"See for yourself if you don't believe me. There's only eight, sir! Only eight! It doesn't make sense, does it? Only eight..."
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Orientation: Modules 3, 4 and 10 represent the "field work modules".
Module 3 will authorize the student to visit a public school(s) and observe one or more teachers teach actual secondary-level classes.
The next module will introduce still another challenge to the student in ED235 who must contend with field work.
Finally at the course's conclusion, Module 10 will prompt the student to reflect upon what was experienced in the field, sharing perceptions and conclusions with peers on Blackboard discussion forums.
The current Module (#3) first assigns teams the task of building a suitable teacher observation instrument and then requires individuals on each team to use it in the field.
The Center for Educational Research at the University of Wisconsin—Madison enjoys a decades-long history of conceptualizing and researching authenticity in classroom teaching.
The authenticity model about to be introduced to the student in Learning and Motivation, though somewhat “long in the tooth” (1993), remains a classic in the field and still highly useful in articulating what authentic instruction stands for in today's schools.
It will lead us to build a useful observation instrument for use in partially completing field work in ED 235, watching one or more actual secondary-level teachers teach and determining the degree to which they displayed authenticity in their lessons.
1. Locate, print, read, bring to class and store in notebook…
“Five Standards of Authentic Instruction”, Newmann and Wehlage, Educational Leadership, April 1993
Students: If the above link is not available when you need it, go to Maxwell's databases and find it there. You should have little or no difficulty.
2. Team Project—Gearing up for Field Work. Building the Authenticity Observation Instrument (AOI).
A. Complete the 5 position points for each of the five authenticity scales given us by Newmann and Wehlage (N and W).
EXAMPLE: N and W give the reader descriptive criteria for only position #3 and position #4 on the scale for Higher-order Thinking (HOT).
Your team, therefore, is to construct suitable descriptions (criteria) for positions #1, #2 and # 5 on the HOT scale, following through in the same manner.
ANOTHER EXAMPLE: For Depth of Knowledge, the second authenticity dimension outlined, N and W give the reader descriptors for positions #2 and #3 on the 5-point scale. Your team's task, I’m sure you’ve gathered, is to fill in the gaps, suitably defining positions #1. #4 and #5, striving to be 100% consistent with N and W.
Clear?
B. Complete the missing descriptive criteria for the remaining three authenticity standards as well. Work within the N and W framework very closely.
C. Your team’s goal is to build a sound and practical practical measuring instrument (AOI) such that each teammate will have something concrete and tangible to work with while fulfilling part of the field work requirement in the course. Details will follow when needed.
D. Building the AOI: Continued...
- Take the first standard and type its name (Higher-order Thinking or HOT) on the top of a clear piece of paper.
- Next, compose a 100 to 200-word description of what exactly HOT means. The statement is to be in your own words, not copied mindlessly from the text. OK?
- Still on Standard 1, insert the 5-point scale (that you helped to construct!) under your team’s 100 to 200-word descriptive statement.
- Format the above so that there remains sufficient clear space at the bottom of the HOT sheet for the addition of handwritten observational notes later (during field work).
- You have now completed the work on the HOT standard, the first of five. Now, turn to Depth of Knowledge (DOK), the second-mentioned standard in the authenticity article. Type that name on the top of another clear sheet of paper and continue as before. Exact same procedure. Don’t change a thing. Same operations performed. This includes another 100 to 200-word descriptive statement for DOK.
- Now on a roll, do precisely the same thing for authenticity standards #3, 4, and 5. Each on a separate piece of paper.
- Add a cover page, putting some sort of title on your AOI, indicating your team number and course section.
NOTE:
The above represents only one way to build your AOI. Perhaps you can devise a way to build an AOI while conserving Paper? Fine. But heed this: your instructor will not accept sloppy, unprofessional work. Be sure to build and then use an AOI that is smart-lookiing.
However, hand written notes added to your typed AOI during or after observation are perfectly acceptable.
E. Congratulations! The first draft is ready for public display and critique on Blackboard. So far, so good. Let’s see how it holds up to scrutiny.
F. The instructor will coordinate the Blackboard critiquing process when the time comes.
G. After critiquing runs its course, and any suggested modifications to your initial AOI are addressed, the team is now in a position to run off multiple copies for individual teammate use in field work in Learning and Motivation.
In the Schools
3. Now that you sport a new and classy Authenticity Observation Instrument, fully critiqued and “snappy looking”, use it!
A. You are hereby directed to observe the teaching performance of one or more teachers in your subject-matter specialty or major and intended teaching level (middle school or high school).
B. The AOI is to be filled out in its entirety (including copious handwritten notes on the observations) on four (4) separate and different secondary education classes (class periods) in your field. That's four (4)! Count 'em.
