REFINEMENT amp MAINTENANCE OF SKILLS BY PRESERVICE TEACHERS IN TEACH LIVE at WVU Kim Floyd Sara Aronin Holy Devito Melissa Harley Barbara Ludlow amp Crystal Smith Rationale ID: 408546
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Acquisition, REFINEMENT, & MAINTENANCE OF SKILLS BYPRESERVICE TEACHERS IN TEACH LIVE™ at WVU
Kim Floyd, Sara
Aronin
, Holy
Devito
, Melissa Harley,
Barbara
Ludlow & Crystal SmithSlide2
RationaleExposure to greater range of diversityDisabilities, cultures, behavior patternsExtension of field experiences
Substitute hours, supplemental hours
Targeted practice of strategies
Engagement, motivation for content, tutoring, lesson planning, classroom
management, bullying, & crisis situationsSlide3
UtilizationInstruction6 courses, undergraduate & graduate, SPED & C&I5 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 rubricSlide4
SPED 365Universal Design For Learning and Assistive TechnologyUndergraduate students Special Education majorsSlide5
Bullying Develop classroom rules and consequencesImplement classroom consequences (immediate)Counsel with target and bullySlide6
Code RedStudents respond to a “Shooter in the School” scenarioTake charge of the classroomRespond to student questions/commentsCalm and collectedSlide7
SPED 493/593Classroom management elective Entirely in Teachlive with flipped classroom instruction except for the first class of the semester
Variety of majorsSlide8
Marzano Art & Science of TeachingUsed 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.)Slide9
Demonstrating “withitness”Slide10
“Withitness”- left graph in student teaching, right in TeachLiveSlide11
ConclusionAfter 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
. Slide12
SPED 364Undergraduate Course in Individualized Educational ProgrammingSpecial Education majorsSlide13
ActivitiesStudents randomly assigned a studentInformally assess their student (
Brigance
)
Use
their data from their assessment to write Present Levels of Performance & Annual Goals/Objectives Slide14
TutoringDevelop a tutoring plan from goalsTutor their TLE student in an area of needSlide15
SPED 601 Graduate course: Academic InterventionsNon-MajorsSlide16
ActivitiesSession 1: Getting to Know the ClassSession 2: Establishing Rules & ConsequencesSession 3: Deescalating Power Struggles
Session 4: Activating Prior Knowledge
Session 5: Using di (direct instruction)Slide17
EDU 602All Non-MajorsOnly One session visitSlide18
ActivitiesClass introduction to their majorGain student interestInteract with whole classDebrief and self-reflectSlide19
Conclusion