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© Scordias & Morris, 2005 Virtual Classroom Visits: Using Video Conferencing Technology to Enhance Teacher Education Dr. Margaret Scordias Pamela B. Morris, M.Ed. University of Missouri, St. Louis
© Scordias & Morris, 2005 Copyright Margaret Scordias and Pamela Morris, This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice it given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
© Scordias & Morris, 2005 How do we do address the needs of the preservice teacher in a way that develops skills needed by quality teachers? Educational Quality
© Scordias & Morris, 2005 Purpose of Observations To prepare students for the authentic teaching experiences that they will have as student teachers and classroom teachers. To develop noticing and interpretation skill evidenced by expert teachers. –(Sherin, 2002)
© Scordias & Morris, 2005 Purpose of Project: Learning Principles To better prepare preservice teachers To teach successfully in diverse urban settings. To implement a socio-cultural perspective that uses collaboration and directed learning to integrate theory with practice. To accelerate the movement of novice to expert by seeing and reasoning using the expert’s eye. –(Bradsford, 2000)
© Scordias & Morris, 2005 Traditional Observations Observation process –Individuals or pairs are assigned observation in K-12 school (For example 10 hours over the course of the semester.) –Write analysis of observation Concerns by faculty about the process –Difficulty scheduling 200 preservice teachers / semester –Ensuring quality teaching occurs in observation –Accessing diverse settings
© Scordias & Morris, 2005 Problems of Learning Validity of interpretation –Prior experience: Filter of the experience –Lack of context: The meaning attributed to what we do perceive Connection of theory to practice Isolated construction of new knowledge
© Scordias & Morris, 2005 Discussion of Improvements Which has precedence in the observational procedures - form or function –Issues related how the activity (observation) is able to be conducted –Issues related to why the activity (observation) is being conducted
© Scordias & Morris, 2005 Factors in Decision Making FORM Scheduling The school environment Introduction to the classroom Permissions FUNCTION Learning to notice Interpretation Constructing new knowledge Feedback Connecting theory to practice
© Scordias & Morris, 2005 Rethinking the Balance Form Function Traditional Observation VCV Observation
© Scordias & Morris, 2005 Virtual Visit Observations K-12 classroom observation via videoconferencing camera
© Scordias & Morris, 2005 Virtual Visit Observations Preservice teachers interview K-12 classroom teacher in videoconference (still photo of 200A)
© Scordias & Morris, 2005 Virtual Visit Observations Directed discussion links observation, interview, and theory.
© Scordias & Morris, 2005 Discussion Interactions Preservic e Teacher
© Scordias & Morris, 2005 Community of Practice
© Scordias & Morris, 2005 Our Journey Questions Pilot –Balancing technology and pedagogy Moving from pilot to departments Current use Critical design components
© Scordias & Morris, 2005 Fish Bowl Technique After the VCV visit concludes, preservice teachers and directed learning facilitator have a dialogue that addresses, preservice teacher Mannerisms Areas noticed Questions asked Ahas Continuing concerns
© Scordias & Morris, 2005 Required Roles Preservice Teachers Department Instructors Directed Learning Facilitator Project Field Coordinator Project Manager
© Scordias & Morris, 2005 Preservice Teachers Observe classroom lesson Note student behaviors and teacher interactions Complete observation sheets Develop hypothesis about the teaching learning process Pose questions to classroom teacher that provide a window into the teacher’s thoughts during the lesson Be active, thoughtful participants Complete pre- and post-observation assignments
© Scordias & Morris, 2005 Instructor Coordinate course to allow time for mini- program May take cognitive theory from class lessons and apply it to the observation Collect observation forms Monitor attendance and web site discussions
© Scordias & Morris, 2005 Directed Learning Facilitator Determine foci of the observations Arrange observations Provide observation guidelines Facilitate university site Simulate teacher internal dialogue Shape focus Highlight teacher practice and explain from theoretical viewpoint Maintain web site for communications Coordinate with Project Manager to improve process
© Scordias & Morris, 2005 Website
© Scordias & Morris, 2005 Field Coordinator Tests technology for each site, 1 week before and day of conference Checks arrangement that teacher can video conference after observation Coordinates technical hook-ups Facilitates K-12 site Maintains communication between university and K-12 site through cell phones during VCV Notes refinements needed for the process and technical issues
© Scordias & Morris, 2005 Project Manager Monitors the balance of form and function Align communications within community of practice Distribute the weight of project between members of the community of practice
© Scordias & Morris, 2005 References Bradsford, J.D., et al (Eds.) (2000). How people learn: brain, mind, experience, and school. Expanded Edition. Washington, D.C.: National Academy Press. Sherin, M. G. & van Es, E. A. (June, 2002). Learning to notice as a focus of professional development. Classroom Leadership, 5(9), 1& 6.
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