Four (4). Got it?
Caution:
Be wary of observing a teacher teaching essentially the same class more than once. The first can count toward your six total but not the second.
It is your responsibility to avoid this sort of duplication from happening.
In sum, each of your completed AOIs must be on significantly different lessons with regard to content. Thank you.
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Although your new instrument will help you identify "quality" teaching and (eventually) assist you in becoming a teacher-of-quality yourself, it could startle and even offend teachers (professionals) when ED 235 students "wave" it in front of them during classroom visits.
Use your "smarts" students. Be discrete! A viable strategy in this regard might be to take only notes during the actual observation and then transcribe these notes to your AOI later.
Should you consult with the teacher on your "findings"? Should you share your notes and ratings with him or her?
Answer: Tough questions! The answer depends on your judgement of how open and relaxed the teacher you observed and rated appears to be. Will the teacher be receptive to the assignment? Perhaps! Whether you arrange a meeting with any teacher and freely share your findings is a tricky judgement, one that could "backfire" on you and upset the teacher. Nonetheless, this is a "call" that only you can make. Good luck!
C. Save your filled-out AOI (covered with notes) for further processing on Blackboard and elsewhere. Details in Module 10, the third module devoted to field work.
D. REMINDER: If you desire a top-notch grade in ED 235, make absolutely sure you add plenty of handwritten notes and possibly drawings (of seating arrangements, etc..) to each of your four (4) completed forms filled out.
E. Time is critical. The semester is short. Get your observations done during the second month of the semester if at all possible.
F. Another thing: If your field work has not been completed by the beginning of the last week of the semester, you will be granted additional time to get the job done.
** But this will come at a price. With rare exception, the highest grade you could receive in ED 235 under the above condition would be a "B". Yes, a "B".
Field work is an integral part of the course. It should be completed early in the semester, not after or at the very end, during final exams!
G. One more question: "What if we are an ED 235 student and also a full-time teacher in the public schools...could we use the instrument on ourselves (as teachers) somehow?
Answer: You can employ yourself as the teacher and fill out the field work instrument on yourself. Yes, while you teach a lesson (participant) you must imagine stepping to the back of your classroom and completing the instrument (as observer). Later, after class, you can actually fill in the form as you draw from your memory what happened. Be honest...very honest, won't you? This is not time for "sugar-coating"...if you want to improve as a professional.
A. Store your filled-out AOIs (a minimum of 4) in your Notebook. They will be examined by both your team and instructor the last week in the semester.
B, The "Yellow Sheet ": This easily-recognized sheet, used in many secondary education classes at BSU, is to be completed by you and signed by a teacher or school admininstrator. Its purpose is to verify that you did legitimately do field work.
It is perfectly "OK" to complete more than one "yellow sheet ".
You must certify on one or more yellow sheets that you have spent at least 10 (ten)hours in the field, or roughly two (2) days. The field work component in Module 4 will equal the second day of your obligation.
Place the completed yellow sheet(s) in your notebook, also. Your instructor will not release your grade for the course until he receives and accepts this sheet or sheets, certifying your field work effort in ED 235. No exceptions!
Later, a procedure will be set in motion whereby your yellow form(s) will be sent to the "Teacher Prep" Office (School of Education in Hart Hall) where it will be further processed and put on file. It serves to prove you've done pre-practicum field work, a current requirement for teacher licensure in the Commonwealth.
C. (Module 10 Preview)
The student is to interact with other students of like-major on a BB discussion forum devoted to the five Newmann and Wehlage Authenticity Standards.
This BB activity is to be viewed as an essential component of the overall project. Give it your best!
(At this juncture in the course, the student is urged to review Module 10.)
The end!
Oh my ears and whiskers, how late it's getting.
ADDENDUM
Content Standards
“So many standards, so little time.”
--Unidentified power point presentation on the Internet
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State –mandated content standards strongly influence how teachers put together lessons, teach them, and measure what was learned. Here the novice education student is encouraged to seek deeper understanding of what’s involved in the content standards movement and what‘s to be expected upon entering the full-time teaching force.
1. We start with a primer—a simple and useful online source that lays out the basics. Go there now, please and check it out. http://www.thirteen.org/edonline/concept2class/standards/index.html
2. Now, the student is directed to a systematic explanation of the Massachusetts Curriculum Frameworks as presented on the MDOE website.
Find your subject-matter specialty and intended teaching level. Serendipity rules. Explore at some depth.
3. Hot of the press! As you read this, there is emerging a serious revision within the content standards movement. Known as the “Common Core State Standards”, the Commonwealth of Massachusetts has just approved the initiative.
Without further ado, go to the CCSS website and educate yourself in this very recent development.
What’s going on there?