Pedagogy Labs and Education-Intended Students’ Understandings about Teaching and Learning

2. Learning Network - Teachers for a New Era October 29-31, 2007 Denver, Colorado Pedagogy Labs and Education-Intended Students’ Understandings about Teaching and Learning Barbara Bales and Jennifer Mueller Co-Leaders of the UW-Milwaukee TNE Professional Sequence Design Team

3. Mentor Teacher Guidance, Advanced Licensure using PDP District or School Staff Development, Graduate Coursework Disciplinary-based Courses, Intro to Teaching PPST/Praxis I Exam Basic Skills Praxis II Exam Content Knowledge Learning to Teach at UWM Graduation Student Teaching Complete Standards-based Portfolio Certification Initial Licensure Courses in Pedagogy, Pedagogical Content Knowledge, Clinical Experiences Pre-Professional Program Learning In-service Professional Learning Professional Program Learning Figure 1. Pre- and In-Service Professional Learning

4. Disciplinary-based Courses, Intro to Education Professional Program Learning In the School of Education Learning to Teach at UWM PedagogyLab Pre-Professional Program Learning In the College of Letters & Sciences and Peck School of the Arts Courses in Pedagogy, Pedagogical Content Knowledge, Clinical Experiences Figure 2. Building Bridges with Pedagogy Lab Learning

5. Pedagogical Content Knowledge “Identifies the distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an understanding of how particular topics, problems or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction" (Shulman, 1987, p. 4). Disciplinary-based Content Knowledge Knowledge that emerges through a process of critical analysis that is guided by both the substantive and syntactic structures of a discipline. Substantive structures are the paradigms or frameworks within a discipline that guide the focus of inquiry, dictating, in many ways, the questions researchers ask and the directions they pursue. The syntactic structures of a discipline, on the other hand, consist of the tools of inquiry within a discipline, the canons of evidence and proof through which new knowledge is admitted to a field and current knowledge claims are deemed less warranted. (Grossman, Wilson & Shulman, 1989). PedagogyLab Pedagogical Knowledge Represents what a teacher understands about the principles and strategies that are designed to guide class instruction, organization, and management (Shulman, 1987). It is central to the development of expertise (Berliner, 1988, Dodds, 1994; Siedentop & Edldar, 1989, and it matures with experience (Houstoner & Grieffey, 1985. The degree to which it is incorporated into lessons may be influenced by teaching context and significant individuals such as the pupils whom the teacher encounters (Graber, 1995) (cited in Handbook of Research on Teaching, 2002, p. 485).

6. Currins 579-001: Current Topics: Pedagogy Labs - The Pedagogy of Writing Conferences Linked with ENG 440: Introduction to Peer Tutoring and Practice Currins 579-003: Current Topics: Pedagogy Labs – Linking English Content with Pedagogy Linked with ENG 201: Strategies for Academic Discourse Geo Sci 694: Seminar Linked with Geo Sci 185 Currins 579-002: Current Topics: Pedagogy Labs - Linking Multiculturalism Content with Pedagogy** Linked with CURRINS 100: Introduction to Teaching ** Consultant Model 2007 Pilot Pedagogy Lab Models One Credit Pedagogy Lab Discussion Sections

7. Integrated Pedagogy Discussions Letters and Sciences Faculty with School of Education Faculty in Methods Courses 2007 Pilot Pedagogy Lab Models CURRINS 323: Teaching of Social Studies in the MCEA program CURRINS 323: Teaching of Social Studies in the EAA program CURRINS 504: Teaching of Reading and Writing in the ECE program Integrated Pedagogy Discussions: One time Seminar HIST 293: Seminar in Historical Method

8. Research Questions • How and what are students experiencing in these pedagogy labs? • How and what are instructors experiencing in the development and teaching of these pedagogy labs?

9. Methodology and Analysis Observations 3-5 Observations in Foundational and Ped Lab Courses Interviews Group Interviews with Ped LabStudents and One-on-one Interviews with Instructors Pre- and Post Assessments Of Student Learning Praxis Pedagogy Exam Scores or Teaching Case Study Analysis

10. Five Preliminary Findings • Placement of the Lab along the Professional Sequence resulted in different learning and development opportunities for students. • Labs, early in the sequence, provided enthusiastic students opportunities to examine the complexities of being a teacher. • Integrated Methods Labs, later in the sequence, offered students opportunities to produce lessons with richer connections to disciplinary-based content. • A concurrent field placement helped students to make richer connections • Field experiences allowed students to transfer their theoretical understandings from their content courses to their Lab and view them through a classroom setting. • New ideas and questions that arose from field experiences were brought back to the Lab, which enriched the group’s learning. • Praxis scores were lower on the post-test than they were on the pre-test. • May suggest that students in the early Labs have not yet acquired either the content or the pedagogy in a specific discipline to sufficiently bridge the two. • Assumes the Praxis Pedagogy Exams were an appropriate tool to measure what students learned in the Lab.

11. Five Preliminary Findingscont. • Faculty participating in all the labs openly shared their professional growth • Faculty talked at length about pushing their professional boundaries • Faculty participating in the Methods course discussions pointed out the importance of making explicit links between content and pedagogy in their teaching and modeling effective pedagogy • “Tell me what you learned in lab yesterday. How would teach that same content to your students?” • “Today I want you to engage in some curriculum design work related to the Founding of our Country. Like we did in class, I want you to design a curriculum to help students actively examine the enduring understandings and significant human issues” • “What are some of the teaching strategies you see Sandy use?”

12. Issues and Challenges • Teacher candidate learning and development: • How can we disrupt students’ assumptions that disciplinary-based content knowledge, pedagogical content knowledge, and pedagogy are independent entities? • Implications for restructuring candidate preparation to better support content/pedagogy fusion: • How might we restructure and better align disciplinary-based courses with methods courses? • How can multicultural content be infused across disciplinary-based and methods courses? • Implications for restructuring teacher education: • How might we institutionalize the pedagogy lab experience across the learning-to teach sequence? • How might we provide similar experiences as professional development for practicing teachers? • Institutional Barriers related to Ped Lab implementation: • How can scheduling and registration issues be resolved? • How can concerns around faculty load be addressed?

13. Issues and Challenges cont • Instructor learning and development: • How might we support faculty in learning to make their pedagogical decisions transparent and explicit to students? • Implications for going to scale: • How might we connect with other TNE initiatives at our site to develop a more cohesive, systemic change in teacher preparation? • How might TNE partners with similar projects network to support a larger research base? • Unknown issues and challenges?