Current Course Title & Author:

Introduction to Teaching & Curriculum, Dr. Leah Holland Fiorentino, Florida Atlantic University

Topic Focus of Activity:

Identification of Basic Teaching Behaviors During Initial Field Placement

Student Learning Objectives:

1. ÝThe teacher candidate will be able to identify positive feedback interactions between self and students
2. ÝThe teacher candidate will be able to accurately analyze student skill attempts

3.Ý The teacher candidate will be able to identify strengths and weaknesses of teaching behaviors (including, demonstration of a motor skill, explaining a task, officiating a game, etc)

National Standard Connections:

NASPE/NCATE ñ 1.5; 5.3

Description of Idea:

After the lectures on feedback techniques, analyzing/assessing student skill attempts, demonstration techniques, etc), class participants are assigned the following task.

Visit your assigned practicum school site and arrange to teach a 20 minute mini-lesson that coincides with the lesson plans of the cooperating teacher (2 weeks in advance).Ý Plan your ideas and return to the school site and discuss your plan with the cooperating teacher (1 week in advance).Ý Make arrangements to video tape your self teaching the mini-lesson (this may mean bringing a colleague along to collect the footage).

On the scheduled day, be sure to arrive early enough to review any changes to your plan with the cooperating teacher, set up the video camera, and set up the equipment for the K-12 students.Ý Test the video camera to be sure you have it set correctly to collect footage. Bring along an extra video tape, battery, and an extension cord (if you need power). Plan to record your initial efforts at teaching the group (at least 12 participants).

You can sign out a departmental digital video camera or use your own equipment, but remember that the cameras must be able to connect to the MAC computers so you can use the iMovie software.Ý You will need a minimum of 20 minutes of footage to successfully complete this project so keep the camera running as long as possible. Use the play back feature on the video camera to be sure you collected correct footage before you leave.Ý If for some reason you need more footage, collect it before you leave the school site on that day. Ý Once you return home, review the video tape on a large screen once through to see "what you really captured" on tape.  On the second run through with your footage, identify your interactions in the following situations:

a. Providing Positive FB interactions

b. Demonstrating a motor skill

c. Explaining a task

d. Overseeing a game

e. Accurately analyzing skill attempts

You are now going to create a project to share with the class that demonstrates your current performance level of several teacher behaviors relative to the content covered in class lectures and related readings. Connect your video camera to the MAC computer and launch the iMovie software.  Follow the directions from the technology instruction manual. Organize the clips so all similar teacher behaviors are linked together (i.e. all feedback episodes together, all demonstrating episodes together); set a title slide to start off each new teaching behavior.  Each file should contain 2.5-3 minutes of professional interactions.Ý Within each file, segments should span 15-20 seconds ONLY.Ý A title slide should introduce each new professional interaction, and a voice over should be provided to explain why this episode was chosen.Ý In the voice over, be sure to provide an assessment of your current performance level and a rationale for why you assessed your performance level at that stage.Ý Save the project and submit it on-time.

All student projects are shared in a small group discussion format in a subsequent class period, where all projects are displayed via an LCD projector integrated with small group discussions of the teacher behaviors identified by each individual student.

Assessment Technique:

Students are assessed on the quality of the submitted DV file with attention given to appropriate identification of the teacher behaviors and the accompanying assessment of their performance with the appropriate voice over rationale for that identification.

Approximate time required:

Student time out of class includes, (in addition to planning) approximately 20 of video capture at the assigned pre-school site; 20 minute initial review of footage; 30 minute second review of footage and identification of the correct teacher behavior performance; 30 minutes of iMovie creation.  In-class time for project review is determined by class size, each file is 3 minutes long and small group discussion should last 5 minutes per project.  Plan for a final summary of projects before dismissing class.