Community based learning power point (3)
Download as PPTX, PDF0 likes1,726 views
This document outlines the development and implementation of a community-based learning program called physical education learning centers. The program was created to address shortcomings in the experiential learning component of an elementary education program. Students would observe teachers at a partner school and complete assignments related to their coursework. An opportunity emerged to design this as a high-impact practice. The plan included student learning outcomes, activities, assessments, timelines and resources. Students observed teaching behaviors like lesson planning, classroom management, instruction and feedback. They reflected both during and after each observation visit. Feedback was positive, and organizers aimed to continue improving the program.
Community based learning power point (3)
- 1. Community-Based Learning: Physical Education Learning Centers in Elementary Schools DANIEL DROST KATIE CUTSHALL ANDREW LEBLANC
- 2. The Origin of the Concept Problem 1 – The content from methods classes is not experiential and therefore not completely meaningful Problem 2 – visits to schools do not result in quality observations Problem 3 – observations are individual and offer an ineffective opportunity for quality reflection
- 3. The Original Idea Locate a school where teachers demonstrated teacher traits and characteristics which aligned with the UWF program Students would have open access to the school/teacher for completing course assignments What the assignments were…undetermined
- 4. Making a Concept into Reality Emerge Scholar opportunity Developing a plan for a high impact practice Program SLOs, CLC activity components, assessments, planning tasks, timeline, resources, reflective activities, and visibility plan
- 5. Original SLO 1 Project Management – Design, implement, and assess projects using specific criteria within given time constraints Activity Learning Outcome – early lesson plan development, modification of lesson plan after each learning center observation, final modified lesson plan graded for lesson development relative to observational components
- 6. Original SLO 2 Critical Thinking – Identify and assess performance characteristics Activity Learning Outcome – complete observation instrument, create a descriptive report, grade report
- 7. The Plan Becomes Reality Discussions with Escambia County and the hand- selected teacher Permission to do a “project” in Escambia County Meeting with the teacher
- 8. Collaboration Designed the course schedule to include 4 visits/field trips Decide on the observational content to align with text/lecture content Discuss the content with teacher Ensure that the observation is less about “observing good teaching” and more about “analyzing teaching behaviors.
- 9. Observation Content Lesson planning Classroom behavior Task presentation Teacher feedback
- 10. Immediately Prior to the Observation Students read Class lecture Plan observation Observation instrument
- 11. The Observation Instrument Focus observation on the intended content Aligns with specific content that is not always covered in classroom lecture/discussions Not just a recording of what is seen, allows for interpretation of what is seen Data from observation can be further analyzed postobservation
- 12. Post-observation Reflections Immediate Organization of data Next class
- 13. High Impact Practice Reflection The question after the project – How can I improve what we did? SLO 1 Student feedback/experiences
- 14. Original SLO 1 Project Management – Design, implement, and assess projects using specific criteria within given time constraints Activity Learning Outcome – early lesson plan development, modification of lesson plan after each learning center observation, final modified lesson plan graded for lesson development relative to observational components
- 15. Student Perspectives Katie Cutshall Andrew Leblanc