Presentation is loading. Please wait.

Presentation is loading. Please wait.

© Scordias & Morris, 2005 Virtual Classroom Visits: Using Video Conferencing Technology to Enhance Teacher Education Dr. Margaret Scordias Pamela B. Morris,

Published byKarley Gladney Modified over 9 years ago

Similar presentations

Presentation on theme: "© Scordias & Morris, 2005 Virtual Classroom Visits: Using Video Conferencing Technology to Enhance Teacher Education Dr. Margaret Scordias Pamela B. Morris,"— Presentation transcript:

1 © 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

2 © Scordias & Morris, 2005 Copyright Margaret Scordias and Pamela Morris, 2005. 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.

3 © 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

4 © 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)

5 © 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)

6 © 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

7 © 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

8 © 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

9 © 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

10 © Scordias & Morris, 2005 Rethinking the Balance Form Function Traditional Observation VCV Observation

11 © Scordias & Morris, 2005 Virtual Visit Observations K-12 classroom observation via videoconferencing camera

12 © Scordias & Morris, 2005 Virtual Visit Observations Preservice teachers interview K-12 classroom teacher in videoconference (still photo of 200A)

13 © Scordias & Morris, 2005 Virtual Visit Observations Directed discussion links observation, interview, and theory.

14 © Scordias & Morris, 2005 Discussion Interactions Preservic e Teacher

15 © Scordias & Morris, 2005 Community of Practice

16 © Scordias & Morris, 2005 Our Journey Questions Pilot –Balancing technology and pedagogy Moving from pilot to departments Current use Critical design components

17 © 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

18 © Scordias & Morris, 2005 Required Roles Preservice Teachers Department Instructors Directed Learning Facilitator Project Field Coordinator Project Manager

19 © 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

20 © 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

21 © 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

22 © Scordias & Morris, 2005 Website

23 © 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

24 © 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

25 © 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.

Download ppt "© Scordias & Morris, 2005 Virtual Classroom Visits: Using Video Conferencing Technology to Enhance Teacher Education Dr. Margaret Scordias Pamela B. Morris,"

Similar presentations

The Teacher Work Sample

The Teacher Work Sample
Interactive Teaching Javed Iqbal University of British Columbia.

Interactive Teaching Javed Iqbal University of British Columbia.
What Students Say About Emerging Practices and Learning Technology Anthony Potoczniak - Rice University Sarah E. Smith - North Carolina State University.

What Students Say About Emerging Practices and Learning Technology Anthony Potoczniak - Rice University Sarah E. Smith - North Carolina State University.
A Do-able Vision Ron Bleed, Vice Chancellor Information Technologies Maricopa Community Colleges Carol Scarafiotti, Dean of Instruction Rio Salado College.

A Do-able Vision Ron Bleed, Vice Chancellor Information Technologies Maricopa Community Colleges Carol Scarafiotti, Dean of Instruction Rio Salado College.
Copyright Joann Martyn, 2007.This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial,

Copyright Joann Martyn, 2007.This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial,
Engaging Students in Classroom Discussion. Learning Targets O I can explain the difference between text-based discussion and other discussion formats.

Engaging Students in Classroom Discussion. Learning Targets O I can explain the difference between text-based discussion and other discussion formats.
What Does the Net Generation Expect From Us? SAC August 8, 2005 SAC August 8, 2005 Copyright © 2005, Joel L. Hartman. This work is the intellectual property.

What Does the Net Generation Expect From Us? SAC August 8, 2005 SAC August 8, 2005 Copyright © 2005, Joel L. Hartman. This work is the intellectual property.
Evaluating IT Professionals Through Values - Based Performance Appraisal Systems February 17, 2005 Presented by: Jenifer Jarriel and Mary Sloan.

Evaluating IT Professionals Through Values - Based Performance Appraisal Systems February 17, 2005 Presented by: Jenifer Jarriel and Mary Sloan.
Southeast Regional Educause Conference, June 6, 2005 The Learning, Teaching and Innovative Technologies Center (LT&ITC): A Partnership to Support Faculty.

Southeast Regional Educause Conference, June 6, 2005 The Learning, Teaching and Innovative Technologies Center (LT&ITC): A Partnership to Support Faculty.
While You Were Out: How Students are Transforming Information and What it Means for Publishing Kate Wittenberg The Electronic Publishing Initiative at.

While You Were Out: How Students are Transforming Information and What it Means for Publishing Kate Wittenberg The Electronic Publishing Initiative at.
Teacher Evaluation Model

Teacher Evaluation Model
1 Constructivist learning spaces NLII focus session 9/9/04 Malcolm Brown, Dartmouth College Copyright Malcolm Brown, 2004. This work is the intellectual.

1 Constructivist learning spaces NLII focus session 9/9/04 Malcolm Brown, Dartmouth College Copyright Malcolm Brown, This work is the intellectual.
Andrea Eastman-Mullins Information & Technology Coordinator University of North Carolina, Office of the President Teaching and Learning with Technology.

Andrea Eastman-Mullins Information & Technology Coordinator University of North Carolina, Office of the President Teaching and Learning with Technology.
 The purpose of the RTI/CCP Grant is to enhance the knowledge, skills, and dispositions of in-service teachers, pre-service teachers, and teacher education.

 The purpose of the RTI/CCP Grant is to enhance the knowledge, skills, and dispositions of in-service teachers, pre-service teachers, and teacher education.
E-learning for the Academy: technology and learning environment design Margaret Haughey University of Alberta Copyright Margaret Haughey, 2003. This work.

E-learning for the Academy: technology and learning environment design Margaret Haughey University of Alberta Copyright Margaret Haughey, This work.
INSTRUCTIONAL LEADERSHIP: CLASSROOM WALKTHROUGHS

INSTRUCTIONAL LEADERSHIP: CLASSROOM WALKTHROUGHS
Pictures of Practice Evaluating, Disseminating, and Supporting Best Practices of Online Teaching Brad Belbas Christine Greenhow Linda Jorn JD Walker.

Pictures of Practice Evaluating, Disseminating, and Supporting Best Practices of Online Teaching Brad Belbas Christine Greenhow Linda Jorn JD Walker.
UWM CIO Office A Collaborative Process for IT Training and Development Copyright UW-Milwaukee, 2007. This work is the intellectual property of the author.

UWM CIO Office A Collaborative Process for IT Training and Development Copyright UW-Milwaukee, This work is the intellectual property of the author.
Carolyn Awalt University of Texas at El Paso Paul Resta

Carolyn Awalt University of Texas at El Paso Paul Resta
Chatham College Community and Computers Pervasive Computing at a Liberal Arts College Charlotte E. Lott, Ph. D. Lynda Barner West, Ed. D. Copyright Charlotte.

Chatham College Community and Computers Pervasive Computing at a Liberal Arts College Charlotte E. Lott, Ph. D. Lynda Barner West, Ed. D. Copyright Charlotte.

Similar presentations

Ads by Google