year 1 pract 1 guide - ontario institute for studies in ... · year 1, practicum 1 is the first of...
Post on 24-Feb-2021
2 Views
Preview:
TRANSCRIPT
Year1,Practicum1Guide–p.
1
Year1
Practicum1Week1
INQUIRY–OBSERVATION–ACTIVEENGAGEMENT
WhatdoTCsdo?
AGuidetoBeginningthePracticumJourney
Year1,Practicum1Guide–p.
2
Theaboveexpectationsareaguide,sotheycanbeslightlyadjustedtoadapttothereadinessoftheTC,aswellastowhatworksfortheAssociateTeacherandtheirprogram.
MasterofTeachingYear1,Practicum1:GuidetoInquiry/Observation/ActiveEngagement
BackgroundandIntroduction
Year1,Practicum1isthefirstoffoursessionsofpracticeteachingacrossthetwo-yearMasterofTeachingprogram.Assuch,itisintendedtoprovideeachTCwithanopportunitytoorienttotheprofessionofteachingthroughafocusoninquiry,observationandactiveengagement.
TheideaforaguidetosupportYear1TCsduringthefirstpracticumemergedfromsurveydatacollectedinthefallof2016fromTCs,ATs,andFAs.Thesurveydatasuggestedsupportforthemoregradualreleaseofteachingresponsibilities*,withawishforadditionalresourcesandideastohelpguideTCsandATsstructuretheearlypartsofthepracticum.
(*Althoughthedatasupportedthegradualreleaseofteachingresponsibilities,surveyresponsesfromATssuggestedthatoneweekofinquiry,observationandactiveengagementwasmoreappropriatethanthetwoweekspilotedinthefall2016practicum.Forthisreason,theweek-by-weekpracticumexpectationsforYear1,Practicum1for2017reflectsthisfeedback.)
TheintentionofthisguideistohelpbothTCsandATsdevelopmeaningfullearningopportunitiesduringthefirstweekoftheYear1,Practicum1experience.TCsareinvitedtoplanouteachdaywiththeirspecificlearninginterestsandquestionsinmind.TCsmightreviewthisdocumentandselectafocusforeachperiod,orhalfday.TCsarealsoencouragedtodocumenttheirlearningfromtheirinquiryandobservationinamannerthatenablesthemtosharetheirlearningwiththeirATandFA,andinamannerthatbestsuitsthem,e.g.,someTCsmighttakenotesthroughoutthedayinanotebook,orreflectonceattheendofeachlessonordayonadevice.Theflexibilityinhowthisguideisusedisintentionaltomeettheindividualinterests,needsandlevelsofdifferentTCs.Specifically,theguideisanadditionalsupportdocumentincaseTCsorATsarewonderingwhataTCmightdoduringthefirstweekoftheirfallpracticum.TheguidingquestionslistedintheObservationsectionbelowwerecollaborativelydevelopedataMasterofTeachingPartnershipAdvisoryCommittee(PAC)meetinginFebruary2017.ThankyoutoallATsandPrincipalswhowerecontributingmembersofthisveryimportantcommittee!
Althougheachofthese“habitsofmind”andpracticearecloselyintertwined,theguideisdividedintothefollowing3parts:Inquiry–page3Observation–pages4-6ActiveEngagement–page6
Week1 Week2 Week3 Week4
Year1PT1
Inquiry/Observation/ActiveEngagement
⅓timetableElem:1-2lessons/daySec:1class/day
⅓timetableElem:1-2lessons/daySec:1class/day
⅓-⅔timetableElem:2-3lessons/daySec:1-2classes/day
Year1,Practicum1Guide–p.
3
Inquiry–ThedevelopmentofaLearningPlanfocuseseachTContheirindividualquestions,andactsasbothaguidetoseekoutlearningopportunities,aswellasreflectonexperiencesandfindings.Asaself-directedactivity,thelearningplansituatesresponsibilityforone’sgrowthanddevelopmentasateacherwitheachTC.ArticulatingquestionsatthebeginningofaTC’spracticumjourney,followedbyexploration,analysis,reflectionandgoalsettingreflecttheteacherasresearcherstancethatiscriticalforsuccessfulandeffective21stcenturyteachers.
