Paraprofessional education candidates (associate degree level) and pre-service teachers participated in Visible Thinking (Ritchart, Church & Morrison, 2011) activities during undergraduate coursework to understand, inform, and then reflect on current topics in education while forming professional identities. The Visible Thinking process and reflections will be shared relating to professional development and inquiry.
Recent demands on professionalism and scholarship in teacher preparation require institutions to prepare active practitioner scholars prepared to teach. The session content is supported through the research of Levin & Rock (2003), Price & Valli (2005) and Mertler (2009).
Conferees will benefit from the session through a greater understanding of how-to integrate and scaffold the research process throughout an undergraduate education program.
Participants in this interactive workshop discover the value of peer-teaching observations in higher education, regardless of discipline, and collaborative peer feedback. Through visual presentations, dialogue, handouts, and small-group discussion, participants realize how colleague observations can inform and reflect on participants’ own practices and give insights to improve approaches. Results and reflections are shared to help participants gain skills, replicate the experience, develop professional identities, and further independent inquiry. This is an expansion in to higher education of research previously conducted with pre-service teachers during a clinical practice setting.
LEARNING OBJECTIVES:
1. To recognize and value the importance of continuing professional development in higher education.
2. To replicate similar reflective experiences in institutions of higher education.
The purpose of this presentation is to share lessons I’ve learned preparing, researching and writing an eText including:
- How writing and organizing eText is different from reading eText
- Formatting and file structure considerations when organizing eText
- Working independently and with a team
Presentation link: https://sway.com/iizSNAQDTcMucupZ
Accessible link: https://sway.com/iizSNAQDTcMucupZ?accessible=true
This is a metacognition teaching tool designed as a method of teaching students the connections between emotions, thoughts and behavior through a cognitions diary. This presentation will demonstrate how students can use their cell phones to monitor, examine, and draw conclusions about how their emotions affect their capacity to learn. As a result of the process, students will develop ways to transform cognitions in such a way as to enhance learning. This presentation will include: 1. A guideline for developing a baseline scale of emotions; 2. A table for using a cell phone to log emotions and thoughts; 3. A rubric for reflections and analysis of the journal.
An additional goal of this tool is to provide an experiential basis for students to build understanding for the connection between affect and cognitions.