Post on 16-Mar-2018
Created by D.V. Craig / FOED 2110
Field Experience
Introduction to FieldworkFOED 2110
Created by D.V. Craig / FOED 2110
Observe and Gather Ethnographic Data• Focus the Observations and Determine a Purpose
– Examine the cognitive, linguistic, social, emotional, socioeconomic, and physical development of students
– Try to identify interests and learning styles– Attempt to apply the learning theories learned in class– Become aware of the planning involved in designing
instruction, activities, assessment, and in meeting students’learning styles
– Analyze behavior and student interactions
Created by D.V. Craig / FOED 2110
Dialog with Other Professionals• Engage in informal dialog
regarding:– Planning for instruction– Developing materials– Pacing and instruction– Classroom management– Stress involved in
teaching– Organization– Paperwork– Planning– Time management– Expectations
Created by D.V. Craig / FOED 2110
Intentional Observations
Interpret and ReflectReflect on your
observations. Try to draw Informed conclusions.
Implement FindingsThink about what you observed,
recorded, and reflected on.How would you improve
practice?
Plan and ConductObservations
Focus your visits andutilize a field journal.
Created by D.V. Craig / FOED 2110
The Cyclical Nature of Practice and Observation
Apply knowledgeand further
develop skills.
Learn from routines of teaching and
learning.
Gain insight intoteaching,
students, andclassrooms.
Learn about theculture of schools.
FIELDJOURNAL
Created by D.V. Craig / FOED 2110
Preparing Through the Field Experience• Three most important issues:
– Getting to know the school and community– Learning what is important to teach; what is
important to skip– Learning how to develop an appropriate curriculum– Learning how to match curriculum, learning tasks,
and assessment strategies
Created by D.V. Craig / FOED 2110
Introduction to Fieldwork• The field experience is
designed to provide opportunities for to interact with practicing teachers in order to – Gather information to
assist with preparing for the field
– Enable and encourage students to begin thinking like a reflective practitioner
– Begin building skills needed to plan instruction
Created by D.V. Craig / FOED 2110
Overview• Onsite assignment in a local public school• Integrated experience consisting of observing,
assisting, tutoring, reflecting, and researching• Field Journal and Field Notes
Created by D.V. Craig / FOED 2110
Fieldwork to Improve Practice• Classroom Ethnography
– Teacher-as-Researcher
– Prolonged Engagement
– Multiple Forms of Data
– “Inside Look” at the classroom
• Based in ethnographic research, students will keep a Field Journal– record reflections,– gather data, and – Reflecting on findings in
order to offer suggestions in improving practice
Created by D.V. Craig / FOED 2110
Maximizing meaning from life’s experiences requires enhancing andamplifying the human capacities forreflection. To be reflective means tomentally wander through where you havebeen and to try to make sense out of it.
Created by D.V. Craig / FOED 2110
Reflection to build habits, dispositions and skills:• Metacognition – Thinking about
thinking and conducting an internal dialog before, during, and after an observation,
• Connection information to previously learned material,
• Drawing forth cognitive and emotional information from several sources including the visual, auditory, kinesthetic, and tactile,
• Acting on and processing the information—synthesizing, evaluating, and
• Applying insights to contexts beyond the one in which they were learned (York-Barr, Sommers, Ghere, & Montie (2001).
Created by D.V. Craig / FOED 2110
Teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none.
Darling-Hammond, Linda. "HOW TEACHER EDUCATION
MATTERS." Journal of Teacher Education 51.3 (May 2000): 166.
Findings indicate that teacher education programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching.
Darling-Hammond, Linda. "HOW TEACHER EDUCATION MATTERS." Journal of
Teacher Education 51.3 (May 2000): 166.
Studies show that school-related experiences prior to formal teacher education are thought to be influential in providing a subjective warrant for teaching and coaching.
Mitchell, Murray, Sarah Doolittle, and Susan Schwager. "The influence of experience on pre-service teachers' perceptions of good and bad aspects of a lesson." Physical Educator 62.2 (Spring 2005): 66(10).
The current literature suggests that preservice teachers benefit from intense field preparation; structured clinical experiences; frequent and sustained supervision and feedback; and experience with diverse learners in authentic learning experiences.
Ridley, D. Scott, Sally Hurwitz, Mary Ruth Davis Hackett, and Kari Knutson Miller. "Comparing PDS and campus-based preservice teacher preparation: is PDS-based preparation really better?(professional development school )." Journal of Teacher Education 56.1 (Jan-Feb 2005): 46(11).
Created by D.V. Craig / FOED 2110
RequirementsFocused Observations Tutoring and Assisting*
*For Exemptions: Tutoring, Teaching, or Assisting
Focuses Observations
Applying Learning Theories
Recording Reflections
Field Journal
Gathering Initial Info
Planning for Instruction
Working Collaboratively with Cooperating Teacher
Assisting with Classroom Procedures
Engaging in Dialog Regarding Changing Demographics
Created by D.V. Craig / FOED 2110
Focused Observations/VisitsApproximately 4 Hours
• Focused observations, gathering information, recording reflections– Classroom Demographics– Learning Styles– Learning Theory / Piaget– Individual Student Focus
and Mini-Case Study– Methods and Strategies
Created by D.V. Craig / FOED 2110
Tutoring and Assisting6 Hours
• Tutoring– Working collaboratively
with Cooperating Teacher– Lesson Planning– Materials Development– Complete Reflective
Entry for each session• Assisting
– Assist as directed by Cooperating Teacher
– Complete Reflective Entry for each session
• See Field Journal for Assignment description
NOTE: For those students with exemptions, you will be tutoring, teaching, or assisting.