Student Teaching Seminar

Video & Reflection

as Learning Tools

By: Katie Byrnes,

Kathy Gamble &

Barb Sprigg

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?

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

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

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.”

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

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

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 CreativityBoth/and orientationOriginality, Expression, Social Evaluation, & Social

Appreciation within a Community

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)

Seminar Theme Plans

1: What does it mean to be a student-teacher?2: Context of your Student Teaching Experience\3: Aligning Standards, Curriculum, & Assessment4: Open Topic/Video Reflections5: One’s Teaching Presence6: Pedagogical Content Knowledge & Practices7: Open Topic/Video Reflections8: Differentiation & Individualization9: Paradoxes in Teaching & Learning10: Open Topic/Video Reflections

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.

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.

Impact of DLC Course

Active Designers Shared, Public Knowledge Community of Learners Environments that are Learner, Knowledge,

& Assessment Centered Distributed Cognition Social Creativity