Reflection: A Catalyst for
Learning with Focus on
Student Teachers
Marjorie Economopoulos
NCTM Annual Meeting
April 28, 2006
St. Louis, MO
Overview
• Developmental Aspects
• Sample Assignments
– Intro to education
– Methods classes
– Student teaching
• Focus on student teachers
• Impact on student learning
• Cause or effect?
Developmental Elements of KSU’s Teacher Ed Program
Pedagogy
Courses/Experiences
EDUC 2201
(schools)
EDUC 2202/04
(learners)
EXC 3304 (Special
learners)
EDUC 3308 (Lrng, Motiv,
Mgt)
Methods
Practicum
Content/Discipline
Student Teaching
Content specific development
Field/School
30 hrs. Observe, assist,
tutor/mentor
Special needs
observations, individual
learner explorations,
“Project Kid”
Presentation
Projects,
reports,
Group, sharing, present to
class
observe, assist,
teach 2+
classes
Nano & micro
teaching w/
peers, begin w/
learners
increase
responsibilities, extend,
full teaching
With learners, expand,
facilitate, tutor, teach
class
individual
Technology
E-mail, word
proc,
Web, PowerPoint, content
specific software, learn &
use
User to learn,
track, use to
teach, lesson
plans, GLC
Manage & plan
teaching, integrate into
teaching
Internet,
WebCT
As of 2/7/01
Developmental Reflective Practice
Intro to Ed
EDUC 2201 (schools)
Methods
Student Teaching
EDUC 2202/04 (learners)
Facts, descriptive
Application
Analysis, Implications
Developmental Reflective Practice
Intro to Ed
Methods
Student teaching
Fact, descriptive
Application
Analysis, implication
Catalyst to
Learning
Sample Assignments
Intro to Education
• BB 1.1 Your Favorite Teachers
– Who were your favorites? Why?
– Class learned the most, what did you
learn?
– Same or different people?
– Characteristics related to personality
– Characteristics related to teaching itself
Intro to Education
• Activity #3: Copyright and Fair Use
• Copyright affects teachers and students in many
ways. With the increased use of technology in
the classroom it is becoming more crucial for
teachers to understand the appropriate uses of
copywritten materials in their classroom.
Take a look at the following web site
http://www.stfrancis.edu/cid/copyrightbay/
• After you have worked through at least 3 of the
tutorials either as a group or individually, post a
message individually to your group's forum
describing how copyright might affect you as a
classroom teacher.
Intro to Education
Philosophy of Education
Write your personal philosophy of education.
Relate your thoughts to the philosophies/
philosophers we study. Use the philosophy
Building Blocks from readings in your book and
activities in class to guide your writing. This
paper should be no longer than 2 pages, doublespaced. You should hang onto the graded paper
as well as the Word document file. You will use
it in your portfolio.
Methods Class
Philosophy of Middle Grades Math Ed.
• Write a short paper … describing your
philosophy of middle grades mathematics
education.… Your audience is an interviewing
principal who you want to sell on your
knowledge of the NCTM standards, the GPS, and
the NMSA philosophy for middle schools, as well
as your ability to help diverse student
populations learn mathematics.
– Address the following NCTM principles: equity, technology,
and assessment.
– Show that you’re aware of the basic reasons for and the
approach of the GPS.
– Show that you’re aware of the middle school philosophy.
(See This We Believe textbook or NMSA standards).
Methods Class
Technology Lesson Reflection
• You will plan with colleagues and then teach a
small group of your peers using technology.
You will turn in a reflection on how you would
adapt that lesson for middle grades students.
Methods Class
Explorations
– Throughout the semester, there will be
several opportunities for you to reflect on
experiences and explore topics for a deeper
understanding. These “explorations” could
be a field journal, WebQuests, or service
learning reflection…. You will have one
exploration each week. While you are on
campus, your explorations will link to the
topics of study. While you are in the field,
your weekly exploration will be a reflective
journal. This journal should focus on your
reflections on your observations, activities,
and performances.
Student Teaching
Videotaped Lesson Review (2).
•
Videotape two lessons, review, and critique
them. One of these lessons must demonstrate
your use of technology to teach your subject.
