Dr. Kelley A. Lassman & Professor Sharon Medow - Pace
University, NYC Dr. Angel L. Lopez, Jr. - University of Central
Florida 1 st National TeachLivE Conference Orlando, FL May 24, 2013
Developing Teachers Utilizing TeachLivE: Language of Instruction
and Classroom Management
Slide 2
In the beginning Technology An idea
Slide 3
How best to use the TeachLivE system to enrich the curriculum
for Pace NYC teacher candidates? Does learning to teach with the
TeachLivE system promote faster and more complete skill acquisition
than traditional methods? Are skills demonstrated in the lab
generalized to the K-12 classroom?
Slide 4
An Idea and Desire to Move Research Forward Teacher Education
Developing Curriculum Secure Funding Partner with University of
Central Florida Leverage the Technology and Resources Available at
Pace Skillbuilding for Faculty and Students Create a research group
including faculty & students
Slide 5
Implementation Phase I One semester developing and piloting 4
modules addressing teacher performance skills (S-1) 1 faculty
member class- 1 faculty researcher Team continued to develop
curriculum Team Teaching and implemented modules w/ student
teachers for adolescent, childhood and special ed cert (S-2)
Conducted 5 case studies with pre-post testing and 4 modules in the
lab Childhood and adolescent cert teachers (S-3)
Slide 6
Developing Curriculum Phase I Identified elements in the
Danielson Framework for Teaching as possible training variables
Within the research group we conducted literature review of
variables of teacher talk Developed 4 learning modules: 1) Intro
and general praise; 2) specific praise; 3) questions and mands; 4)
higher order questions Each module is situated in a literacy
lesson. Participants teach common core literacy skills and create a
prepared lesson on a prescribed written or visual prompt. Each
module offers a choice on the literacy skill and the prompt
material.
Slide 7
Teaching Live Phase I Participant reads the module and prepares
a lesson plan Teaches a 8-10 minute lesson During teaching live
coaching takes place from faculty (sentence length, wait time, rate
of speech and target variables) Lesson is videoed, then participant
and coach discuss the next module Participant views video online
the next day and is asked to 1) reflect, 2) implement the target
skills for the week in the K-12 classroom,3) write a reflection of
their progress * In-service teachers pre/post test with matched
vocab lessons on a fable
Slide 8
Implementation Phase II Developed with and for alt cert
teachers Spring 2013 developed draft curriculum Piloted with alt
cert (9 months experience) teachers Summer 2013 first
implementation with alt cert cohort prior to classroom induction
(modules 1-4; est with 24 candidates)
Slide 9
Developing Curriculum Phase II Reviewed current journals and
teacher training texts to identify elements of classroom
management, CEC skills for initial certification Clustered the
topics into 14 modules Rank ordered the modules based on initial,
secondary, and advanced skills Refined the modules based on
feedback from candidates and interactors
Slide 10
Developing Curriculum Phase II Initial 1. Intro 2. Routines and
Protocols 3. Initial Teacher Talk 4. Planning and Teaching
Appropriate Behavior 5. Co-Teaching Step II Modules 1.
De-escalation 2. Teacher Learning how to group 3. Managing student
talk 4. Teacher talk about a difficult topic 5. Positive behavior
support-tracking and monitoring of behavior Step III Modules 1.
Students taking responsibility 2. With drawn
students/coping/calming & anger management 3. Advanced teacher
language of instruction 4. Self-monitoring, goal setting, and
contracting
Slide 11
We have learned.. Prefer to work on 2-3 skills maximum We used
4 modules/4 sessions and the candidates self-reported needing 1-2
more for practice Needed a guided reflection sheet Video capture
with teacher and avatars is better than teacher only Significant
challenges interfacing across tech programs/platforms Changes for
alt cert teachers include: Shorter sessions with repetition (3
trials with video playback in between) Pre-written lesson plans
Smaller group sizes The modules are choice driven to individualize
The lesson plans are created for the candidates There is planned
and scripted events from the interactor
Slide 12
In Progress Coding the pre and posttest (case study) data for
analysis Initial findings: Participants did increase target
variables Social validity is high with candidates who volunteered
Candidates often were initially reluctant to videotape, to
participate and then reported high levels social validity Higher
order questions had the smallest gain scores (could be an order
effect)
Slide 13
Candidate Comments During this last lesson, I finally felt
comfortable with the students. Throughout this semester, I was able
to practice certain skills with the students that have helped me in
my own teaching. For example, I am more aware of giving praise. I
try to always give praise throughout the day to encourage my
students and to compliment them on their good behaviors and good
work. I also am working on giving mands instead of asking
questions. With my fourth grade students, I have to be firm with
them to get them to do something. (Student Teacher Childhood
Program) The Teach Live sessions have really allowed me to reflect
on my own teaching. I rarely get the opportunity to watch myself
teach and I find that it is very beneficial. I can literally
pinpoint the things that I have to work on and things that I do
well. Although the students in the Teach Live session are a little
older than my real students, I find that the have a lot of same
behaviors and personalities. I can use what I have learned through
the Teach Live sessions to become a better teacher. (Student
Teacher Childhood Program) I personally think that the TeachLive
sessions have been a good experience that will impact my practice.
I hope to use these experiences and tools in my own classroom
especially in terms of working with students with disabilities.
(Student Teacher Special ed-Advanced Cert)
Slide 14
Candidate Comments This was the second time I did this module.
The first time, I struggled in that I kept asking students closed
questions, which messed me up. Dr. Lassman stopped me several times
to help me reframe what I was trying to say, and I didnt realize
how difficult it was until I was put on the spot to change my
delivery. Upon realizing this difficulty, I asked if I could do the
module again (the following week). Upon having time to reflect on
how the first session went, I went into the classroom (student-
teaching) giving mands and decreasing the amount of closed-ended
questions. Until it was pointed out to me, I didnt realize how
frequently I pose things as a question. So, when I redid this
module I prepped myself to avoid asking questions that didnt
pertain to the image. I noticed how I look uncomfortable in the
video and my posture shifts and changes quite frequently. Putting
my physical movement to the side, I noticed that this lesson began
to turn toward a more scientific approach. I liked the fact that I
got CJ and Maria to talk and actually be interested. In the same
way, Kevin and Ed were receptive to answering questions and also in
bringing up new ideas. After watching this video several times
over, I noticed how the discussion really picked up midway. I think
this happened because discussion went beyond the picture, as if the
topic peaked students interest. I will admit, the students stumped
me a couple of times with scientific questions. Overall, I think I
was able to effectively engage students by prompting open-ended
questions. I think I still have to work on praise, but I have begun
to notice it has become somewhat natural. I have enjoyed the entire
TeachLive experience. I have learned a lot about myself and how I
come across, from my tone of voice to my body language. (Student
Teacher Adolescent Program)