TCs:Chooseatemplatethatworksforyou,ordevelopanotherwaytotrackanddocumentyourinquiry.ThetwoexamplesherecanbefoundontheMTPracticumwebsiteathttps://mtpracticum.weebly.com/forms--resources.html
Year1,Practicum1Guide–p.
4
Observation–ThefollowinglistofideasandguidingquestionscanbeusedtoframeTCexperiencesduringObservationDaysandthefirstweekofPracticum1inYear1.TCsareencouragedtoobservewithcurious,analyticalminds,takeobservationnotes,andbeawareofthevariouslensesandbiasesthattheyhavewhileengagedintheprocessofobservation.
1.SchoolandClassroomExpectations,RoutinesandProcedures
Takesometimetoexplore,observeandnotetheexpectations,routinesandproceduresofyourpracticumclassroomandschoolastheyrelateto:
- Schoolandclassroomschedules.- Transitiontimes–enteringschool,enteringandleavingtheclassroom,hallwaytime,movingto
otherclassrooms,recess,snack/nutbreak,lunch,andvariouswithinclassroomtransitions(e.g.,fromwholegroupteachingtogroups,orindividualwork,fromasharedcarpetspacebacktotables/desks,activitycenters,beginningandendinglabwork,etc.)
- Classandstudentmaterials:Howaresuppliesandmaterialsorganized?Distributed?Shared?Whataretheexpectationsofstudentsrelatedtousingandtakingcareofsupplies,materials,notebooks,textbooks,pens,pencils,computers,pencilsharpeners,etc?
- Expectationsand/orroutinesrelatedtowashroom,handwashing,storageofpersonalitemsinlockers,cubbiesanddesks.
- Proceduresrelatedtofiredrills,lockdowns,assemblies,etc.- Extra-curricularactivities:Whatishappeningintheschool?Whatistheprocesstobeginanew
activity?Whatarethepoliciesandproceduresguidingextra-curricularactivitiesinthisboard?Thisschool?Fromtheunion?
- Staffcommunications,meetings,announcements,unioncommunications.
2.GettingtoKnowStudents
Understandingthestudentsinyourclassroomisakeyfoundationtoplanningandteachingthemeffectively.Althoughgettingtoknowstudentsshouldcontinueeverydayinaclassroom,thefollowingideasmighthelpfocusaTC’sexplorationduringobservationdaysandthefirstweekofYear1,Practicum1.
- Takeacommunitywalktoexploretheneighbourhoodinwhichtheschoolislocated.- Closelyobserveindividualstudentsforextendedperiodsoftime.Whataretheirinterests,
strengths,tendencies,behaviours,etc.?- Findnaturalopportunitiestotalkwithstudentstofurthergettoknowthem.- Considersharingsomethingaboutyourselfwiththeclassasawaytobuildstudent-teacher
relationships,andinvitethestudentstosharetheirinterestswithyou.- Aftertakingsometimetoobserveindividualstudents,observetheclassasawhole.Whatare
thepatternsyounoticerelatedtotheirinterests,attentionspan,behaviours,attitudes,etc.?
Year1,Practicum1Guide–p.
5
3.ClassroomCommunity,ExpectationsandManagement
Settingupaclassroomcommunity,communicatingexpectations,andestablishingroutinesareallpartofmanagingaclassroom.Investinginpreventativemanagementstrategiescontributestofewerclassroommanagementchallenges.ThefollowingquestionsareintendedtohelpaTCidentifytherangeofbothpreventativeandresponsiveclassroommanagementstrategiesinyourpracticumclassroom.
- Whathascontributedtotheestablishmentofaclassroomcommunity?(e.g.,expectations,norms,routines,etc.)
- Whatpreventativestrategiesdoestheteacheremploytodevelopapositiveclimateoflearningintheclassroom?