The first critique should identify at least three
specific areas of your teaching you would like
to improve. The second critique should
specifically refer to your progress in the
identified areas. Your videotape does not need
to be submitted.
Student Teaching
School-Based Activities and Communications
While participating in all field experiences, you
are required to be involved in a variety of
school activities directed at the improvement
of teaching and learning. Activities may
include, … tutoring students, parent
conferences, phone calls to parents, assisting
teachers or other school personnel, attending
school board meetings, and participating in
education-related community events…. you
are encouraged to explore every opportunity
to learn by doing. Reflect on these activities in
your journals …. Learning more about all the
roles of a teacher and activities within a school
…
Sample Reflections
Focus on Student
Teachers
Student Teacher Reflections
Early in semester
Mostly descriptive
Observations
Student Teacher Reflections
Mid semester
Application
Questioning
Adjusting
Student Teacher Reflections
Late in semester
Analysis
Implications
After Student Teaching
Impact on Student Learning
An Assignment
•
Methods Classes
•
Student Teaching
Impact on Student Learning
Assignment
•
You are already informally assessing the influence of your instruction
on your students’ learning and considering what factors, such as
student diversity, might affect your students’ achievement. For this
assignment, you will do that analysis more formally.
Method:
•
Select a class/group of students whom you are teaching and a
lesson/activity/ unit/skill on which to evaluate the impact on every
student’s learning. Decide on a method of collecting data on your
impact upon student learning …. The assessments you choose should
be aligned with your objectives….
•
In assessing the impact of your lesson on all students’ learning, you
will need to interpret the results within the contexts of the setting and
student diversity. Contextual factors are important for teachers to
know because they often help explain student behaviors and
achievements. In your analysis, you need to investigate these
contextual factors:
–
–
–
Geographic location, community and school population, socio-economic
profile and race/ethnicity,
Physical features of setting, availability of equipment/technology and other
resources,
Student characteristics such as age, gender, race/ethnicity, exceptionalities
(disability and giftedness), achievement/developmental levels, culture,
language, interests, learning styles or skill levels
Impact on Student Learning
Analyzing and Reporting the Data:
•
•
•
•
Perform the analysis on three levels:
Whole group: Compile the data as a whole group by
using simple descriptive techniques. If you gave a pretest, compare the pre-and post-test results.
Sub group: You should compile the data into groups for
comparison (select two) from those identified under
student characteristics. This analysis should include the
contextual factors of exceptionalities, ethnicity, race,
socioeconomic status, gender, language, religion,
sexual orientation, and geographical area (NCATE/PSC
Standard 3, Element 3; Standard 4, Elements 1 & 4).
Individuals: Select two students who represent different
levels of performance and examine the data you have on
them.
Impact on Student Learning
Reflecting on the Data:
•
After analyzing and reporting the data, reflect on your
performance as a teacher and link your performance to
student learning results using the “Impact on Student
Learning” Rubric as a guide for reflection. Evaluate your
performance and identify future action for improved
practice and professional growth.
Additional Prompts for reflection:
•
•
•
Select the learning objective where your students were
most successful.
Select the learning objective where your students
needed more opportunity to grow.
In each case, provide two or more possible reasons for
these outcomes. Consider your goals, instruction, and
assessment along with student characteristics and
other contextual factors that you can influence to
continue to have a positive impact on student learning.
Impact on Student Learning
Sample Response
a student teacher
Impact on Student Learning
Analyzing the Data:
Impact on Student Learning
Interpreting the Results:
Impact on Student Learning
Conclusions:
Impact on Student Learning
Ramifications and changes:
Comparing Reflective Practice
Deep and
extensive
Short
superficial
Comparing Reflective Practice
Short
superficial
Comparing Reflective Practice
Hurried
Unfocused
Scattered
Comparing Reflective Practice
Video Critique
Becoming more
reflective, thoughtful
Comparing Reflective Practice
Taking ownership
Analyzing
Reflection: A Catalyst?
Cause ‘n’ Effect
Reflection: A Catalyst for Learning
Teaching/Improving
Reflective Practice
Thoughts from the group
Thank You
Marjorie Economopoulos
meconomo@kennesaw.edu
http://ksuweb.kennesaw.edu/~meconomo