pet 483/485
TRANSCRIPT
Student Teaching Plan of Action
PET 485
Tanner Robison
Aim of Presentation Understand the student teaching breakdown and how
each component is important
Describe theories of reflection and situated learning and apply them to the student teaching experience
Effect of the student teaching placement on my professional socialization
Student Teaching BreakdownStudent Teaching Coordinator (Harvey)
University Supervisor Cooperating Teacher
Teacher Candidate (Me)
Student Teaching Breakdown Student Teaching Coordinator (Dr. Harvey)-
Oversees student teaching and diffuses major placement problems
University Supervisor- Connection from Dr. Harvey to myself
Observes some lessons + gives feedback
Open communication to address successes or concerns
Weekly meetings with TC
Student Teaching Breakdown Cooperating teacher-
Day-to-day interactions
Daily feedback
Mentor
Teacher Candidate (Me)- Takes control of classroom +teaches lessons
Able to contact all branches of the “tree” for feedback or advice
Communicates with CT and US
Situated Learning
Situated Learning Working from beginner to master
Collaboration
Interactions
Engaging
These experiences happen through the community
The community includes:
Everyone in the student teaching breakdown
Other professionals/teachers
Reflection Models
Reflection Models
Application of Reflection
Use of the Post-Teaching Reflective Analysis
Weekly basis
Reflective Writing
After each day
Short, concise pros and cons of the day’s lessons
Video-taping
3 times- beginning, middle and end
Harvey Observation Tool
Professional Socialization Set of professional beliefs and values
Student Teaching will challenge these beliefs
Using reflection will allow student teachers to look back and change their views to become better, more well-rounded teacher
Questions?
References http://www.slideshare.net/stharvey/models-of-
supervision-reflection
https://ecampus.wvu.edu/bbcswebdav/pid-739348-dt-content-rid-1723394_1/courses/star50443.201405/Models%20of%20supervision-reflection.pdf