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bhdxzxg至尊木虫 (知名作家)
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Field experiences Each year, our students carry out a yearlong practicum in which they learn to apply the principles covered in coursework to the demands of their teaching positions. They complete projects in their own classrooms and school buildings, and they plan and implement instructional lessons and interventions across a wide range of learning and behavior problems, and across school, home and community environments. The practica are collaborative in nature in that special and general class teachers work in school-based teams on developing lessons and interventions. Throughout the year, we assist the teachers in planning their practicum activities. We give written directions for each step in their projects, worksheets for completing the activities, and case study examples showing how course concepts may be applied in real life situations. During class meetings, we review the past week’s practicum assignment and plan the next set of activities. We also make visitations to each site to obtain firsthand information about the circumstances in which the trainees teach and to supplement the feedback we give. By combining e-mail and fax transmissions with site visitations, we can give very detailed and situation-specific feedback to each student, bringing a high level of supervision and advice not just to their understanding of course concepts, but to their application of these concepts in reallife settings. Approach to Teacher Education In order to deliver CTEP to local communities, we utilized technologies that can operate reliably during a 2 1/2 hour class session and that can also handle the array of inclass and out-of-class activities that we have in our courses. Over the years we have broadened the technologies we use as the School of Education and rural school corporations in Indiana have acquired more sophisticated technologies and as the technologies themselves have become more reliable and easier to use. When we started CTEP thirteen years ago, the only technology option we had was two-way voice communication over speaker phones supported by audiographic computer software operating over dedicated telephone lines. Now we offer courses using Ameritech’s Vision- Athena, a large-group videoconferencing system that transmits high quality video and audio over high speed telephone lines. Ameritech has equipped our School of Education and school buildings in several rural areas with large-screen monitors, speakers, built-in cameras and microphones. In addition, both origination and remote sites have computers, document cameras, and videotape units for displaying graphics, hard copies or videos. We have also begun integrating webbased conferencing in our program as well. We have found that web conferencing offers a powerful tool for creating an interactive, collaborative environment in teacher preparation. Because it promotes content-based discussion among students, it allows prospective teachers to share their experiences and concerns, to engage in group problem solving, and to develop and test out new ideas. For the past several years, we have been using SiteScape Forum that incorporates two key elements for discussion: forums and teams. A forum is a collection of related information or resources that allows learners to interact on key issues and course concepts with other class members. A team is a shared environment in which students in small groups work together on designated tasks and problem solving activities. We have students participate in at least three types of collaborative discussions: a. G roup discussion-students discuss specific issues and practices in the field. This approach allows students to advance their understanding of course concepts and procedures. b. Posting work samples-students post samples from their assignments, projects and practicum activities. This approach enables students to build a database of teaching examples and applications c. Cooperative projects-students work in teams on long term projects. This approach has students work together on assignments and lessons so they share common interests, suggest solutions to problem situations, obtain feedback and gain support from one another. In addition, we use basic technologies such as fax machines and e-mail. They are among the most powerful tools in our program because they give us continuous access to students and provide for rapid asynchronous communication. Teachers fax or e-mail assignments, test answers and practicum reports, or they send us notes when they need clarification or have difficulties with their assignments. Instructors give feedback by fax or e-mail so students can quickly find out how they did on the activities and put any advice or direction into practice with minimal delay. 我可以再加金币，我剩下的金币都给你！ [ Last edited by bhdxzxg on 2010-3-22 at 20:43 ] |
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3楼2010-03-22 21:42:29
2楼2010-03-22 21:40:13
bhdxzxg
至尊木虫 (知名作家)
- 应助: 12 (小学生)
- 金币: 26645.9
- 散金: 1149
- 红花: 34
- 帖子: 9735
- 在线: 1972.9小时
- 虫号: 971151
- 注册: 2010-03-14
- 专业: 公共管理
4楼2010-03-22 21:46:11
bhdxzxg
至尊木虫 (知名作家)
- 应助: 12 (小学生)
- 金币: 26645.9
- 散金: 1149
- 红花: 34
- 帖子: 9735
- 在线: 1972.9小时
- 虫号: 971151
- 注册: 2010-03-14
- 专业: 公共管理
5楼2010-03-22 21:58:51
