learn information on their own, that they can transfer what they have learned to new situations, and that they have acquired the dispositions and skills of critical reflection that will support life-long learning in their field.

  10. CAUTION!!!This starts the crowd participation component. Us: “We brought Wendy, Adam and Joey with us today.” You: “Yeah!!!” Us: “Would you like to meet them?” You: “We would love to!”

  11. Here we are….. Joey Wendy Adam

  12. 1.4.1 Learning how to learn: • Candidates must demonstrate that they have learned how to learn information on their own, that they can transfer what they have learned to new situations, and that they have acquired the dispositions and skills of critical reflection that will support life-long learning in their field.

  13. A Reflective Conversation • Common Question/Theme: • How would you help me succeed in schools with varying teaching philosophies?

  14. As Teacher Educators • How is your program addressing the “learning how to learn” theme as candidates move into positions in schools with varying teaching philosophies? • What advice could we offer each other to improve and collect evidence for “learning how to learn?”

  15. Learning to Learn Suggestions • Work with schools that are non-traditional • Need to prepare teachers for the schools we want • Helping our students understand that in the door as a new teacher you have to “fit in” in some ways but have the confidence to instruct students in the best way possible; self-efficacy and confidence; don’t wait for permission • Push past the script • Should we be fostering survivors and/or those who will alter teaching (Teacher Gap); PD should not be something that happens to us

  16. Quick-Write • How can teacher education programs better prepare candidates to bring program learning forward as they prepare for teaching positions? • Should this focus on the induction years?????

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