- Howareexpectationsaboutbehaviourcommunicated?- Arethereexamplesofexpectationsthataredifferentiatedtomeetthediverseneedsofthe
students?- WhatarethevariousstrategiesyourAssociateTeacheremploysinresponsetooff-task
behaviourand/ormisbehaviour?Focusonthelow-key,sometimesinvisible,responsesoftheteacher,e.g.,slightchangeintoneofvoice,askingstudentaquestion,movingtobeincloseproximitytostudentwhoistalkingduringinstruction,etc.
- Whateffectivestrategiesareemployedwhenlow-keymanagementresponsesfailtostopthemisbehaviour?
- Whataretheboardandschoolproceduresandpoliciesrelatedtoreportingbullying,discriminationandharassment?
4.Planning,InstructionandAssessment
Learningtoteachisacomplex,developmentalprocessthatinvolvesknowingwhichpiecesofthepuzzlearetobeputonthetable(andconsidered),andthenknowinghowtoputthevariouspiecesofthepuzzletogether.Thisprocesspullsonmanydifferentbodiesofknowledge,includingknowledgeofhumandevelopmentandpedagogicalcontentknowledge.ThefollowingideasandguidingquestionsareintendedtosupportaTeacherCandidate’sexplorationofthecomplexityofplanning,teachingandassessingduringthefirststepsoftheirpracticumjourneyintheMTprogram.
- ObserveyourATteach,andifpossibleobserveotherteachersinthedepartmentorschool.Makenoteofthevariouscomponentsofeachlesson,e.g.,Howisthelessonstarted?Whatinstructionalstrategiesareemployedto‘hook’thestudents,engageallstudents,andbuildonpreviousexperiencesofstudents?Makenoteofthetimingofeachpartofthelesson.Whatsortsofgroupings(wholeclass,smallgroup,pairs,individual)areused,andconsiderwhy?Howdoestheteachercloseorconsolidatethelesson?
- Whattypesofquestionsdoestheteacherask?Writedownandthenanalyzetheexactwordsofkeyquestionsaskedinthelesson.
- Writedownthequestionsthestudentsask.Analyzewhattheirquestionscommunicatetotheteacher.
- Whatlearningskillsarebeingdevelopedinthelesson?- Howareresources,technology,materialsand/ormanipulativeseffectivelyusedinthelesson?- Identifywaystheteacherdifferentiatesbasedonlearners’strengthsandneeds(content,
process,product,learningenvironment).- Observestudentswithaverykeenanddetailedeyeduringindependentwork.Whatpatternsto
yousee?Whatkindofworkengagesstudents,keepstheirinterest?Whatstrategiesareemployedtosupportstudentsduringindependentwork?
Year1,Practicum1Guide–p.
6
- Makenoteofthevariousformsandstrategiesofassessmentthattakesplaceduringalesson,e.g.,diagnostic,formative,summative,andas/for/oflearning.
- Followingtheobservationofalesson,reviewtherelevantMinistrycurriculumdocumentandsituatethevariouselementsofthelessonwithinthecurriculumdocument.Notewhatwasevidentinyourobservation,andidentifywhataspectsofthecurriculumdocumentyouwillexploreinfollow-upobservations.
ActiveEngagement
ThefirstweekofPracticum1forYear1TCsisintendedtobearich,fullandactivelearningopportunity.AlthoughTCsmaynotbeteachingwholeclasslessons,thereareavarietyofwaysforTCstobeactivelyengagedwiththestudents,classroomprogramandschoolcommunity.Belowaresomeideas:
- Workone-on-onewithstudents- Supportsmallgroupsofstudents- AssistATinlessonsandactivities- Co-planorco-teachalessonwiththeAT- Duringnon-instructionaltimes,TCscan:
o AssistATinsupervisionso DeveloptheirLearningPlano Analyzetheirobservationnoteso Draftlessonplansforthefollowingweek
Active
Engagement✔
✔ INITIATIVE
✔ PARTICIPATION
✔ INVOLVEMENT
✔ CONSULTATION
Feedbackwelcome!
FeedbackandsuggestionsonthedocumentarewelcomefromTCs,ATs,FAs,PrincipalsandMTinstructors.Pleaseemailyourfeedbackto
mtpracticum@utoronto.caThankyou!
top related