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 Social Creativity “Artifacts, tools, and socio-technical environments can be designed and evaluated to empower human beings and to change tasks.” Social Creativity Both/and orientation Originality, 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, & Assessment 4: Open Topic/Video Reflections 5: One’s Teaching Presence 6: Pedagogical Content Knowledge & Practices 7: Open Topic/Video Reflections 8: Differentiation & Individualization 9: Paradoxes in Teaching & Learning 10: 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